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![What do these people all have in common?
"It was just one year, but [Ms McDonald] got me
really into literature. But she also did street dance — I
was too scared to join — but in the canteen they
used to do these dances... She was so bloody cool. So
engaging. She really made us care and we knew she
cared about us.” Adele
I always, because of [4th grade teacher Mary Duncan],
felt I could take on the world. [She] did exactly what
teachers are supposed to do, they create a spark for
learning that lives with you from then on. It’s why I
have a talk show today.” Oprah Winfrey
“[Miss Foote] told me I was a good writer, I believed
her — and I believed her so much that I’ve never
stopped writing since. And now I’ve done 11 books,
and won awards too, which is not too bad for someone
who was kicked out of high school. In fact, it’s pretty
good.” Tim Tipene, NZ Author
Miss SLers is kind, caring, and encourages you to try your
hardest. She's very passionate about teaching and is
commiNed to helping students.” Allyssa, Bailey Road
Primary & Intermediate School
"The care that [5th grade teacher Judy Vellegas] takes
with each student ... you can tell that there's love in
her heart.” Venus Williams](https://image.slidesharecdn.com/douglasparktod23-230126075231-2fd8561c/75/Douglas-Park-TOD23-pdf-5-2048.jpg)
Uploaded byDerek Wenmoth
Douglas Park TOD23.pdf
This document summarizes a professional development session for teachers focused on student-centered learning. The session covered several key topics: 1. The history of standardization in education and a move towards understanding each student's "jaggedness". 2. Understanding what motivates students and giving them more choice, control, challenge and collaboration in their learning. 3. Getting to know students on a personal level to better support their learning and development. 4. Framing student wellbeing and learning as interconnected, and the importance of teacher empathy, compassion and high expectations.
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Douglas Park TOD23.pdf
- 1. Inspiring the next generationof leaders, thinkers and problem- solvers [email protected] @dwenmoth www.futuremakers.nz http://www.futuremakers.nz/blog Educa&ng to be a good human. Douglas Park School TOD, 26 January, 2023
- 2. Goals for today Bythe end of the day you will… … some of the ‘big ideas’ that have shaped our education system, the way our schools operate and what makes for powerful learning. Understand ... How these things apply in the context of Douglas Park School, the journey so far and where we could continue to grow. Know ... Plan for things you want to give emphasis to in this coming year in order to best serve the needs of your students. Do
- 3. Our day... 9.00 Mixand mingle 9.30 Session one: Growing Great Humans 10.30 Break 11.00 Session Two: Know Thy Students 12.00 Break 12.15 Session Three: Wellbeing for Success 1.15 Wrap up 1.30 Lunch
- 4.
- 5. What do thesepeople all have in common? "It was just one year, but [Ms McDonald] got me really into literature. But she also did street dance — I was too scared to join — but in the canteen they used to do these dances... She was so bloody cool. So engaging. She really made us care and we knew she cared about us.” Adele I always, because of [4th grade teacher Mary Duncan], felt I could take on the world. [She] did exactly what teachers are supposed to do, they create a spark for learning that lives with you from then on. It’s why I have a talk show today.” Oprah Winfrey “[Miss Foote] told me I was a good writer, I believed her — and I believed her so much that I’ve never stopped writing since. And now I’ve done 11 books, and won awards too, which is not too bad for someone who was kicked out of high school. In fact, it’s pretty good.” Tim Tipene, NZ Author Miss SLers is kind, caring, and encourages you to try your hardest. She's very passionate about teaching and is commiNed to helping students.” Allyssa, Bailey Road Primary & Intermediate School "The care that [5th grade teacher Judy Vellegas] takes with each student ... you can tell that there's love in her heart.” Venus Williams
- 6.
- 7. Drivers and Roadblocks •Complete the simple two- question survey here: • https://bit.ly/3XO8rju https://futuremakers.nz/2022/12/12/roadblocks-and-drivers/
- 8. • Threats todemocracy • Political uncertainty • Sectarian challenges • Terrorism (incl. cyber and bio) • Changing balance of power and alliances • Pandemics / global health POLITICAL • Changing world of work • Economic inequity • InnovaFon economy • InternaFonal marketplace • Loss of the ‘middle’ income earners • “Green jobs” for the future ECONOMIC • New occupaFons • Changes in skill sets • Gig / porOolio Workers • Zero-hour contracts • Tech skills challenge • MulF-disciplinary teams • Talent war • Outsourcing EMPLOYMENT • Ubiquitous, high speed internet • Cloud-based technologies • Big data /analytics • Artificial Intelligence • Gaming, gamification • Robotics • Renewable energy sources TECHNOLOGICAL • Jurisdiction and sovereignty of nation states • Global corporates - Tax avoidance • Intellectual Property rights • Privacy • Cyber security • Digital inclusion LEGAL • Climate change • DegradaFon of natural environments • Impact of extracFve industries • Bio-diversity loss • Access to potable water • Natural disasters ENVIRONMENTAL • Gender and race challenges • Changing demographics • Refugee and migrant growth • Human rights abuses • Growing wealth gaps • Increasing poverty SOCIAL • Redefining ‘success’ • New models of assessment • Emphasis on competencies and capabilities • Global competence • Digital fluency • Learner agency & personalisation • Wellbeing EDUCATION School closures Cyber-security Truancy Teacher workload Workforce capability Facilities management Inequity Student engagement Wellbeing IT management Declining literacy/numeracy Transition to work NCEA Review Equity focus Te Mahau N4L internet & filtering Online content hub Hangarau Matahiko/ Digital Technologies PersonalisaMon Curriculum Refresh NELP Learning support action plan School redevelopment programme Virtual Learning Network NZ Histories Curriculum Māori and Pacific Underachievement Leadership Centre https://futuremakers.nz/education-environment-scan/
- 9.
- 10. “Education either functionsas an instrument which is used to facilitate integration of the younger generation into the logic of the present system and bring about conformity, or it becomes the practice of freedom, the means by which men and women deal critically and creatively with reality and discover how to participate in the transformation of their world.” Paulo Freire, Pedagogy of the Oppressed
- 11. Public education inthe twentieth-century... “Was predicated on the belief that there was such a thing as an ‘average’ person, that children should be placed along a bell curve, and that the best approach to education was to offer standardized pedagogy and curriculum to children within age-based cohorts.” “It wasn’t designed to unleash the potential of every young person. “Instead, it was designed to ration education resources inequitably, disregard the importance of diversity, and elevate the few over many.” SoLD alliance https://coachingcorps.org/wp-content/uploads/2020/07/SoLD-Alliance-initial-findings.pdf
- 12. Standardization • Frederick Taylor1856 – 1915 • Introduced ‘scienEfic managment” – placing systems above man • Provoked standardizaEon of educaEon • Thorndike – “the main goal of educaEon is to sort young people according to their ability” Image source: https://commons.wikimedia.org/wiki/File:F._Taylor_1856-1915.jpg
- 14. Understanding “Jaggedness” –Todd Rose (from h7ps://society30.com/drop-the-average-and-focus-on-jaggedness/)
- 15. Ergodic Theory • PeterMolenaar • You may use a group average to make predictions about individuals if two conditions are true: 1. Every member of the group is identical 2. Every member of the group shall remain the same in the future “Individuality matters” https://www.guilford.com/author/Peter-C-M-Molenaar
- 16. What do ourstudents expect? Washor, E and Mohkowski, C (2013) Leaving to learn Do my teachers really know about me and my interests and talents? Do I find what the school is teaching relevant to my interests? Do I have opportuni_es to apply what I am learning in real world se`ngs and contexts? Do I feel appropriately challenged in my learning? Can I pursue my learning out of the standard sequence? Do I have sufficient time to learn at my own pace? Do I have real choice about what, where and how I learn? Do I have opportunities to explore and make mistakes? Do I have opportuni_es to engage deeply in my learning and to prac_ce the skills I need to learn?
- 17. Student Voice One ofthe most powerful tools available to influence academic achievement is helping students feel they have a stake in their learning. To feel motivated to do something and become engaged in its activity, youth (like adults) generally need to feel they have a voice in how it is conducted and an impact on how it concludes. Time and again, research has shown that the more educators give their students choice, control, challenge, and opportunities for collaboration, the more their motivation and engagement are likely to rise.
- 18. The DPS story Ingroups, use a Y-chart to map what learner-centred learning looks like, feels like and sounds like at Douglas Park School https://gazette.education.govt.nz/articles/maker-culture-meets-learner-agency/
- 19. More than Choiceand Voice Requires accepting responsibility for... • Self: self expression that avoids harm or negative consequences • Others: understanding how our personal decisions will impact others • Shared environment: awareness of how our actions impact our environment
- 20.
- 21. On the journey •Where on this continuum are your students? • What is something you could change in this coming year to help your students move to the right on this continuum?
- 22. Session Two: Teacher, knowthy students
- 23. Do you know who Iam? https://www.youtube.com/watch?v=0OatZHB71UI&t=7s
- 24. “Do you knowme well enough to teach me?” “The challenge within this question is profound and goes to the heart of what we do. While I acknowledge that schools are not always structured in ways that allow for quality relationship building, it’s too important NOT to give this priority. Good teachers know that their job is all about relationships. If we want our kids to ask questions – to show a passion for our subjects, to engage in the concepts we bring to them, we need to do more than simply tell them to ‘pay attention’. Getting to know who our students really are as people is surely a responsibility that comes with the privilege we have of teaching them.” Kath Murdoch h8ps://www.kathmurdoch.com.au/blog/2013/11/12/do-you-know-me-well-enough-to-teach-me
- 25.
- 26. How well doyou know your students? Personal activity One sheet of paper ruled up as shown on the following page...
- 27. How well doyou know your students? ● List your students by first name
- 28. How well doyou know your students? ● List your students by first name ● Tick the students you’ve had a conversation with in recent months
- 29. How well doyou know your students? ● List your students by first name ● Tick the students you’ve had a conversation with in recent months ● List something you know about him or her
- 30. How well doyou know your students? ● List your students by first name ● Tick the students you’ve had a conversation with in recent months ● List something you know about him or her ● List something you know brings this student joy or delight.
- 31.
- 32. Personal challenge Identify onething you could do to get to know your students better – in a way that will help them become better learners, and better humans. How will you use this information to shape your approach to learning design and teaching this year?
- 33. Session Three: Learning aswellbeing
- 34. Wellbeing for success Studentwellbeing is strongly linked to learning. A student’s level of wellbeing at school is indicated by their satisfaction with life at school, their engagement with learning and their social-emotional behaviour. It is enhanced when evidence- informed practices are adopted by schools in partnership with families and community. Optimal student wellbeing is a sustainable state, characterised by predominantly positive feelings and attitude, positive relationships at school, resilience, self-optimism and a high level of satisfaction with learning experiences. https://ero.govt.nz/our-research/wellbeing-for-success-a-resource-for-schools
- 35. Empathy and Compassion “Not onlyis compassion desired by patients, but compassion is also associated with better clinical outcomes across numerous conditions.” https://www.ncbi.nlm.nih.gov/pmc/articles /PMC6537812/ Image: Doctor gree-ng pa-ent, CC BY 2.0, via Vic on Flickr
- 36. Active Demandingness Passive Leniency Personal Warmth Professional Distance THEWARM DEMANDER THE TECHNOCRAT THE SENTIMENTALIST THE ELITIST • Explicit focus on building rapport and trust • Earns the right to demand engagement and effort • Competent on the technical side of instruction • Encourages productive struggle • Viewed by students as caring • No explicit focus on building rapport or trust • Doesn’t focus on rela;onships with students • Shows enthusiasm for subject ma8er • Holds high standards and expects students to meet them • Able to support independent learners be8er than dependent learners • Explicit focus on building rapport and trust • Shows personal regard for students • Makes excuses for students’ lack of performance • Consiously lowers expectations out of pity • Liked by students, but is a pushover • No explicit focus on building rapport and trust • Keeps professional distance from students • Unconsciously holds low expectations for dependent learners • Mistakes cultural differences as intellectual deficits • Viewed by students as cold and uncaring
- 37. Where are you? Inwhich of these quadrants would you place yourself? What might you work on to position yourself more in the top right quadrant?
- 38. How did wedo? By the end of the day you will… … some of the ‘big ideas’ that have shaped our education system, the way our schools operate and what makes for powerful learning. Understand ... How these things apply in the context of Douglas Park School, the journey so far and where we could continue to grow. Know ... Plan for things you want to give emphasis to in this coming year in order to best serve the needs of your students. Do
- 39.