Space and Learning Does it matter?

No, space is a bonus

It’s the learning that matters

It’s the why

What is usually valued?

The best readers in class The best at numeracy The best artist The best runner in the class or school One of the best at team sports Traditionally it is..... One of the best musicians Socially popular / well liked Good at everything she / he does Happy Involved in lots of activities

Why? It’s easy to see It’s what we’ve always valued It’s what we have always done It’s safe You can assess it It’s known It can be standardised

What are the 10 skills that have been identified by many researchers that we should be teaching?

Self-motivation Self-discipline Perseverance/commitment Balance/sustainable Coachable Self-managing Courage/tenacity/drive Social confidence/ assertive High self-esteem/happy Self-efficacy

All schools still value literacy and numeracy, however What are the new literacies? What do they need to learn?

To deal with massive amounts of data Have global communication skills Self direct/Self motivate/Self start/Self regulate Organise/Collaborate/Plan/Reflect/Assess (self, peer, expert) Have multi-level relationships Sustain their learning Learn in purposeful ways- blended Learn through real life projects/inquiries (OECD conference in Finland “Grasping the Future” identified this as crucial for the future of the young) Our students will need to learn to

Why? is a process, not a ‘thing’ does things, has an impact happens in teams, not in individual ‘experts’ can’t be ‘codified’ into ‘disciplines’ develops to be replaced, not stored In the 21st century knowledge has a new meaning... Catching the Knowledge Wave -Dr Jane Gilbert (Gilbert, 2005) Chief Researcher at the New Zealand Council for Educational Research.

involves generating knowledge not storing it is primarily a group - not an individual activity happens in ‘real world’, problem-based contexts should be ‘just-in-time learning’, not ‘just-in- case’ involves generating knowledge not storing it is primarily a group - not an individual activity happens in ‘real world’, problem-based contexts should be ‘just-in-time learning’, not ‘just-in- case’ In the 21st century learning has a new meaning...

BEST EVIDENCE SYNTHESIS- (ALTON LEE, 2003) Quality teaching is focused on student achievement (including social outcomes) and facilitates high standards of student outcomes for heterogeneous groups of students. Quality teaching is responsive to student learning processes. Pedagogy promotes learning orientations, student self- regulation, meta-cognitive strategies and thoughtful student discourse.

Expert teachers... Adopt a problem solving stance Anticipate, plan and improvise as required Have a complex perception of classrooms More adept at monitoring and providing relevant feedback Test hypotheses about learning problems Have high respect for students Are passionate about learning and teaching Develop students’ self regulation and esteem Provide appropriate challenge Enhance deep learning Quality Teaching Synthesis-(Hattie, 2003)

What we teach probably isn’t what children learn that a large proportion of each students significant learning experiences were self-selected or self-generated even in traditional classrooms. Nuthall 2007

Being right Creating ideas Listening to teachers Questioning things Working alone Being active Remembering facts Showing initiative Following instructions Self-evaluating Being adventurous Copying down Discussing with peers Accepting what you ’ re told Working with others Sitting still Imagining possible solutions Showing respect Taking responsibility Being evaluated Learning Habits in School

19 th century clerk?21 st century explorer? Outcomes

19 th century clerk? Being right Copying down Listening to teacher Accepting what you ’ re told Working alone Sitting still Remembering facts Showing respect Following instructions Being evaluated 21 st century explorer? Being adventurous Creating ideas Discussing with peers Questioning things Working with others Being active Imagining possible solutions Showing initiative Taking responsibility Self-evaluating

DREYFUS MODEL Basis For Action Novice Rule Governed Behaviour PPK Read the Context BeginnerProficientCompetentExpert

TRANSFORMATIONAL LEARNING - Edwards and Butler time L + clear understood flows confusion frustration angst L - THE PIT

How we teach matters! It’s the practice It’s the structures It’s the WHY It’s making it visable

Be Flexible Foster Inquiry by scaffolding curiosity Design opportunities for participation Teach kids not subjects Provide opportunities for experiential learning Embrace Failure Don’t be boring Foster joy/fun Share/reflect/share/reflect- with who?