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Transcript of Reconceptualising 21C curriculum: From segregated subjects, ad hoc themes, and ‘covering...
Reconceptualising 21C curriculum: From segregated subjects, ad hoc themes, and ‘covering content’ to
holistic, integrated learning
Dr Julia AtkinEducation & Learning Consultant
“Bumgum”Harden-Murrumburrah NSW 2587
[email protected]://www.learning-by-design.com
Integrating new technologies to empower learning and transform leadership
The New Zealand Curriculum provides a coherent macro framework for a 21C curriculum.
Working with this curriculum framework requires considerable curriculum design work in your school.
Key questions are:• For our students, what is it essential that they learn? What is desirable? • How do we ensure powerful learning? • How do we map our curriculum in a way that ensures depth and breadth?
This interactive workshop will engage you in developing understandings, processes and strategies for developing your school’s curriculum.
Breakout Description
Philosophical FrameworksWhat & Why?
Beliefs Understandings
Values
Strategies &StructuresThe ‘how’.
Community & Culture
The ‘human spirit’ and learning culture
© Julia Atkin, 2009
EFFECTIVE, SUSTAINABLE DEVELOPMENT
Effective, sustainable development depends on an iterative interplay between each of these domains. Like a ‘three legged stool’ balance
requires equal emphasis and growth
in each ‘leg’.
Effective & Sustainable DevelopmentPhilosophical FrameworksWhat & Why?
Beliefs Understandings
Values
Strategies &StructuresThe ‘how’.
Community & Culture
The ‘human spirit’
ICT
Powerful le
arning?
Ope
nmin
dedn
ess
Col
labo
raat
ive
© Julia Atkin, 2009
© CORE Education and Julia Atkin, 2009
The EPS survey is a lens for leading learning - a school self
review tool. It holds a ‘mirror up’ to a school community to help it see
where it is on the ‘map’
It represents the community’s perception of the extent to which each key element of sustainable
development is being lived out and thus helps pinpoint areas for focus
and development.http://eps2.core-ed.net
. . . education is at the cross roads.
Choosing one direction will lead efforts to lift performance within traditional educational models.
Choosing the other will see radical changes in education that will shift the way we think about learning…
Steve Maharey
Educators’ choice
The NZ Curriculum describes WHAT it is essential for all young NZers to learn and challenges you to interpret this for your learners in their context but HOW you design the learning experiences is your choice, your responsibility.
The origin of the term ‘curriculum
Cur•ri•cle
noun historical
a light, open, two-wheeled carriage pulled by two horses side by side.
ORIGIN mid 18th cent.: from Latin curriculum ‘course, racing chariot,’ from currere ‘to run.’
Reconceptualising ‘curriculum’
Are we still advocating curriculum as a ‘narrow
track to be run as a competition’ pulled along by
teachers?
What is it powerful to learn?
Education Design & DevelopmentKey elements & Shapers
WHY school?What is your educative
purpose?
WHY school?What is your educative
purpose?
WHAT shouldstudents learn?What is essential?What is desirable?
WHAT shouldstudents learn?What is essential?What is desirable?
CONTEXT
CONTEXT
values&
beliefsshapes &informs
© Julia Atkin, 2010
21st century education is increasingly driven by a desire to develop young people who are adaptable, creative, collaborative, responsive, self directed and capable of being self managing in networks and less hierarchical settings and communities than experienced by their parents at the same age.
Educative Purpose for 21C
© Julia Atkin, 2010
How do the nature & challenges of 21C inform the
design of learning experiences?
© Julia Atkin, 2010
What perspective do you bring to the NZ Curriculum?
What lens are you looking through?
Perspective and Pedagogy the powerful agents
Before considering pedagogy, let’s first view
curriculum for 21C in light of our past.
CoreLatin
GreekMathematics
1870
KLAsEnglishMaths
ScienceSocial SciencesPE/Health/PDDesign & Tech
Visual & Perf ArtsLOTE
1990’s
CoreEnglishMathsLatin
ScienceHistory
1962
Arts
Geography
CommercialStudies
French
PE
Craft
Key Competencies
Essential Skills/LearningsNew Basics
Essential Learning
Development of self & self for society
2007+
Learning Areas
SECONDARY SCHOOL CURRICULUM EVOLUTION
ValuesKey
Competencies
The NZ Curriculum represents an ‘inversion’ of curriculum in which the ‘core’ task of education is the development of self and self for society.
The key challenge is to design curriculum so that the ways of knowing of the Key Learning Areas, the Key Competencies and Values contribute to the development of the whole self.
© Julia Atkin, 2008
© Julia Atkin, 2009
The ‘Essence’ of the NZ Curriculum
‘confident, connected,
actively involved and lifelong
learners’
VALUESKEY
COMPETENCIES
LEARNINGAREAS
The Vision of the NZ unequivocally states your
educative purpose.
What is powerful learning?What is it powerful to learn?
Education Design & DevelopmentKey elements & Shapers
WHY school?What is your educative
purpose?
WHY school?What is your educative
purpose?
WHAT shouldstudents learn?What is essential?What is desirable?
WHAT shouldstudents learn?What is essential?What is desirable?
HOW do students learn?Principles of Effective
Learning
HOW do students learn?Principles of Effective
Learning
CONTEXT
CONTEXT
values&
beliefsshapes &informs
LEARNING
THEORY
LEARNING
THEORY
informs
© Julia Atkin, 2009
When we have determined what we believe it is essential and desirable to learn, how do we ensure that it is learned powerfully??
© Julia Atkin, 2009
WHAT is the ‘essence’ of powerful learning?
What are the implications for pedagogy?
What are the implications for curriculum design?
Perspective and Pedagogy the powerful agents
• journey
• growth
• construction- reconstruction creation - recreation
• transformation
• enlightenment enlightenment
• empowerment
• enrichment
The dominant analogies that have emerged from asking
>200,000 people: “What is human learning like?”
The Nature of Human Learning
© Julia Atkin, 2009
I think at last I understand why my English teacher was so pedantic about not mixing metaphors.
Look at the tensions and confused agendas that arise when we mix our metaphors – when metaphors underpinning practice are not congruent with the nature of learning…..
Un-mixing our metaphors
© Julia Atkin, 2009
Underpinning metaphor of the Industrial Era
© Julia Atkin, 2009
Quality Control:
Efficiency
Uniformity
Meets standard specification
No waste
Industrial era quality control is fine for inanimate objects and machines but what actually
constitutes quality control for a living system?
• journey• growth• construction- reconstruction creation - recreation• transformation• enlightenment enlightenment• empowerment• enrichment
Appropriate underpinning metaphors for the Knowledge Era and learning: - organic, dynamic, holistic
What constitutes qualitycontrol:
- for a journey?
- in a garden?
- in a creation?
© Julia Atkin, 2009
Terms that spring to mind are:
VitalityBeauty
DiversityMeeting individual needs
PersonalisedSuccess for all
Cur•ri•cle
noun historical
a light, open, two-wheeled carriage pulled by two horses side by side.
ORIGIN mid 18th cent.: from Latin curriculum ‘course, racing chariot,’ from currere ‘to run.’
How do we reconceptualise ‘curriculum’
Our challenge is to move from…
a narrow path to be run as a race
to…a rich field to explore with treasures to discover
Educators of Primary age children have always leant towards a holistic,
personalised pedagogy. Your challenge now is to uphold that
approach and strengthen it – not to succumb to the potentially minimising
effects of external pressures.
© Julia Atkin, 2010
Educators of Secondary age children have always leant towards a subject driven pedagogy. Your
challenge now is to become a teacher of the person using your subject expertise to enrich the
learning of colleagues and young learners
Educare – means to form, mold or trainwhile…
Educere – means to nurture, grow, lead out
Inherent tension in the term ‘education’
Which way do you lean? Or do you successfully
integrate both?
© Julia Atkin, 2010
The task of the educator is not to put knowledge where knowledge does not exist but rather to lead the mind’s eye that it might see for itself. Plato
The ‘essence’ of constructivism and powerful pedagogy
World 1 is my inner world, the world insidemy skin - my very inner psychological world.
World 2 is the world of my direct experience, the world of things I’ve done, people I have met, places I have been - this, with my inner world are the worlds of my mental models - my “knowing” of the world.
World 3 is the world I know about, have read about or heard about - I do not know it directly.
World 4 is the world of infinite possibilities.I haven’t heard about it nor imagined it - itis the world of my ignorance; it is the world I don’t know that I don’t know!
World 4
World 3
World 2
World 1
The Nature of Learning - John Holt’s model of the worlds we live in adapted from “What do I do Monday?”
© Julia Atkin, 2009
World 4
World 3
World 2
World 1
World 4
World 3
World 2
World 1
World 4
World 3
World 2
World 1
• personally meaningful• integrated• coherent• transformative• transferable
Natural, Powerful Human Learning – driven by purpose, desire, interest, curiosity, need – holistic growth not linear accretion or addition.
© Julia Atkin, 2009
World 4
World 3
World 2
World 1
Unnatural Human Learning - ‘knowing about’ and ‘knowing about what other people know’ but NOT KNOWING! - driven by outside pressure – little personal impact.
World 3 • non-meaningful• disconnected• incoherent• non-transformative• not transferable
World 3
World 2
World 1
World 2
World 1
They work to pass and not to know.Alas they pass and do not know!
Bertrand Russell
© Julia Atkin, 2009
Knowledge in Education
‘I have been convinced for some time that the “learning outcome” of ….education should be more than what thewestern world typically means by “knowledge”;that it is to engage the whole “being” of people, their heads,hearts and life-styles, and is to inform, form and transformtheir identity and agency in the world.’
Thomas H. Groome, Sharing Faith, p.2
© Julia Atkin, 2009
World 4
World 3
World 2
World 1
World 3
World 2
World 1
transformative• personally meaningful• integrated• coherent• transferable
NOT
non-transformative• non-meaningful• disconnected• incoherent• non-transferable
What is IMPORTANT learning?
© Julia Atkin, 2009
World 4
World 3
World 2
World 1
World 3
World 2
World 1
What are the factors that contribute to learning being…
transformative
OR
non-transformative
© Julia Atkin, 1999
Intrinsic motivation learner purpose not teacher purpose relevance/interest challenge curiosity
Direct experience practical application vicarious experience; simulation; role play
Crisis/catastrophe
Sharing, having to teach someone else, dialogue
Teacher/mentor passion
Strategies which connect at the point of personal experience/story
Strategies which stimulate emotions
Strategies which connect with, or challenge, inner belief system
Metacognition - self knowledge as learner; repertoire of learning strategies; disposition to make meaning; reflection; next steps
Factors which promote meaningful, transformative learning:
© Julia Atkin, 2010
Achievable challengeProblem to solveIssue to exploreDesire to perform, createQuestionWonderingChoiceNegotiationCollaboration
‘RICH TASKS’
Transformative learning
Key design elements
Learner purpose & intrinsic
motivation
Problem based learningInquiry ModelAuthentic performance
Authentic or simulated real world context
Openness
Assessment of process
and product
Learner self reflection &
self direction
Appropriate support
Form of expressionDifferent pathwaysAble to be extendedPersonalised level of achievement
Scaffolding of processAccessible resourcesExpertiseFormative feedbackStimulate metacognition
Goal settingIdentifying level of support neededReflection
Self(Peer)Expert
HolisticMulti-sensory
is enhanced by
which haveensuring
involve
provision ofincluding
involve
includes
© Julia Atkin, 2010
INSTRUCTIVIST vs CONSTRUCTIVIST PEDAGOGY
Direct, explicitInstruction
Learner initiates, chooses, directs
Teacher facilitates
OR
© Julia Atkin, 2007
In recent years, approaches to teaching have
become caught in an ‘either - or’
conceptualistion of pedagogical
approach rather than a ‘both-and’
approach.
A true ‘constructivist’
approach focuses on ensuring meaning and understanding are constructed in
the learner’s mind.
At times, for certain students in certain contexts this might
demand direct, explicit instruction or it might mean
open exploration or it might require
some approaches in between.
Reframing . . . going beyond ‘EITHER-OR’ to ‘BOTH-AND’
CONSTRUCTIVIST PEDAGOGY
Direct, explicitinstruction
Modelling Providing ‘scaffolds’
Nudging, promptingGiving formative feedback
Complex, holistic, authentic tasksLearner initiates, negotiates, chooses, directs
Teacher facilitates
© Julia Atkin, 2007
WHAT directs my teaching approach?
Knowledge of learners
Intentionality-desired learning -strategies to achieve- make explicit to learners
Responsiveness
Learner self direction- learner self reflection
- identification of need
FORMATIVE ASSESSSMENT
• If we are to prepare all students for ‘lifelong learning’ what learning is essential in the compulsory years of education?
• With regard to the Learning Areas, we must be able to answer ‘WHY’ learn in these Learning Areas?
• Given the rapid growth of knowledge we must also be able to identify: 1. the BIG IDEAS/UNDERSTANDINGS, and 2. the POWERFUL KNOWLEDGE MAKING AND KNOWLEDGE SHARING PROCESSES inherent in each Learning Area
. . .if we are to define a foundational curriculum for the DEVELOPMENT OF SELF AND SELF FOR SOCIETY and to enable lifelong learning.
Julia Atkin © 2009
Moving from topics and themes to concepts, processes and enduring ideas
PROCESS to explore WHY the Learning Areas?
Group staff according to areas they ‘love’ (Primary) or teach (Secondary).
TASK: What is the essence of your Learning Area?WHY learn Science? English? Social Sciences? The Arts? Health PE? Technology? Languages? Maths?
PROCESS: Re-imagine a great learning experience in the Learning Area you are considering. Relive the experience…relive the feelings.Using your non-dominant hand, jot down some words and/or phrases that capture the feelings. What does learning in this area mean to you personally? What does it add to your life?
Share your learning experience with others in your group.
How can you convince others of its worth?Capture and express WHY learn …. Draw on your stories and feelings to communicate its worth.Design a way of sharing this with the whole group.
Julia Atkin © 2009
PROCESS to share and refine
When each group reports back ask the others if their school learning in that learning area led them to value the Learning Area in the same way?
What would it have taken for them to have experienced the ‘essence’ of the learning area?
REFINEEach group the refines their own ‘essence’ statement for the Learning Area.
Julia Atkin © 2009
Reference against the NZ Curriculum essence statements for the Learning Areas.
REFINE your own statement as needed.
Julia Atkin © 2008
The next step is to identify the BIG IDEAS/UNDERSTANDINGS/CONCEPTS and the POWERFUL
PROCESSES in each Learning Area.
It is important that individuals do their own thinking on this before referring to the Curriculum document. Use the document to refine and extend your thoughts.
Having established the BIG IDEAS in each Learning Area…
What BIG IDEAS are common to all Learning Areas?
BIG ENDURING IDEAS as the organiser for a spiral curriculumEg from one school’s work – Interdependence, Change as two of their five
What CONCEPTS/UNDERSTANDINGS have strong overlap in two or more Learning Areas?
Julia Atkin © 2010
LocalCONCEPTS -WAYS OF WORKING –WAYS OF EXPRESSING
CONCEPTS -WAYS OF WORKING –WAYS OF EXPRESSING
CONCEPTS -WAYS OF WORKING –WAYS OF EXPRESSING
CONCEPTS -WAYS OF WORKING –WAYS OF EXPRESSING
CONCEPTS -WAYS OF WORKING –WAYS OF EXPRESSING
CONCEPTS -WAYS OF WORKING –WAYS OF EXPRESSING
CONCEPTS -WAYS OF WORKING –WAYS OF EXPRESSING
CONCEPTS -WAYS OF WORKING –WAYS OF EXPRESSING
Designing our way forward
KE
Y C
OM
PE
TE
NC
IES
BIG
EN
DU
RIN
G ID
EA
S
VA
LUE
S
Languages
The Arts
TechnologySocial Science
Science
Health/PE
Maths
English
Principles: High Expectations, Treaty of Waitangi, Cultural Diversity, Inclusion, Learning to Learn, Community Engagement, Coherence, Future Focus
© Julia Atkin, 20010
GLOBAL
What Learning Experiences are necessary for each learner to grasp the big UNDERSTANDINGS and the
POWERFUL PROCESSES?
What are the issues, questions, curiosities, desires of the learners that could drive learning experiences through
which these BIG IDEAS can be developed?
How can the learner’s local context serve as the basis for authentic learning?
How will you ensure that what is important is learned powerfully?
Julia Atkin © 2008