- Application of new knowledge in real
contexts
- Key future skills
- 6 Cs
- Demonstrate your learning
- collaborate
- Effective teaching still requires clear learning goals
- Leaders must be skilled at dynamic change processes
- Changes to fundamental teaching models are essential
- Pedagogy of the application of technology in the teaching and learning process
- FIG 7 on page 31 is a good example of something to show teachers - those who are cautious about taking risks need to be given some concrete real examples of classroom work that they can relate to before they can start to create and innovate.
First, teachers no longer have to deliver broad swathes of content knowledge personally.p33 A Rich Seam - this is played out by the success students experience using LMS like Mathletics, Literacy Planet and Studyladder, and paced apps on iPads. Students can work at their own pace, catch up or extend themselves and identify their own learning needs. BIG TICK - this one is coming out at this week's parent teacher interviews!!!!
- e-portfolios to track student work
- don't just measure content knowledge
- don't just focus on mastery, focus on the learning that occurs in the process
- make work public to receive feedback
Leaders of change ....directional vision, letting go and reining in ..........
Student driven model to drive change............
Role of leaders is changing as well as that of teachers, and I am pleased to have an explanation as to why I seem to be enjoying aspects of teaching less than when I started (the world is changing!!)
Teachers work together to redesign lessons to create deep learning
Co-learning
Leaders who want to make a difference now have the opportunity to have a huge impact. p 62
- Key future skills
- 6 Cs
- Demonstrate your learning
- collaborate
- Effective teaching still requires clear learning goals
- Leaders must be skilled at dynamic change processes
- Changes to fundamental teaching models are essential
- Pedagogy of the application of technology in the teaching and learning process
- FIG 7 on page 31 is a good example of something to show teachers - those who are cautious about taking risks need to be given some concrete real examples of classroom work that they can relate to before they can start to create and innovate.
First, teachers no longer have to deliver broad swathes of content knowledge personally.p33 A Rich Seam - this is played out by the success students experience using LMS like Mathletics, Literacy Planet and Studyladder, and paced apps on iPads. Students can work at their own pace, catch up or extend themselves and identify their own learning needs. BIG TICK - this one is coming out at this week's parent teacher interviews!!!!
- e-portfolios to track student work
- don't just measure content knowledge
- don't just focus on mastery, focus on the learning that occurs in the process
- make work public to receive feedback
Leaders of change ....directional vision, letting go and reining in ..........
Student driven model to drive change............
Role of leaders is changing as well as that of teachers, and I am pleased to have an explanation as to why I seem to be enjoying aspects of teaching less than when I started (the world is changing!!)
Teachers work together to redesign lessons to create deep learning
Co-learning
Leaders who want to make a difference now have the opportunity to have a huge impact. p 62
It does seem that one tough question, where we need to be heading with education, while still a work in progress, is becoming clearer. What about how educators like you and I move to bring about that change in our schools? This is the "DNA" change mentioned by Greg Whitby. What do you think Angela? How do we do it? Is it really possible?
ReplyDeleteThe 6Cs are interesting Angela - I'd like to add a few Cs....like curiosity....consumption....competition.....
ReplyDeleteChocolate.....!!!
ReplyDelete