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Barbro Högström - Building a fire or using a stove
This document discusses the role of teachers in individualized learning. It notes that teachers must prepare students for a future that cannot yet be described by developing skills like critical thinking, cultural communication competence, and digital skills. Specifically, it argues teachers should focus on producing new knowledge through in-depth learning and collaboration, rather than just consuming existing knowledge. It also lists common arguments that are made against educational change.
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Barbro Högström - Building a fire or using a stove
- 1. Building a fireor using a stove – the teacher’s role in individual learning
- 2. When was thelast time you did something unexpected? How did it feel? 29.8.2017 2
- 3. Task: talk tothe person sitting next to you. What did you do and how did it feel? 29.8.2017 3
- 4. Mrs. Barbro Högström •Director of the Swedish Educational and Cultural Services of the City of Espoo, Finland • Director since 2001 • Previous experience: – Teacher – Principal – Senior Advisor, National Board of Education • In 2016-2017, Mrs. Högström worked as an expert of leadership in an EU-funded project in Kosovo 29.8.2017 4
- 5. Swedish Educational andCultural Services in Espoo Day Care • 23 day care centres • 16 Day Care Managers • 1300 children Schools • 11 comprehensive schools, 3100 pupils • 1 upper secondary school, 550 students • 12 principals
- 6. We are raisingthe children into a world we can’t describe – a world they will be living in! Ingrid Pramling-Samuelsson 29.8.2017 6
- 7. OECD: Skills fora digital world • To thrive in the digital economy, ICT skills will not be enough and other complementary skills will be needed, ranging from good literacy and numeracy skills through to the right socio-emotional skills to work collaboratively and flexibly. • Skills policies should seek to strengthen initial learning; anticipate and respond better to changing skill needs; increase the use of workers’ skills; and improve incentives for further learning. Skills for a Digital World. OECD 2016 http://www.oecd.org/els/emp/Skills-for-a-Digital-World.pdf 29.8.2017 7
- 8. Future competences 1. Theability to think and to learn 2. Cultural and communicative competences 3. Competences in everyday life 4. Multiliteracy 5. Digital competence 6. Ability to participate and influence 29.8.2017 8
- 9. ICT Teacher Student Old pedagogy Newpedagogy Content Skills ICT Content Skills Produces knowledge that already exists Consumer of knowledge Critical thinking “I produce new knowledge while taking advantage of technology” In-depth learning What is the change about? Pearson, “A Rich Seam” by Michael Fullan and Maria Langworthy, in press for 2014
- 10. Finland • What doyou already know about Finland? • What do you want to know about Finland? • What’s the best way for you to learn about Finland? • Set goals for yourself • Action • Evaluation
- 11.
- 12. 10 of the50 most common arguments against change 1. We already tried that. 2. Too much to do, no time for that. 3. Not our job. 4. There’s no money for that. 5. You can’t teach old dogs to sit. 6. It works well already, no need to change anything. 7. It’s never going to work for us. 8. It’s impossible. 9. I heard someone else who tried and it didn’t work. 10. Do we have to do everything other people do? 29.8.2017 12
- 13. Learning together inan inspiring environment with excellent teachers as supervisors 29.8.2017 13
- 14. What will youdo differently tomorrow? 29.8.2017 14
Editor's Notes
- #10 Old Pedagogies Teacher quality: focus on content breadth, tech layered on top New Pedagogies Teacher quality: focus on students’ learning capacity, less on content mastery, tech as learning process enabler Deep Learning: solve real problems, create and use new concepts and products with real audiences