The secondary schooling system in NZ is strong, robust and resilient and it is not broken! THIS IS A BAD THING! Because it is not broken there is little motivation to fix it!

Why Become A Teacher

HOW TO CREATE 21 ST CENTURY LEARNERS? Learners today are already 21 st Century Learners. The real questions are : How to make teachers become effective teachers of 21 st Century learners and How to make schools relevant for 21 st Century learners? The students are already there!

Shifting the Paradigm The Paradigm of One The Paradigm of Many

All learning should make use of the natural connections that exist between learning areas and that link learning areas to the values and key competencies NZC p16 When you separate all subjects out to teach segmented topics, you remove the natural connectedness and meaning from learning Someone on twitter

When designing and reviewing their curriculum, schools select achievement objectives from each area in response to the identified interests and learning needs of their students NZC p44

There is no longer a good fit between the education we are currently providing and the education we need

…..the absolute necessity for knowing about learners as individuals who possess interests, strengths, and capabilities, and who are endowed with cultural backgrounds and knowledge that can contribute so richly to the curriculum.

ERO argues that innovation, creativity and responsiveness should be the norm in all schools and for all students.

ERO National Reports Priority Learners Shift focus to student- centred learning Knowledgeably implement a responsive and rich curriculum Use assessment information to plan for student learning Increasing Educational Achievement in Secondary Schools Respond to individual students Build positive relationships with students and their whanau Track and monitor student progress Review and improve teaching and support initiatives

What research says about future-focused learning Innovation Unit (UK) Graham Nuthall MOE Claxton BES Quality Teaching Get personal with self-generated learning Learning comes from self-selected activities Personalise learning Rethink roles Promote the capacity to learn Pedagogy promotes student self- regulation

GPILSEO – A change model Goal Pedagogy Institution Leadership Spread Evidence Ownership

G Goal To truly personalise learning P Pedagogy A model of teaching which co-constructs learning with students within contexts that are authentic and relevant to them, that explores prior learning and that is multi-modal (blended). Students are at the centre. I Institutions Elements that make up the curriculum How students are grouped Structure of Learning Blocks (periods) Timetable Team structures Leadership structures Reporting L Leadership Resilient, responsive, reflective, resourceful, curious, creative, compassionate, contributive, adventurous, purposeful S Spread E Evidence O Ownership

Mindset not Skillset mind·set or mind-set (mīnd ′ sĕt ′ )n. 1. A fixed mental attitude or disposition that predetermines a person's responses to and interpretations of situations. 2. An inclination or a habit.

Thanks to Twitter I am now more up to date with Education than ever before … as a professional development tool [it] has helped me connect with like-minded learning professionals around the world and every day I learn a lot from them through the things that they “tweet” and through the links that they share. Staying in daily contact with these people, whose opinions that I value, is powerful to me as an educator.

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Academic Excellence When the learner has developed the generic learning skills and the specific knowledge, skills and understandings that enable them to excel in their chosen pathways. Personal Excellence When the learner has developed the personal values, dispositions and capabilities to enable them to lead a happy, healthy and successful life while making a positive contribution to the well-being of their communities.

Learning Hub Specialised Learning Project Learning LearnPath Co-ordinated by Learning Coach

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When reviewing curriculum you must review the curriculum structures Structure of timetable Structure of ‘classes’ Leadership structures Use of space and furniture Pastoral systems If structures aren’t reviewed then curriculum review is limited.

Some things to think about Lengthen learning periods – min periods are the glass walls which prevent the personalisation of learning and the liberating of effective pedagogy Decrease size and lengthen time for pastoral groupings – Kids need time and support to make sense of their learning and to see the connections between subjects and to the outside world and they need a warm and demanding adult who has time for them

Some things to think about Look for ways to show the natural linkages between subjects – Increases the chances of relevance – Opens the way to the awesome power of collaborative planning Allow kids to call you by your first name – Reinforces Ako – We’re all in this together