Future focused inquiry & Collabora5on
Rebbecca Sweeney (M.Ed), 2014
Future focused | Spirals of Inquiry | Collaborative practice
...As well as this (and this is very important for education), knowledge’s meaning is changing. Knowledge is no longer being thought of as ‘stuff’ that is developed (and stored) in the minds of experts, represented in books, and classiAied into disciplines. Instead, it is now thought of as being like a form of energy, as a system of networks and Alows –
something that does things, or makes things happen. Knowledge Age knowledge is deAined—and valued—not for what it is, but for what it can do. It is produced, not by individual experts, but by ‘collectivising intelligence’ – that is, groups of people with complementary expertise who collaborate for speciAic purposes. These changes have major
implications for our education system. (http://www.shiftingthinking.org/?page_id=58)
Being future focused
In pairs or groups...pick one or two to talk about... 1. Clarify your role in your cluster with the person next to you if you haven’t already done this.
2. Talk about how you are future focused in your practice and how you encourage this focus in the cluster.
3. Talk about whether or not you encourage collaborative leadership or collectivised intelligence and if so, how.
4. Talk about whether you support sustainability of effective practices and processes in the cluster.
Future focused | Spirals of Inquiry | Collaborative practice
Macro Inquiry We are here
• pooling funding • sharing ideas for classroom practice or professional learning and development
• teachers visiting each others schools to get ideas and to be inspired.
Sharing is nice but it’s not enough
Alright stop! Collaborate & listen... Common signs that a network of schools is effectively collaborating include: • commitment to a common, needs-‐based goal • use of inquiry and knowledge-‐building cycles • the presence of challenge and critique practices • a focus on evidence-‐based needs, and • the presence of role clarity and relational trust among network members.
What might we do next? • consider the “do’s” and “don’ts” of collaboration • learn more about collaborative practice • Hind ways to get the balance right between reHlecting, learning and taking action (coherence) (espoused theories to theories in action) • there is always more expertise in the group -‐ we need to Hind ways to uncover it and use it -‐ CONNECT
Contact: Name: Rebbecca Sweeney
Job Title: Professional Learning Facilitator Tel: + 64 (027) 487 3009
Email: rebbecca.sweeney@core-‐ed.org
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