RETHINKING PROFESSIONAL LEARNING IN THE 21ST CENTURY

Dr
P
K
Hazlewood

Headteacher,
St
John’s
Marlborough

Visi=ng
Fellow
University
of
Bristol

DfE’s
new
idea........the
English
Baccalaureate!

“Our
future
is
on
the
line.

The
na=onal
that
out-‐
educates
us
today
is
going
to
out-‐compete
us

tomorrow”
(Obama
2010)

“We
can’t
go
on
like
this..........nothing
else
will

do:
we
need
big
change
in
the
way
we
do

educa=on
in
our
country”
(Cameron
2010)

....
is
this
the
last
human
century?

(Rees,
Astronomer
Royal)

or

is
it
on
the
brink
of
the
next
evolu=onary
step?

or

are
we
on
the
=pping
point
of
ecosystem
disaster?

death
of
civilisa=on__________
techno-‐humanity

Is
to
prepare
people
for
the
future
–
but
what
future?

“All...........should
become
successful
learners,
conﬁdent
and

crea=ve
individuals,
and
ac=ve,
well
informed
ci=zens”

-‐
successful
learners

-‐
develop
their
capacity
to
learn

-‐
are
crea=ve,
innova=on
and
resourceful....enterprising
and

use
their
ini=a=ve

-‐
are
able
to
plan
ac=vi=es
independently,
collaborate
and

work
in
teams

-‐
develop
personal
values
and
a]ributes
such
as
resilience

and
empathy

(Australian
Na=onal
Curriculum)

“The
largest
eﬀect
sizes
on
student
achievement

occur
when
teachers
become
learners
about

their
own
teaching,
and
when
students

become
their
own
teachers”

(Ha`e)

NB:

Building
Agency
in
the
Face
of
Uncertainty
–
Keri
Facer
(2011)

Challenge
1
genera9ons
and
lifecourse

Understanding
trends
in
demographics,
family

structure,
intergenera=onal
rela=onships
and
ageing.

Challenge
2
iden99es,
ci9zenship,
communi9es

Understanding
the
development
of
cultural
iden=ty,

ci=zenship
and
community
in
the
context
of

globalising/localising
forces.

Challenge
3
knowledge,
crea9vity
and
communica9on

Understanding
trends
in
the
crea=on,
circula=on
and

communica=on
of
knowledge.

Challenge
4
work
and
employment

Understanding
trends
in
work
and
employment.

Challenge
5
state/market/third
sector

Understanding
trends
in
rela=onships
between
state,

private
and
third
sector
provision
of
public
services.

(Futurelab
2008)

Crea=ng
highly
confident,
capable,
independent

learners

q  Managing
(Complex)
Informa=on

q  Managing
(Difficult)
Situa=ons

q  Rela=ng
(Extremely
Well)
to
People

q  Learning
how
to
learn
(for
life)

q  Global
par=cipa=on
(making
a
difference)

¥  Change
lessons
every
hour
25
=mes
a
week

¥  See
12+
teachers

¥  Lack
of
con=nuity

¥  Lack
of
coherence

¥  The
disintegrated,
disengaging
curriculum

¥  Developing
the
joy
of
learning
for
its
own
sake
where

learning
has
a
value
in
its
own
right

¥  Empowering
students
to
explore
and
develop
a
range
of

learning
skills
which
best
suit
them

¥  Engaging
them
fully
in
their
own
educa=onal
experience

¥  How
to
work
eﬀec=vely
in
a
variety
of
unfamiliar

situa=ons
and
environments

¥  To
think
purposefully,
demanding
more
of
themselves

and
others
in
pursuit

of
their
challenges

¥  Frequent,
con=nuous,
precise
talk
about

teaching
prac=ce

¥  Frequent
observa=on
of
classroom
prac=ce

¥  Planning,
designing,
evalua=ng
together

¥  Teaching
each
other
the
prac=ce
of

teaching

New
Triplisa,on
Paradigm
Tradi,onal
Site-‐Bound
Paradigm

Individualised
Student
and
Learning
Reproduced
Students
and
Learning

¥  student

is
centre
of
educa=on
¥  student
is
follower
of
teacher

¥  individualised
programmes
¥  standard
programmes

¥  self-‐learning
with
guidance
¥  absorbing
knowledge
from
teacher

¥  self-‐actualising
process
¥  receiving
process

¥  focus
on
how
to
learn
¥  focus
on
how
to
gain

¥  self-‐rewarding
and
enjoyable
¥  externalised
rewards

New
Paradigm
Tradi,onal
Site-‐Bound
Paradigm

Individual
Teacher
and
Teaching
Reproduced
Teacher
and
Teaching

¥  teacher
is
the
facilitator
to
support
¥  teacher
is
the
centre
of
educa=on

students’
learning
alidkskljdf

¥  mul=ple
intelligence
teacher
¥  par=ally
competent
teacher

¥  individualised
teaching
style
¥  standard
teaching
style

¥  teaching
is
to
arouse
curiosity
¥  teaching
is
a
disciplinary,
delivering,

¥  teaching
is
a
process
to
ini=ate,
training
and
socialising
process

facilitate
and
sustain
students’
self-‐ akjdkldj

jasdlkasdjklsjklsdjklsd

learning
and
self-‐actualisa=on
lkjadklf

¥  sharing
joy
with
students
¥  achieving
standards
in
examina=ons

¥  teaching
is
a
lifelong
learning
process
¥  teaching
is
a
transfer
and
applica=on

process

¥  Distributed
leadership
–
High
trust
team
based
structure

¥  Rich
dialogue
about
learning
–
Shared
meaning
and
vocabulary

¥  High
expecta=ons
and
aspira=ons
–
Culture
of
success
and

recogni9on

¥  Focus
on
rela=onships
and
behaviour
–
Emo9onal
literacy,

consistent
strategies

¥  Learning
to
learn
–
Cogni9ve
enrichment

¥  Rich
pormolio
of
learning
and
teaching
strategies
–
Reconciling

teacher,
learner
and
topic

¥  Personalisa=on
of
learning
–
Learning
styles,
personal
learning

plans

¥  Assessment
for
learning
-‐

Forma9ve,
developmental

¥  Reﬂec=on,
review,
monitoring
and
evalua=on

¥  School
leadership
commi]ed
to
individual,
organisa=onal

and
personal
training

¥  Widely
shared
leadership
based
on
high
trust

¥  Explicit
leadership
responsibility
for
learning

¥  Shared
knowledge
crea=on,
learning
focused
research
and

CPD

¥  High
quality
personal
rela=onships,
networks

¥  High
levels
of
student,
family
and
community
involvement

¥  Leadership
underpinned
by
systema=c
management

¥  A
culture
of
enthusiasm,
energy
and
joy
in
the
learning
of

others

¥  teaching
and
pedagogy
will
need
to
change

¥  the
majority
of
teachers
are
not
prepared

¥  the
majority
of
leaders
in
educa=on
are
not

focussed
on
the
‘big
picture’

¥  professionalism
is
in
need
of
redeﬁni=on

h]p://www.youtube.com/watch?v=B4g5M06YyVw&NR=1

If
we
want
our
learners
to
be:

¥  inquirers
¥  principled

¥  knowledgeable

¥  open-‐minded

¥  thinkers
¥  caring

¥  communicators
¥  risk
takers

¥  reﬂec=ve

Then
how
do
we
prepare
our
teachers?

¥  crea=ng
a
system
for
world
class,
globalised

teacher
educa=on

¥  the
subject
issue
is
irrelevant

¥  as
with
student
self-‐learning,
teachers
need
to

be
learning
throughout
their
career.

Inspiring,

challenging
at
the
foremost
of
thinking

¥  systems
for
teacher
learning
will
be
complex

and
mul=faceted
involving
many
organisa=ons

and
communi=es

¥  global
networks
for
exchanging
experiences,

ideas
and
accredita=on

¥  web-‐based,
interac=ve
environment
as
a

compulsory
forum

RETHINKING PROFESSIONAL LEARNING IN THE 21ST CENTURY

RETHINKING PROFESSIONAL LEARNING IN THE 21ST CENTURY

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