Key competencies Sonia Glogowski

For a copy of this presentation, email [email protected]

The New Zealand Curriculum Key Competencies:

Opportunity or Obstacle to Pedagogical Shift

Preparing our students for the 21st century world

1. It has been helpful for schools, teachers, parents and the wider community to see how the NZC and the key competencies are positioned in a global context as well as a local and national one. e.g. economies, citizenship and community participation.

The New Zealand Curriculum

,

&

Job Outlook 2002National Association of Colleges and Employers (NACE)

Global Context

Barry McGraw CISCO 21st Century Learning Conference Melbourne 2008

Impact

Globalizationand Competition

Makes Trade Easier

Capital More Mobile

New Jobs andLost Jobs

EducationResponse to

Economy

Pressure to Increase Access to/Equity of

Wealth Through Skills

Demands for Productivity

Demandsfor Increased Skills

Global Context

New York Times Company 2004

W. Michael Cox and Richard Alm are, respectively, chief economist and economics writer at the Federal Reserve Bank of Dallas.

Nigel Holmes is a graphic designer.

Global Context

Drivers of change: Globalisation ICT revolution Demographic changes Values shifts

EconomyMacro economic context

-Rise of knowledge economy-Internationalisation-Polarisation of incomes -Slowdown of economic growth Micro-economic context (companies)

-Flexibility -Organisational change into companies

Politics-Reduction in welfare provisions-Deregulation

-Public-private partnerships

Society-Reduced security of citizens and workers

-Networking via the Web becoming a community power-Multiculturalism

Technology-IT infrastructure: mobile, wireless interoperable broadband networks-Diffusion of New media -New IT perspectives: ambient intelligence, ubiquitous computing

Exogenous Trends of change

Endogenous Trends of change

Institutional context of learning

-Increased integration of formal and informal learning-Learning systems matching E&T provisions

- Increasing networking initiativesOrganisation, Market, distribution-Concern for cost-effectiveness -Importance of value added services -Marketisation of educationRange and quality of

provisions-Diffusions of new learning materials

-Quality of learning provisions -Multiplication of learning occasions/spaces

Access to learning-Lifelong learning-Increasing access to E&T

-Risk of “skills gap” between learnersLearning practices

-Growing importance of social skills-New competence models

-Increasing importance of evaluation of learning

Allocation of resources-Increasing allocation of resources for ICT in learning-Rise of teachers training

-Investment on support services

Drivers and trends of change affecting European learning systems: synoptic scheme

Global Context

ImpactEducation Is Changing

The Learner

Demands Improved Access

Demands Improved Outcomes

The Economy

Demands New 21st Century Skills

Demands Strong Basics

Facing Large Scale Disruption

In Need of aBold and Urgent

Response

Education System


Global Context

Interact in heterogeneous

groups

Act autonomously

Physical as well as socio-cultural tools such as the use of language In an increasingly

interdependent world, individuals need to engage with diverse others

Individuals need to take responsibility for managing their own lives, situate their lives in the broader social context and act autonomously

Use tools interactively

(e.g. language, technology)*

Think and act

reflectively

OECD: Definition and Selection of the Key Competencies

Success for Individuals

Including:

•Gainful employment

•Personal health, safety

•Political participation

•Social networks

Success for Society

Including:

•Economic productivity

•Democratic processes

•Social cohesion, equity and human rights

•Ecological sustainability

Individual competencies

Institutional competencies

Application of individual competencies to contribute to collective goals

Require:

2. That the responsibility and the opportunities for developing the key competencies are a ‘whole school thing’: that it is about developing an enabling school culture as well as an enabling classroom culture.

That it is about deprivatising school practice as well as classroom practice and inviting communities in as teachers and learners.

‘School culture is…the invisible but powerful mindsets that shape the learning environment as much or more than do the four walls of the

classroom.’Wagner, et al 2006

How do you know whetheryour students are happy atschool and engaged with theirlearning?a) They turn up.b) They put their hand up in class.c) Homework usually gets done.d) Don’t know— they seem cheerful enough.Student engagement with school andlearning is important—it makes adifference. Yet schools largely have torely on ad hoc measures, or anecdotalimpressions like those above.

The New Zealand Council forEducational Research has developed atool which is designed to give schoolsmore robust and systematic informationabout student engagement. It is forYear 7 to 10 students and probes theirattitudes, moods, and feelings towardsschool, teachers, peers and theirlearning.

NZC Overview scan

NZ Curriculum

The key competencies are an important part of the New Zealand Curriculum.

They focus on developing dispositions and behaviours that empower students to approach new learning opportunities with motivation and confidence, equipped with a range of strategies

and processes to negotiate and create new knowledge in the 21st century and beyond.

The knowledge and skills contained in each of the essential learning areas continues to be

important, school management and classroom teachers will need support to ensure that in

selecting relevant learning contexts and pedagogical approaches, that these attend to, and are conducive to, the development of the

key competencies.

NZ Curriculum

3.That they can be seen as an agent for pedagogical change and teacher inquiry, and can be supported through effective professional learning communities.

Education in the Industrial Society (the traditionally important paradigm)

Isolated from society

Most information on the function of schools is confidential

Initiates instruction

Teaches entire class

Evaluates students

Places low emphasis on communication skills

Mostly passive

Learns mostly at school

Hardly any teamwork

Takes answers from books and teachers

Learns answers to questions

Low interest in learning

Hardly involved in learning process

Minimal involvement in the process of instruction

No model for lifelong learning

School

Teacher

Student

Parents

J. Pelgrum IEA 1999Global Context

Education in the Information Society

Integrated in society

Information is openly available

Helps students find appropriate path of instruction

Guides students independent learning

Helps students evaluate their own progress

Places high emphasis on communication skills

More active

Learns outside as well

Much teamwork

Asks questions

Finds answers to questions

High interest in learning

Actively involved in learning process

Partner in the process of instruction

Provide model for life-long learning

Form versus Function:the critical understanding

Michael Fullan, Paul Cobb, et al

There is nothing intrinsically ‘bad’ about (direct instruction), or ‘good about co operative learning.

The overriding question must always be: In the time available, which pedagogical pathway is likely to lead students to the biggest pot of educational gold? (p345).

Ackermann(2003) in the Inquiring teacher: Clarifying the concept of teaching effectiveness Graeme Aiken First Time Principals Module 2.

Millions saw the apple fall, but Newton was the one who asked why.

‘Tell me and I forget, show me and I remember, involve me and I understand’.

1. Experts see patterns and meanings not apparent to novices.

2. Experts have in-depth knowledge of their fields, structured so it is most useful.

3. Experts knowledge is not just a set of facts – it is structured to be accessible, transferrable and applicable to a variety of situations

4. Experts can easily retrieve their knowledge and learn new information in their fields with little effort.

Content

concepts

skills

Habits of mind

Joe Exline How People Learn: National Research Council 1999

Mind-mapping – concept mapping Buzan

Inspiration softwareHidden Lives of Learners - misconceptions

4. That it has been helpful when asked to reflect on own competencies as adults to reinforce the notion of how context dependent and value laden they are; and

how any assessment of development or progress in an aspect of them would want to have the context, and the support to successfully meet the criteria, co-constructed and clearly defined.

Think of a challenge you will face in the next month or so.

What are complex skills and behaviours you will need to draw on to succeed in this challenge?

Scenarios for staff and students

(Can you group these according to the key competencies? )

What are your strengths and weaknesses in these areas?

What opportunities would help you to develop these?

What plan/goals will you set for yourself?

The illiterate of the 21st century will The illiterate of the 21st century will not be those who cannot read and not be those who cannot read and write, but those who cannot learn, write, but those who cannot learn,

unlearn, and relearn." unlearn, and relearn." --Alvin Toffler, American futurist --Alvin Toffler, American futurist

5. That helping teachers and students to see their own socio-cultural positioning determines how they view a competency, and the considerations and support that must take place to ensure that there has been accessible learning opportunities, room for negotiation and that one is not assessing cultural or social capital.

EDUCATION PROVIDES MANY WORLD VIEWS

Change Interrelationships Organisation

Concepts about the world

Science Mathematics History Religion

Data and Information

Observing inferring measuring recording analysing evaluating synthesizing

Skills for Processing Information

Verification Respect for data Opinions Appreciation Belief Faith

Ground Rules or Approaches

Joe Exline

Input Learning outcomesA

ffective

James Gee in Moss, P. et al. (2008) Assessment Ethics and Opportunities to Learn

6. That we must all respond to the challenge to see knowledge in different ways and to recognise the changes that have taken place and how our young people interact with the world around them

Evolution of 21st Century Learning

Social Networking

How Learners Best Engage

Informal ContentFormal Content

LearnerTeacher


39

The Rigor/Relevance Framework

AAcquisition

BApplication

CAssimilation

DAdaptation

KNOWLEDGE

TAXONOMY

6

5

4

3

2

1

Evaluation

Synthesis

Analysis

Application

Understanding

Awareness

APPLICATION MODEL

1 2 3 4 5Knowledge Apply in

discipline

Apply acrossdisciplines

Apply toreal worldpredictable situations

Apply to real-worldunpredictable situations

International Center for Leadership in Education

7. That change is hard for all of us and this requires recognition and

response to the barriers and enablers to that.

Implications

Schools which are…?

Leadership

Culture

Structures

Decision making processes

Information management

Behaviour Management Strategies aligned with

KCs?

Reporting /feedback mechanisms? 360s?

Open to and value feedback

Students who are…

Adaptable

Resilient

Creative

Comfortable with change

Emotionally intelligent

Resourceful

Collaborative

Innovative

Knowledgeable

Life-long learners


Teachers who are…?

Stop doing,

keep doing,

start doing.

Teacher inquiry into innovative teaching

methods and the impact of teaching on split

screen learning outcomes

Supported by collaborative technologies


What Teachers Can Do NowFrom Catching the Knowledge Wave? NZCER Press 2005

1.They can work together more

‘Secondary school teachers could change their work practices so they work together with other teachers in cross-disciplinary individual teams or syndicates’…this would allow them to combine their knowledge and skills to develop their strengths as a team and compensate for any individual areas of weakness. These teams could plan for particular classes or whole year groups, units of work that cover different curriculum areas…’

2 They can think of new ways to timetable student activities

‘Timetabling so that cross disciplinary teams of teachers work together with one large group of students –probably two or more classes divided into smaller teams…need to be timetabled to work together for at least two periods consecutively and systems for off-site investigation.’

3.They can develop their skills for helping students work in small groups.

‘Some teachers in a school will be very good at helping students work together productively in groups for sustained periods or specific projects. Others will have a good understanding of assessing group performance. ..’(Professional learning community)

What Teachers Can Do NowFrom Catching the Knowledge Wave? NZCER Press 2005

5.They can develop databases of community contacts and resources

All teachers have networks of community contacts they use to help them do their work. Could be a site for collecting and storing of important local knowledge. To achieve support for initiatives schools will need well though out strategies for ‘marketing them to communities.

6. They can focus on developing systems-level understanding of their subject

Teachers could build into their units of work sections that explicitly aim to develop students meta- or systems level understanding of particular curriculum areas….understanding how the body of knowledge works –both internally, on its own terms , and in relation to other bodies of knowledge- and see how it fits into the widersocio-political context in which it developed.

4. They can foreground students’ real world research projects

Currently in schools – Enterprise for Education; CREST awards; Maths Olympiads, Technology challenge; Stage Challenge; Youth Parliament etc.

‘many of these programmes could be redesigned to make them prominent parts of school activities, so structuring classroom learning for all students , not the few who involve themselves in these activities as optional extras.

Concerns Based Adoption Model (CBAM)

Identifying Stages of Concern

(CBAM) from Hall and Hord www.resources.sai-iowa.org/change/cbam.ppt Stages of Concern Expressions of Concern

Stage 6: Refocusing I have some ideas about something that would work even better.

Stage 5: Collaboration I am concerned about relating what I am doing with what my co-workers are doing.

Stage 4: Consequence How is my use affecting clients?

Stage 3: Management I seem to be spending all of my time getting materials ready.

Stage 2: Personal How will using it affect me?

Stage 1: Informational I would like to know more about it.

Stage 0: Awareness I am not concerned about it.

IM

PA

CT

TASK

SELF

Hall & Hord, p. 63

Interventions

Stage 6, Refocusing • Respect and encourage teacher interests• Channel their ideas and energies; act on their

concerns.

Stage 5, Collaboration • Provide opportunities to develop skills needed to

work collaboratively• Rearrange schedules so people can collaborate

Stage 4, Consequence • Provide positive feedback and needed support• Provide opportunities for teachers to share

knowledge and skills

Stage 3, Management • Answer specific “how to” questions• Avoid considering future impact at this time

Stage 2, Personal • Address potential personal concerns directly• Implement changes progressively over time

Stage 1, Informational • Provide clear and accurate information• Relate changes to current practices

Stage 0, Awareness • Involve teachers in discussion and decisions• Give permission not to know

Hall, George, & Rutherford, 1986

Levels of Use Behaviors Associated with LoUBehaviors Associated with LoU

0 Non-Use No interest shown in the innovation; no action taken

1 Orientation Begins to gather information about the innovation

2 Preparation Begins to plan ways to implement the innovation

3 Mechanical Concerned about mechanics of implementation

4A Routine Comfortable will innovation and implements it as taught

4B Refinement Begins to explore ways for continuous improvement

5 Integration Integrates innovation with other initiatives; does not view it as an add-on; collaborates with others

6 Renewal Explores new and different ways to implement innovation

Hall & Hord, p. 82

Categories for Levels of UseKnowledge Knows about the innovation, how to use it, and

consequences of its use.

Acquiring Information

Solicits information in a variety of ways (e.g., resource persons, printed materials, site visits,

Sharing Collaborates with others (e.g., sharing plans, ideas, resources, problem solving)

Assessing Examines implementation as well as collecting and analyzing data

Planning Designs and outlines short- and long-term outcomes (i.e., aligns resources, collaborates, schedules activities)

Status Reporting Describes personal level of implementation

Performing Operationalizes the actions and activities of innovation

Hall & Hord, p. 90

8. That one should not try and plan for the development of each of the key competencies in any one lesson or unit; that it is likely that one or two will be foregrounded because the learning context lends itself to those particular ones.

Subject /Curriculum Area:The Key Competencies – Contextual Opportunities for

Learning(Based on a table by Cheryl Doig) [email protected]

Competency Description Professional Teachers Learning contexts and the dimensions of strength (Carr, 2006)A(agency); B(breadth); C(continuity); D(Depth)

Professional Learning

Communities

MANAGING SELF•Self-motivation, a “can-do” attitude, and seeing themselves as capable learners. It is integral to self-assessment.•Learners who manage themselves are enterprising, resourceful, reliable, and resilient.•They establish personal goals, make plans, manage projects, and set high standards.•They have strategies for meetingchallenges.•They know when to lead, when to follow, and when and how to act independently.

Model:•Meeting commitments•Applying learning to new situations•Intrinsic motivation•Social ethical values, the ability to resolve conflict; and resiliency•Seeking and acting on feedback of own performance.

Teach:•Reflection as an essential part of learning•Self management/ responsibility skills such as goal setting, time management, choice making, self assessment and evaluation•Making purposes and goals explicit

Classroom Culture (Claxton et al)Classroom & Community Based Curriculum ContextsInnovative / 21st C teaching and learning

•Encourage staff to think for themselves•Build resiliency through appropriate levels of delegation & professional learning•Recognise conflict as important for community growth and develop systems to express this openly and safely•Provide systems which provide guidance while still allowing independence and flexibility within the working structure•Obtains regular individual and collective feedback from stakeholder groups

Authentic or simulated contexts

Problem solving /inquiry approach*- local, national or global issues E4E, E4S

Computer games e.g. ‘Second Life’ virtual societies – using them; ‘unpacking’ them; creating them

Concept mapping

E-portfolios

Student self/peer/group assessment

Feedback for all – learning partnerships

Learning logs / diaries

9. Being more aware of the atomisation of learning objectives and helping students reconnect to and RESPOND TO the big themes and concepts.

Theme Relationships Duration of unit: 10 weeks

Guiding Questions which encourage the exploration of students’ own values and those of others. See page 10 NZC.

Why are relationships important?What values are the most important in any relationship?Why are some relationships difficult?How has the building of relationships changed in our ever-changing world?How can relationships be nurtured?How are relationships we have with family different from the relationships we have with friends?

Year Level: 10 Curriculum Levels: 4-5AsTTle levels:

Achievement Objectives Learning Outcomes

Making meaning: Ideas – show an understanding of ideas in and between texts; Language Features – identify language techniques and describe their effects; Structure - show an understanding of how structure contributes to meaning.Creating Meaning: Purpose and Audience – conveys a sense of personal voice; Ideas – develops ideas and show viewpoints; Structure – uses a variety of sentence structures for effect; Language Features – use text conventions appropriately and with increasing accuracy.

Making meaning: Students will show an understanding of ideas, both literal and inferential, through close reading of written text. This will be in the form of a one period test.Creating meaning: Students will develop a piece of personal writing for a given audience and purpose, that develops ideas and which uses a range of vocabulary and uses text conventions with increasing accuracy.

Resources

The Freezer – short NZ filmDear Ex – Dad - Jillian Sullivan, NZ short story writerFor Heidi with Blue Hair – Fleur Adcock - NZ poetPact for Mother and Teenager – Fiona Kidman – NZ poetGifts - Kath Walker – Aboriginal poetLove Songs for Iona – Sia Figiel - Samoan poet

Leanne Webb, Michelle Pomana. Diana Patience:

Team Solutions 2008

Timing Sequence of Learning & Content Effective Pedagogy Strategies See pages 34 – 35 NZC for general principles.

Formative assessmentSee pages 39 – 40 of NZC for principles of valid assessment.

Week 1 Week 2Week 3Week 4

Introduction to themeThe Freezer – visual text Dear Ex-Dad –written textLove Songs to Iona - Sia Figiel, Mother – Fualuga T.L. Saviinaea – oral texts.Range of texts (poetry)– written and oralAssessment tasks:- summative assessments1.Close reading of unseen text.2.Writing task (any of individually completed tasks or a choice of new tasks)

Making connections to prior experience. Post box activity. Use the guiding questions at the start of the unit to explore student understanding of relationships. Establish prior knowledge: class brainstorm: What sort of technology existed 30 years ago? How did people dress 30 years ago? What would rural life have been like in NZ 30 years ago? Participating and contributingPre-reading: vocab jumble, prior knowledge and prediction.Read story individuallyCo-operative learning tasks – reading and writing. Relating to others. Thinking. Using language, symbols and texts. Pre-reading: “unrequited love”Co-operative learning task: Bus stop activity – describe the character, content, progression of ideas, cultural context. Managing self. Thinking. Relating to others.Skimming, scanning and prediction about texts.Co-operative learning activity.Participating and contributing. Thinking

Close reading of visual text to develop inference – three level guide.Creative writing: students write dialogues in pairs, which teases out unspoken parts of the film. Students can select with characters an the part in the film where the new dialogue will occur. To be role played with peer feedback focused on ideas presented.Close reading: Inference grid on characterisation.Creative Writing ; group task – personal letter writing. Choose any of the characters at any point in story and write a letter that sustains the tone and character of that person.Close reading of poems in groups.

Key Competencies

Planning for Learning Outcomes

Maths Learning

Planning for Learning Outcomes

• •

• •

Analysis

Next steps

Analysis

Next steps

Maths Unit

Julie Cadzow: see ArtsOnline

KEY COMPETENCIES pp.12-13Using Language, Symbols & Texts1. FOCUS: interpreting a diagram of the structure of a chemicalSTARTER ACTIVITY: oil on water and detergent drop observationPROCESS: i.e.: how I will build students’ ability to interpret chemical structure diagram of detergent / soapRole play – acting out the reactionMake a modelGive & discuss the scientific structureGive / discuss the model of how soap / detergents work2. FOCUS: creating a diagram of where soap / detergent waste water goesSTARTER ACTIVITY:PROCESS i.e.: how I will build students’ ability to understand where soap / detergent waste water goesFollow a local waste water pipe / stormwater drain (as much as possible)Visit wastewater treatment stationMap the school drainsLook at stormwater / waterwater drain diagramsCreate a flow diagram to show the process of where soap / detergent waste water ends up

KNOWLEDGE BASE: Facts We Need to Know / TeachTheory behind the cleaning processSoap vs. DetergentsWhat is in commercially bought soaps / detergents

INVESTIGATING IN SCIENCE FOCUS: ask questions, find evidence, explore simple models, and carry out appropriate investigations to develop simple explanations (L3-4) STARTER ACTIVITY: How much soap / detergent is required for the job?PROCESS: i.e.: how I will develop students’ observation and questioning skillsCompare different soaps and detergentsTalk about and draw similarities and differencesDevise and carry out simple experiments to find minimum requirements

UNIT: Smarter Clean-Ups1. Developing students understanding of physical and chemical properties through observation and measurements (MATERIAL WORLD L.3)2. Use this understanding to explore issues relating to soaps and detergents and make decisions about possible actions(NATURE OF SCIENCE Participating & Contributing L.3-4)3. Implement appropriate actions (Personal and Social Responsibility for Action p. 13; Action for the Environment p.14 GUIDELINES for EE in NZ Schools)

KEY COMPETENCIES pp.12-13 PRINCIPLES p.9

Thinking Learning to Learn

Cultural DiversityCOMMUNICATING IN SCIENCE – Begin to use a range of scientific symbols, conventions and vocabulary (L. 3)1. FOCUS: Cultural Differences re: CleaningSTARTER ACTIVITY:PROCESS: 2. FOCUS: Pollution caused by soaps / detergentsSTARTER ACTIVITY:PROCESS:3. FOCUS: Economic cost of using soaps / detergents

POSSIBLE ACTIONS – to be decided in dialogue with the students Use Action Planners (Guidelines for EE in NZ Schools) and decision making matrices (www.e4s.org.nz ) NATURE OF SCIENCE Participating & Contributing –explore various aspects of an issue and make decisions about possible actions L. 31) Personal Behaviour Examples: Write and say a pledge to reduce or measure the amount of soap used when washing dishes/ clothes, bathing and cleaning ; “ I pledge to only use a quarter of a teaspoon of dishwashing liquid” “I pledge to measure the amount of shampoo I use with a ....” Take responsibility for washing the family car, and ensure that it is washed on the grass, not the pavement2) Systems for the class/ school Examples: Test / trial the use of ‘home-made’ cleaning products at schoolwith the school cleaner(s)Make and sell environmentally friendly cleaning productsPaint stormwater drains with yellow fish to promote “drains are for rain” c) Educating others to help them change their behaviours Examples:Ask supermarkets to consider stocking certain products over others; Write to detergent manufacturers with soap /detergent measuring device designs; lead a community ‘drains are for rain’ campaign with displays, flyers, text bombs etc; encourage family members to reduce their soap/ detergent use

NATURE OF SCIENCE Participating & Contributing 1. FOCUS: – use their growing science knowledge when considering the effects of soap on the environment L. 3STARTER ACTIVITY: pictures of soaps / detergents effects on the environmentPROCESS: i.e.: how I will develop students’ growing science knowledgeHave a water pollution expert visit / email / skype etc – have students prepare questionsRealize that some bubbles in water are natural – devise an experiment to illustrate how this could happen

AssessmentScience using NZ Science ExemplarsMatrix A – engaging in social issuesMatrix A – caring for the environment Matrix D – communicates explanations using aids

Kate Rice et al Otago


KEY COMPETENCYThinkingParticipating & Contributing VALUES Innovation, Inquiry & CuriosityCommunity & ParticipationEcological SustainabilityPRINCIPLESFuture Focus: sustainability, globalisation, enterprise, globalisation

5. Taking Action towards the cause of the environmental issue (rather than a symptom) – What are we going to do about what we have found out?

Encourage Student Planning using Action Planners(from Guidelines for EE in NZ Schools, MoE 1999)- students start to plan their action; continue to refer back to this and add to it - Model with the whole class if students haven’t utilised one of these before

Use a decision making matrix to assist with the decision making process Actions may include:a) Changing personal behaviour This can be helped by writing a pledge / personal statement in

front of others and ensuring it is part of the school environmental code Examples: Pledging to reduce or measure the amount of soap used when washing dishes/

clothes, bathing and cleaning ; “ I pledge to only use a quarter of a teaspoon of dishwashing liquid” “I pledge to measure the

amount of shampoo I use with a ....” b) Setting up a system or action for the class/ school / communityExamples: Testing and trialing the use of ‘home-made’ cleaning products at schoolImplementing the use of environmentally friendly cleaning products for the school (after trialing

with the school cleaner(s)Making and selling environmentally friendly cleaning productsPainting stormwater drains with yellow fish to promote “drains are for rain” c) Educating others to help them change their behavioursExamples:Flyers for the local community, letters to businesses, talks with politicians, contributing to

Council Annual Plan process, community displays, being ‘environmental watchdogs’ to check on adult behaviours

6. Reflecting on Action/s Taken (Teacher and student reflection):Look back at Action Planners and reflect on the learning process Have the socio-cultural, economic, political and natural environments all been considered?Follow up regularly (possibly at a set time daily/weekly) In one month from commencing the action, carry out reflection by completing an H-Form – what are our next steps?

REFLECTION

7. Assessment - may includeSelf assessment Refer back to personal statements / pledge regularly to see if they are being adhered to, and modify only if necessaryMake a statement (oral, written, visual) about your action(s) and / or behaviour(s) Make a statement (oral, written, visual) about your learning process (what steps you took and when) Peer assessment Ask someone else to make a statement on (oral, written, visual) your action(s) and / or behaviour(s) Ask someone else to make a statement on (oral, written, visual) your learning process School Assessment of ActionAudit / survey , ecological footprint calculator , or the Enviroschools Environmental ReviewLearning Areas

Choose 1 or 2 learning areas to assess student’s cognition as appropriate

(Utilise Assessment Resource Banks or other on line tools) ScienceMatrix A – engaging in social issuesMatrix A – caring for the environment Matrix D – communicates explanations using aids


Readings and Information that other schools are finding useful in addition to those on the NZC website:

Readings

•An approach to secondary school improvement Prepared for Alan Luke Queensland University of Technology by Ben Levin OISE Toronto Nov. 2007

•Learning Futures: Next Practice in Learning and Teaching – a Horizon Scanning Guide Prof. Mark Hadfield & Michael Jopling University of Wolverhampton March 2008

•Claxton, G. (2006). Expanding the capacity to learn: A new end for education? Paper presented at the British Education Research Association (BERA), Warwick, September 6. (Google this – it’s on the internet)

•West Virginia 21st Century – Leadership Framework for High Performing 21st Century High School Classrooms West Virginia Dept. of Education

Video/Digistories

http://wvde.state.wv.us/professional-development/model-classrooms/

Powerpoints

Why Project-based Learning WVDE Office of Instruction

Websites

http://www.utc.edu/Administration/WalkerTeachingResourceCenter/FacultyDevelopment/ConceptMapping/

http://www.21stcenturyskills.org/index.php

Did you know . . .Sometimes size does matter.

If you’re one in a million in China . . .There are 1,300 people just like you.

In India, there are 1,100 people just like you.The 25% of the population in China with the highest IQ’s . . .

Is greater than the total population of North America.In India, it’s the top 28%.

Translation for teachers: They have more honors kids than we have kids.Did you know . . .

China will soon become the number one English speaking country in the world.If you took every single job in the U.S. today and shipped it to China . . .

China would still have a labor surplus.During the course of this 8 minute presentation . . .

60 babies will be born in the U.S.244 babies will be born in China.351 babies will be born in India.

The U.S. Department of Labor estimates that today’s learner will have 10-14 jobs . . .By the age of 38.

According to the U.S. Department of Labor . . .1 out of 4 workers today is working for a company they have been employed by for less

than one year.More than 1 out of 2 are working for a company they have worked for less than five years.

According to former Secretary of Education Richard Riley . . .The top 10 in-demand jobs in 2010 didn’t exist in 2004.

We are currently preparing students for jobs that don’t yet exist . . .Using technologies that haven’t been invented . . .

In order to solve problems we don’t even know are problems yet.

Name this country . . .Richest in the World

Largest MilitaryCenter of world business and finance

Strongest education systemWorld center of innovation and invention

Currency the world standard of valueHighest standard of living

England.In 1900.

In 2002 alone Nintendo invested more than $140 million in research and development.The U.S. Federal Government spent less than half as much on Research and Innovation in

Education.1 out of every 8 couples married in the U.S. last year met online.

There are over 100 million registered users of MySpace. August 2006)*If MySpace were a country, it would be the 11th-largest in the world (between Japan and Mexico)*

Did you know . . .We are living in exponential times.

There are over 2.7 billion searches performed on Google each month.To whom were these questions addressed B.G.?

(Before Google)The number of text messages sent and received every day exceeds the population of the planet.

There are about 540,000 words in the English language . . .About 5 times as many as during Shakespeare’s time.

More than 3,000 new books are published . . .Daily.

It’s estimated that a week’s worth of New York Times . . .Contains more information than a person was likely to come across in a lifetime in the 18th

century.It’s estimated that 40 exabytes (that’s 4.0 x 1019) of unique new information will be generated

worldwide this year.That’s estimated to be more than in the previous 5,000 years.

The amount of new technical information is doubling every 2 years.It’s predicted to double every 72 hours by 2010.

Predictions are that e-paper will be cheaper than real paper.47 million laptops were shipped worldwide last year.

The $100 laptop project is expecting to ship between 50 and 100 million laptops a year to children in underdeveloped countries.

Predictions are that by 2013 a supercomputer will be built that exceeds the computation capability of the Human Brain . . .

By 2023, a $1,000 computer will exceed the computation capability of the Human Brain . . .First grader Abby will be just 23 years old and beginning her (first) career . . .

And while technical predictions further out than about 15 years are hard to do . . .Predictions are that by 2049 a $1,000 computer will exceed the computational capabilities of the

human race.What does it all mean?

Shift Happens.

Several folks have asked for just the text of the Did You Know presentation. You can find it below. The original presentation (http://thefischbowl.blogspot.com/2006/08/did-you-know.html) includes slides at the beginning that are specific to my school. (You can also find sources for the information and the original context of the presentation there.)Scott McLeod’s Remix (http://scottmcleod.typepad.com/dangerouslyirrelevant/2007/01/gone_fischin.html) removes AHS-specific slides and adds one MySpace slide. There are also various other remixes on the web that have different slides (typically specific to local schools/states/countries).

Key competencies Sonia Glogowski

Technology

Transcript of Key competencies Sonia Glogowski