Wednesday, July 11, 2018

Future of Learning


It was a bit of a struggle getting up early on the first day of the hols in order to get to the Future of Learning '18 Conference by 8.00am! The day was well worth it - brain stretching; thought-provoking and some fascinating looks at what education looks like outside a typical school setting. Organisers Cheryl Doig and Hamish Duff set the scene:    



Intro 1 - Hamish Duff


Hamish began with the notion that there has always been change, but NOW - rapid exponential change - Sci-fi like change!

What is exponential? (we've all seen those graphs...) What does that mean for the future? For education?
Teachers can be terrible at coping with change - it’s danger, how do we help teachers through this change?
Often the fear of technology has been promulgated by the media - the robots of Skynet; the dangers of AI.

We need to learn at scale - for teachers, this is a big shift in workload. Interestingly project failure largely through resistance (made me think about our work at RHS) with most traditional struggle the most

We need to have 'Intelligent optimism' - use technology to improve, not replace. to augment human work (this was a theme for the day).

Our world in data- life is getting better - mortality, literacy are actually improving worldwide.

Reimagine learning - how do we do this as well as all the compliance stuff? Who is going to do this!
- what needs to be disrupted?
- How do we support staff!?
- What is the role of an educator?

Intro 2 - Cheryl Doig

There’s no ONE future!



Framework for the day - anticipate, collaborate and activate
We live in our inner world - our physiology - the world we know. Then the world of our experiences. Outside these are the 'known world' - the things we have not experienced yet but we know exists. What we need to look to are the world of possibilities - this is stuff we may not ever of heard of....anticipation.



We need to be thinking - non-binary thinking:



We need to collaborate - and to explore outside of our own areas

Activate-
What do we want to leave with to act on?
Preferred futures - where we as teachers can be influencers
Probable futures....
Possible futures......



Keynote 1 Jason Swanson - Knowledgeworks


Jason explores the future of learning, helping stakeholders translate future insights into forward thinking visons for transforming education. Jason has explored how trends and developments such as artificial intelligence, blockchain, augmented and virtual reality might impact learning. He has authored dozens of articles and forecasts, ranging from the future of work and readiness, the future of credentials, the expansion and diversification of educator roles and the creation of learning ecosystems.He posed lots of questions 

The future of learning - redefining readiness from the inside out.
The future is not fixed - ours to create

Profound social justice issues related to readiness for the future.

Every student should experience personalised learning so they are ready for what’s next
- policy
- Teacher practice
- Forecast future of learning - all of these should work together to anticipate change 

How has work changed since - introduction of technology in education
- ubiquitous learning

How will ready be defined in 2040?
- exponential - rates of doubling are incomprehensible to the human mind

ERA shift - we are in a defining point in history
- new social norms
- New economic systems
BUT
- the change in technology
- Pressing nature to work with the code in our devices to make sense of the world we live on

We are in the 4th industrial revolution - paradigm busting innovations - historical ones over long periods of time - these have reduced each time
- technological advancements on nano, AI, biotech etc

2 Drivers of change
- rise of smart machines - augmentation and/ displacement of human intelligence
- Decline of the full time work force access talent in the open market, globalisation creating world wide work force - structure of work will become a career mosaic

These will have HUGE impact on future lifestyles - impact on education?????

Future work characteristics 
- market driven
- Modular and recombined
- Data and market driven
- Grounded in relating - relationships will drive success
- Interwoven with learning - frequent adaptations - act of working will align with act of learning

Core social and emotional skills 
- understand self - individual skills
- Social awareness- collaboration
- self discovery
Academic skills and knowledge still important .

Education educational change 
- mastering content.
- Thinking and doing - project, inquiry
- Feeling and relating


How might we change education 
- teach and integrate social emotions
- Bring uncertainty and ambiguity - VUCA world
- Nurture aspirational visions
- Use technology AUGMENT - capability
- What is success
- Develop reflective learning practice
- Rethink teacher prep
- Broader than just 9-3 in a school

How do we navigate to change the power of the status quo? 
- need to change the traditional markers of success
- Shelf life for transferable skills is at risk

How do we prioritise PLD needs - skills vs development? 
- personalise whatt your staff needs
- 1 size fits all it’s not going to cut the mustard!

Panel 1  - Hannah Hudson, Eruera Tarena, Andy Kai Fong 

Hannah Hudson (amazing young woman 
- student UC - future problem solving programme
- Collective future is something we should all be thinking about on a macro scale
- The problem of the subject silo - what about the space between the subjects
- The world is one big body of knowledge
Interdisciplinary thinking is where the world’s issues will be solved
- Every NZ show understand Moore’s Law -

Eruera Tarena 
- can disruption advance equity and advancement for Maori
- Adaptive leadership
- Astronauts of their time - based on a hunch - not bound by control
- Navigators look backwards - sailing away from - what are we ready to leave behind?
- future workforce engagement stats
- Hunch -  that we will plan the future with intent
- Treaty partnership 2.0 ! What could we create together, rather than focusing on what has divided us in the past

Andy Kai Fong (inspirational leadership + social justice) 
- Kua Rite - we are ready
- Schooling must change
- Influencers - professional; societal; experiential
- the need to be increasingly human -
- Change is complex
- Reimagine learning that allows everyone to be successful
At Haeata 
- we celebrate not sort
- we connect and don’t silo
- We celebrate differences
- we celebrate dispositions
- We begin with curiosity not content
- We make it personal

Complexity of the interconnection between curriculum, pedagogy, policy, resourcing, whanau and assessment - complexity is not addressed!

Keynote 2  Faye Langdon - 21stC Skills Lab

How to get ahead in a world of AI, Algorithms, BOTs and Big Data! 




Our education system still focuses on ‘acing the test’.
There are 1 million GenZed population - we need to be creating learners that fill the gap that employers need.

21stC - our humanness is going tomorrow enable us to thrive and survive - we have an amazing human brain we need to enable and work with technology ....

Requirements for future .....
- critical thinking
- Collaboration
- Digital skills
Everyone needs to be a learner - all the time + learn unlearn relearn
Many young people’s world is a passive relationship with technology - they need to become active

The economy will be person-centred
- collaboration and teamwork
- Individuals from radically different backgrounds
- Creative economy - huge growth worldwide
- Human-oriented services
- Cybereconomy

A new quotient has been added to IQ, EQ - the AQ - adaptability quotient

Big 6 - the focus for future employment 
- analytics
- Numeracy - lot of jobs will depend on this
- Adaptability and flexibility
- Digital
- 3Cs - communication, collaboration, critical thinking
- Mobility is the new norm

Building a picture of capabilities - building a career web.... need to help students navigate a career pathway

A lot of talk about Self-directed and human-centred learning

Changes in requirements World Economic Forum 
- 181% increase in bilingual skills required
- 212% increase in Digital literacy skills required 
- 158% increase in critical thinking skills required 
- 65% increase in creativity  skills required 

Aspirational future - insights, experiences
Dark future - inequity, invasion of privacy, targeting the vulnerable - what impact do I have as an educator

The oath of non- harm for an age of big data: 
I swear to fulfill, to the best of my ability, the following covenant:
I will respect all people for their integrity and wisdom, understanding that they are experts in their own lives, and will gladly share with them all the benefits of my knowledge.
I will use my skills and resources to create bridges for human potential, not barriers. I will create tools that remove obstacles between resources and the people who need them.
I will not use my technical knowledge to compound the disadvantage created by historic patterns of racism, classism, able-ism, sexism, homophobia, xenophobia, transphobia, religious intolerance, and other forms of oppression.
I will design with history in mind. To ignore a four-century- long pattern of punishing the poor is to be complicit in the “unintended,” but terribly predictable consequences that arise when equity and good intentions are assumed as initial conditions.
I will integrate systems for the needs of people, not data. I will choose system integration as a mechanism to attain human needs, not to facilitate ubiquitous surveillance.
I will not collect data for data’s sake, nor keep it just because I can.
When informed consent and design convenience come into conflict, informed consent will always prevail.
I will design no data-based system that overturns an established legal right of the poor.
I will remember that the technologies I design are not aimed at data points, probabilities, or patterns, but at human beings.

Panel 2 Amy Fletcher, Margaret Pickering, Ed Liedenberger

Amy Fletcher - higher education - disruption the status quo 
Personalised learning when done well is essential - student at centre. 

Automation is the Voldemort the terrifying force nobody is willing to name. - Jerry Mcluskey


-EdTech solutions need to focus on personalisation.
- however most Tertiary deliver the opposite

- need for competency based models - learning can take place in a variety of institutions - needs to be transparent and transferable
- Business and education sometimes at odds. What is valued in an education system? What if there’s content that can be ‘chunked’? 


Margaret Pickering - Stickmen Media - Machines as learning partners

Delivering learning and other stuff through IT

- low barrier to entry
- Self driven
- Learning as entertainment

The challenge

- what will still be relevant
- Digital wasteland unfinished project - really high % of online courses never completed

Making the most of the learning activity
- engagement types important - preferred play type
- - competitive - killers
- - curious - explorers
- - chatty and cooperative - socialiser.
- - achievers - all the gold stars
- nurturers - build and refine

Balance between boredom and balance.
Learners still need to take responsibility for making the education.

Make no assumptions, know your learners and engage them .!

Ed Liebenberger - Jade Software
- Humans crave connection
- Shared experiences last for life
- AI is tapping into key aspects of human connection - touch, facial expression

Feedback - generates data - creates patterns - modifies behaviours.
- Netflix - preferences

Data used to improve student experiences - enabling conversations.

Accuracy of voice recognition- exponential improvement.

Keynote 3 James Hay - Virtual Medical Coaching

Because fantastic education doesn’t just happen


Tonnes of data - how do we make use data in education? What do they come in knowing?



- Adaptive learning development tools - most sophisticated tool for building adaptive and personalised learning.
-  Big data platform - ongoing access to their data - compared to class average - detailed analytics and insights

- Advanced assessments- evidence based assessment; credible statistics; personalised experiences - machines can make the situations more complex
- Retention strategies - continual reminders of content and assessment - feedback to teachers as well - through gamification 
- Live assessment tools - gauge what stud nets need to know and need to be assessed on - students get to the same point but not in the same way and at the same time.
- Being able to assess knowledge gaps - and fills them

Adaptive digital learning -  Unique to each student - imagine if NCEA was designed like this 

Panel 4 Micro Credentials and Block Change (or where I learned a new language and my head hurt...) 

Matt Carter Otago Polytech
MicroCredentials
- valuing personal learning
- Edubits - I see poissibilities for blended Polytech courses here
- small meaningful packages of skills that may include soft skills
- assessable competencies
- Digital badges of competency -
- could be a course; skills learnt at work; application at work;
- individualised pathway



Sam Mann - self determined education
- process of learning - heutology
- Masters of Professional Practice
- Bachelor of Leadership for Change - I want to make a difference

Andrew Masters - block chain guru
- how do we scale learning in an exponential world?
- Convergence of technology at present
- Reduction in the price of acquiring knowledge
- Trust - value of the qualification from trusted institutions -  will it hold value
- it the job going to exist?
Power is shifting - decentralisation.
-- what if anyone could be a teacher in any Subject?
- what if the teacher could give out the qualification/microcredentials
- a digital ledger of qualifications - accessible to all - open public
global

What if - 
Professional Standards - can be shifted to MC
Professional learning- reinforcing lifelong learning - not lip-service - take ongoing learning seriously



Mindblowing : Soul Machines - Dr Elinor Swery

Machines as learning partners: @soulmachines who have created a virtual nervous system that has emotional intelligence is designed to bridge the machine and man to communicate effectively. 



Takeaway thoughts

- where were the teacher training institutions in the conversation?
- school MUST change 
- the model MUST evolve










Sunday, May 27, 2018

Getting Investigation Right

Last week our SLT were involved in a PLD session with our local NZSTA legal mastermind around the topic of getting investigations right! 


Investigation - getting it right - conduct issues
This focussed on two main issues 
1- Investigation itself
2- Challenging conversation

The first message was 'Park the back story' - need to put prior knowledge aside - this is for conduct not competency. Unless it has been documented or disciplinary action carried out before.


Principals of Natural Justice
- every case has shades of grey
- Inexplicable can become explicable -
- Everybody deserves an opportunity to be heard


Conduct Issues Process
- act fairly towards people who have been affected by your decisions
- This is the process of natural justice
- If there’s an complaint; you need to get all the info before you present to the staff member
- any verbal communication should be followed up in email

Natural Justice
- give info - no surprise
- Give opportunity - been heard
- Demonstrate independence - open mind - have to be able to demonstrate - watch language used -make sure that your language does not suggest predetermination
- Give reasons - details must be given as to why ...
- Give notice - prelim decision needs at BOT level


PEEPO - chart - factors that contribute to the event
- people
- Environment
- Equipment
- Procedures
- Organisation
Focussing on people only leads to blame - this is often what we default to - but can lead to a culture of blames and lack of openness.


Investigation Interviews
- get the statement signed off
- Open ended questions about state of mind - tell me what happened? Tell me about it?
- Just gathering info - always let them know the 3 possibilities
- Don’t talk about allegation until the investigation meeting


Fishhooks
- what if complainants want to be anonymous - cannot take disciplinary action if anonymous complaint
- anonymous complaints not followed up
- How does this affect learning relationship - maybe get general feedback
- be careful about professional comments in any comments
- suspension - avoid - discretionary leave - alternative duties
- interview complainant first, then witnesses
- keep everyone informed



Friday, July 14, 2017

Weaving Words 17 - Closing Keynote Dame Claudia Orange

How can an historian help English teachers make sense of our world?
How do we construct the memory of events?

How does history shape our identity of a people?

In the 1960s NZ History was largely written monocultural and badly written. Te Reo was not considered important despite much documentation being in Te Reo.

Her research challenged the majority view of a benign government looking after a peoples. 1940s and 1950s policy saw education stopping for Maori after Yr10.

Her first book published in 1987 was during a wave of 'new' kinds of history - dual voices.

Government viewed Treaty as an historical artefact rather than a working document. 1970s changed this.

1980s 'anti treaty' stance has moved towards reconciliation of now.

Many unresolved issues still - such as the constitutional place of the Treaty!

Writing - creating the Biography of NZ - interesting journey - biographies of women and Maori raised a number of issues - Te Ara has the online repository of this.

Managing Te Papa repository of historical collection cf to collecting 'stuff' in a garage! Te Papa 'a garden' of all the treasures we have.










Wednesday, July 12, 2017

Weaving Words- Opening Keynote Kirsten Shaw NZATE17

Keynote 1 Kirsten Shaw - National Moderator 

Patterns of moderation - what we've learnt; what we see in moderation - internal moderation. 
Moderators look to agree with the grade you have awarded. 

Breadth of variety is great to see - as are the richness of tasks. 

English rate of agreement sits at 85% - excellent agreement. A quality assurance check. NCE- is a robust, internationally recognised qualification. 

Some standards work really well - writing, speaking, personal reading, connections. Institutional knowledge on these. 
What's improving? Most disagreement over the 'new' standards - visual text creation. 
Information Literacy. First exemplars notbthat useful! Work from the advisors has been essential for this! Ironic! 

Writing - where is integration happening? Often disagreement at L3 of the writing - especially if not reformatted - from another subject area! Obvious really! Go back to audience and purpose! Some text types - diaries, letters - expressive text type - needs to be taken to a published level. More than just a first draft. How are they using a wide range of language features. 
Level 2 - two polished pieces - accepted that teachers have a writing programme that enables this. 

Information Literacy -  vital standard. This standard does them a real favour for future. Generally see 4-8 sources as news age level. Don't expect to see academic reports. The importance of fondly Ng conclusions as opposed to just finding information. Weigh up sources and generate own knowledge. 

Connections - written reports - very few other presentations. Other 5% mainly oral. Potential for seminar - 7 cr. 
98% of reports done thematically - leads into the externals. But other ideas are good.  Level 3 - connection needs to be linked to impact wide world info. 

Oral presentation - YouTube online audience. Still needs to be crafted. Podcasts - generally an essay - but a discussion / sound effects  - edited breaks match the text type! Ocassionally see screencasts - of close viewing analysis. 

Creating Visual Texts - ideas preminantly through a visual mode - images must be manipulated and created their own. 
Would shift a grade if visuals are just an illlustration -OR if Ideas development need to be at sophisticated level. 
Manipulated screen grabs are common. 
Springboard from literature effective but social issues also powerful. 

Critical Texts - great work seen here. Using other people's ideas critically. Focussing on one theory works best. Doesn't have to be an academic article, but not just a teaching and learning article. The focus is on the text! 







Thursday, April 6, 2017

Sport in Education

Last Thursday I was lucky enough to be in Wellington (on behalf of NZATE) with staff from the 24 schools who take part in the Sport in Education initiative.
These schools deliver curriculum in a variety of ways that take sport as a context or sporting values as a way of shaping education. Teachers came from mainly Health and Pe, English, Maths, Science and Social Science fields. I spent a large part of the day with a group of English teachers sharing how English worked in the programme in their schools.

The day began (after a wet and wild flight up the island) with a high energy key note address.

Key Note: Susie Stevens (a few notes) 

One size does not fit all - the danger of standardisation. 

Trapped by the barriers, of language. 
Guided by the language we use to define education - GATE, reading recovery , accelerated, special education. Always trying to get back to the norm. But what is actually the norm? 

Change in education is not easy - change is compared to death - there's grief (Kubler Ross) 

Is it possible to get change in education without a cape and undies? 
- there's needs to be a reason for the change
- resist labelling those on board and those not- empathise not criticise 
- need systems to support 


Change is hard -as the Child President reminds us 

It's hard to break out of subject silos - but we need to remind ourselves of what is the vision of the curriculum document?

Think about the skills a 'Bomb disposal technician'  - Bomb technicians learn how to engage in effective communication, analytical thinking, teamwork and individual work while under stress and in dangerous conditions. 
These could come from many of our curriculum statements.

What about the jobs that don't exist? Do kids hate Maths? Or hate the fact that they don't understand it? Or it is in no context? 

Differences and 'sameness' 
We cultivate a culture of sameness 
- for ease 
- for power 
- we've always done it this way

If a flower doesn't grow, do we blame the flower? 
Who/What do we blame - the environment.
We want students to grow, get the right environment. That's what we are in charge of and what we are charged with doing - creating the right environment. 

English Subject Cluster - some shared ideas 
- many changes
- focus on active learning - not just sports active learning - making pens
- start small
- mainly junior schools
- end of year all buy in - all subjects - Olympics - bringing outside in as well 
- target a Yr11 focus class 
- literacy based inquiry 
- learning to learn behaviours - creating a community with values - team culture 
- theme based units 'the big deal' healthy community - move towards a more integrated approach 
- change in class attitude but teacher collaboration has been great 
- Yr 11 kayaking - trip to Waitangi included history and English - all work done by all kids across all subjects 
- all boys schools / all boys classes 
- follow a team/competition - history, most expensive player etc Euro16
- speech on their chosen sport on how to get to the elite level in their sport 
-  'the best year teaching of my life' 
- a privilege to be part of this class 
- Eng/PE/Maths - issue of the timetable allowing this 
- active learning - mini teams - building a culture - build in an expedition for this - round the campfire 
- similar language across the classes -eg energisers - integrated assessments 
- why do we lose the 'learn through play' 
- high technology 
- all teachers involved in all activities - teachers build the relationship 
- science of meta-cognition 
- 4 week training with military trainer 

How do we create an environment that allows our learners to do the best that they can do? A shared context? How do we translate to NCEA? 
- active education 
- parts of speech relays
- scavenger hunts for revision 
Level 1- teachers meet every week around the class - shared approach - shared values through sport - great for English text choices 'the body's response to exercise' - needs to be timetabled as a cohort

After a great day, I'm pretty keen to get my own school involved! 



Friday, August 19, 2016

CADAP 2016 - If I knew then what I know now ...Linda Tame


Linda Tame, ex Principal Lincoln High School, MoE consultant. 

Some things to think about - 

1 Know yourself ( and how your team works) 
2 Relational Trust 
3 Strengths  based approach 
4 Other observations 

1 What's my way of operating?  - many models to choose from. What process do you use to understand your behaviour? 
 Eg Hermann Brain Model 
Important to know how the people in your team 'ticks'. Cheryl Doig as an evaluator if this. Need to put time aside for this. 
Why am I senior leader? What is your moral imperative? 
 'it's about us changing not the students changing?' 

2 Relational Trust  (Vivianne Robinson) 
Don't just expect it happen! 
Deliberate strategies can be used to build trust - chaos if no 'genuine' trust! 

Interpersonal Respect 
- genuinely listen - challenging 
- not allowing inappropriate behaviours - eg behaviour at staff meeting/ student interface 
- valuing people's professional work 
- actually have system to value what the staff do

Personal regard for others
- the class for senior leaders are the teachers!  

There needs to be a DELIBERATE drive to build relational trust. 
The only way you know how you're going is to get anonymous feedback, at least once a year. Essential. 

Perception is reality! It may or may not be true, but the perception is there. So acting on this is essential. 
You need to have relational trust in the bank when things go wrong! We are all going to make mistakes, but we need relational trust to get through. 

3 Strengths based approach 
- believe that we all want the best for the students 
- all have positive intentions 
- let's look at what is working well - and do this deliberately 
Great quote - we tend to focus on the wrong

4 Other observations 
- who do you talk to about the big things at work - it's quite lonely for a Principal 
- we need to manage up, as well as manage down 




 



Thursday, August 18, 2016

CADAP2016 - if I knew then, what I know now! - Neil Hayward

16 months into the job - what have I learnt? 

Not much would have prepared me for the role! 

Management vs Leadership - how do you keep the balance between leading and managing? 
Be brave - can I have the difficult conversations? 

1st Challenge - building relational trust - how do we go about this? 
- be seen 
show that you care - look after them 'RHS' family
- be on top of the portfolio ASAP
- staff assume you know everything admit that you don't know everything - and that mistakes are made from learning 
 Relational Trust 
- respect everyone's role 
- listen
- have competence 
- act with integrity 

Establish the Priorities 
- what are the priorities - what is the current vision? 
- individual 15 mins with every staff member - what do you like, where do you want to be? 
- being visible
- get involved 
- open transparent communication 

What is 'part of the furniture' here? 

Building the Team 
- loyal
- supportive 
- believe in the vision 

5 Dimensions of Leadership 
Goals
- simple
- manageable 

Resourcing Strategically 
- who I employ vs who I have to work with that's existing staff?
- are meetings the right meetings? 
Ensuring quality teaching 
Leading Teacher Learning and development
- focus on teacher inquiry 
Ensuring a safe and orderly environment 
- protect teacher time 

Change Management - biggest challenge
Kotter's 8 steps of Change