Now is the time! Keynote address, Northern Sydney TLs Conference, 15 May 2014
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The document emphasizes the need for education to adapt to the changing technological and global environment, highlighting seven survival skills critical for students' success: critical thinking, collaboration, agility, initiative, communication, information analysis, and creativity. It advocates for inquiry-based learning that promotes deeper understanding, intellectual engagement, and prepares students for real-world challenges. The text also explores various inquiry models and the importance of integrating technology, critical thinking, and problem-solving into the educational framework to foster innovative and resilient learners.
Now is the time! Keynote address, Northern Sydney TLs Conference, 15 May 2014
- 1. Now is the time! LYN HAY Director, Leading Learning Institute Head of Professional Learning, Syba Academy Adjunct Lecturer, Charles Sturt University(CC BY-SA 2.0) https://www.flickr.com/photos/fhke/240086966/
- 2. Rediscover yourself reframe your thinking taste the unknown http://vimeo.com/66867858
- 3. It’s time to paint your Picasso
- 4. “Don’t let your company or your job description determine where your drops of paint fall from here on out. You determine them. You determine what is surrendered to the canvas each day… Let it be your own vision.”
- 5. Our challenge Educating for the now and next § How to we educate our students to meet the high levels of literacy in the technological workplace? § How do we prepare our students to navigate and make sense of the global informa:on environment? § How do we enable our students to draw on the knowledge and wisdom of the past while using the technology of the present to advance new discoveries for the future? § How do we prepare our students to think for themselves, make good decisions, develop exper:se, and learn through life? Many teachers are turning to inquiry learning in subjects across the curriculum to meet the challenge of educating their students for lifelong learning
- 6. Seven Survival Skills as defined by business leaders in their own words CRITICAL THINKING AND PROBLEM SOLVING “The idea that a company’s senior leaders have all the answers and can solve problems by themselves has gone completely by the wayside…The person who’s close to the work has to have strong analytic skills. You have to be rigorous: test your assumptions, don’t take things at face value, don’t go in with preconceived ideas that you’re trying to prove.” —Ellen Kumata, consultant to Fortune 200 companies COLLABORATION ACROSS NETWORKS AND LEADING BY INFLUENCE “The biggest problem we have in the company as a whole is finding people capable of exerting leadership across the board…Our mantra is that you lead by influence, rather than authority.” —Mark Chandler, Senior Vice President and General Counsel at Cisco AGILITY AND ADAPTABILITY “I’ve been here four years, and we’ve done fundamental reorganization every year because of changes in the business…I can guarantee the job I hire someone to do will change or may not exist in the future, so this is why adaptability and learning skills are more important than technical skills.” —Clay Parker, President of Chemical Management Division of BOC Edwards http://www.tonywagner.com/7-survival-skills
- 7. Seven Survival Skills INITIATIVE AND ENTREPRENEURSHIP “For our production and crafts staff, the hourly workers, we need self-directed people…who can find creative solutions to some very tough, challenging problems.” —Mark Maddox, Human Resources Manager at Unilever Foods North America EFFECTIVE ORAL AND WRITTEN COMMUNICATION “The biggest skill people are missing is the ability to communicate: both written and oral presentations. It’s a huge problem for us.” —Annmarie Neal, Vice President for Talent Management at Cisco Systems ACCESSING AND ANALYZING INFORMATION “There is so much information available that it is almost too much, and if people aren’t prepared to process the information effectively, it almost freezes them in their steps.” —Mike Summers, Vice President for Global Talent Management at Dell CURIOSITY AND IMAGINATION “Our old idea is that work is defined by employers and that employees have to do whatever the employer wants…but actually, you would like him to come up with an interpretation that you like —he’s adding something personal—a creative element.” —Michael Jung, Senior Consultant at McKinsey and Company http://www.tonywagner.com/7-survival-skills
- 8. Meta-analyses of educational research shows that the most significant impacts on student learning and achievement are: § role of teacher and quality of instruction § developing a supportive learning environment § engaging students in discovery, inquiry, thinking, metacognition and knowledge building (Hattie, 2009) Visible Learning
- 11. The inquiring mind as a key dynamic Authentic and powerful pedagogy instructional designs that support intellectual engagement, deep knowledge, creativity, problem solving and innovation Intellectual quality developing higher-order thinking (critical and creative thinking), deep understanding, substantive conversations, critique of knowledge, and engaging with problematic knowledge Social, cultural and personal agency respect for different values, cultural knowledges, global awareness, social and ethical values, self-confidence, risk-taking, independence, interdependence, 21C life skills (careers and living) digital competence – critical & creative thinking – ethical behaviour
- 12. Inquiry underpins 21C learning § Critical thinking and problem solving expert thinking § Communication and collaboration complex communicating § Creativity and innovation applied imagination and invention www.21stcenturyskills.org
- 13. Digital literacy § Information literacy access information efficiently/effectively, evaluate information critically/competently, use information accurately/creatively § Media literacy analyse media, ethically/legally access and use media, create media products by effectively using media tools § ICT literacy use technology as a tool to research, organise, evaluate, communicate, social networking, ethically/legally use technologies www.21stcenturyskills.org
- 14. Life and career skills § Flexibility and adaptability adapt to varied roles/job responsibilities/schedules/ contexts, understand, negotiate, balance diverse views/beliefs, find workable solutions § Initiative and self-direction manage goals/time, work independently, be self-directed learners, go beyond basic mastery, reflect critically on past experiences to inform future progress § Social and cross-cultural interaction know when to listen/when to speak, be respectful interacting with others, work effectively in diverse teams, be open-minded to different ideas/ values, leverage social/cultural difference to create new ideas, innovate& improve quality of own/group work www.21stcenturyskills.org
- 15. Inquiry helps us expand our reach § Productivity and accountability manage projects, set/meet goals, deal with obstacles/ pressures, prioritise/plan/manage to achieve intended result, produce results through multitasking, managing time effectively, respect/appreciate team diversity § Leadership and responsibility project-based, studio model of work more prevalent now, guide and lead others, use interpersonal/ problem-solving skills to influence/guide others towards a goal, inspire other to accomplish, lead by example, selflessness, acting responsibly with interests of larger community in mind
- 16. The challenge: frame schooling around questions developed and shaped by kids through inquiry across the curriculum
- 17. (CC BY-SA 2.0) https://www.flickr.com/photos/mikecogh/13083705734/ Inquiry opens up the curriculum… and we are there
- 18. Inquiry underpins disciplinary thinking Inquiry is interdisciplinary
- 19. History historical inquiry develops transferable skills, such as the ability to ask relevant questions; critically analyse and interpret sources; consider context; respect and explain different perspectives; develop and substantiate interpretations, and communicate effectively is the process of investigation undertaken in order to understand the past
- 20. Historical inquiry http://wronghands1.files.wordpress.com/2011/08/history.jpg Steps in the inquiry process include posing ques3ons, loca3ng and analysing sources and using evidence from sources to develop an informed explana3on about the past
- 21. Science ability to use a range of scien3fic inquiry methods, including ques3oning; collec3ng and analysing data; evalua3ng results; and drawing cri3cal, evidence-‐based conclusions ability to communicate scien3fic understanding and findings to a range of audiences, to jus3fy ideas on the basis of evidence, and to evaluate and debate scien3fic arguments and claims ability to solve problems and make informed, evidence-‐based decisions about current and future applica3ons of science while taking into account ethical and social implica3ons of decisions
- 22. Inquiry skills Ques3oning and predic3ng: Iden:fying and construc:ng ques:ons, proposing hypotheses and sugges:ng possible outcomes. Planning and conduc3ng: Making decisions regarding how to inves:gate or solve a problem and carrying out an inves:ga:on, including the collec:on of data. Processing and analysing data and informa3on: Represen:ng data in meaningful and useful ways; iden:fying trends, paDerns and rela:onships in data, and using this evidence to jus:fy conclusions. Evalua3ng: Considering the quality of available evidence and the merit or significance of a claim, proposi:on or conclusion with reference to that evidence. Communica3ng: Conveying informa:on or ideas to others through appropriate representa:ons, text types and modes.
- 23. Maths developing increasingly sophisticated and refined mathematical understanding, fluency, logical reasoning, analytical thought and problem-solving skills enable students to respond to familiar and unfamiliar situations by employing mathematical strategies to make informed decisions and solve problems efficiently help students become self- motivated, confident learners through inquiry and active participation in challenging and engaging experiences
- 24. Proficiency strands Understanding Students build a robust knowledge of adaptable and transferable mathematical concepts. Make connections between related concepts and develop new ideas. Understand the relationship between the ‘why’ and the ‘how’ of mathematics... describe their thinking mathematically... Fluency Students develop skills in choosing appropriate procedures, carrying out procedures flexibly, accurately, efficiently and appropriately... are fluent when they calculate answers efficiently, when they recognise robust ways of answering questions, when they choose appropriate methods and approximations...when manipulate expressions and equations to find solutions. Problem Solving Students develop the ability to make choices, interpret, formulate, model and investigate problem situations, and communicate solutions effectively. Students formulate and solve problems when they use mathematics to represent unfamiliar or meaningful situations, when they design investigations and plan their approaches, when they apply their existing strategies to seek solutions, and when they verify that their answers are reasonable. Reasoning Students develop an increasingly sophisticated capacity for logical thought and actions, such as analysing, proving, evaluating, explaining, inferring, justifying and generalising. Students are reasoning mathematically when they explain their thinking, when they deduce and justify strategies used and conclusions reached, when they adapt the known to the unknown, when they transfer learning from one context to another, when they prove that something is true or false and when they compare and contrast related ideas and explain their choices.
- 25. Geography uses an inquiry approach to assist students to make meaning of their world. It teaches them to respond to questions in a geographically distinctive way, plan an inquiry; collect, evaluate, analyse and interpret information; and suggest responses to what they have learned conduct fieldwork, map and interpret data and spatial distributions, and use spatial technologies develop a wide range of general skills and capabilities, including information and communication technology skills, an appreciation of different perspectives, an understanding of ethical research principles, a capacity for teamwork and an ability to think critically and creatively skills can be applied in everyday life and at work
- 27. Explore and make connections
- 28. http://whatedsaid.wordpress.com/page/4/ Thinking underpins the generation of ideas
- 29. Generation of ideas Critical thinking is at the core of most intellectual activity that involves students in learning to recognise or develop an argument, use evidence in support of that argument, draw reasoned conclusions, and use information to solve problems. Creative thinking involves students in learning to generate and apply new ideas in specific contexts, seeing existing situations in a new way, identifying alternative explanations... combining parts to form something original, sifting and refining ideas to discover possibilities, constructing theories and objects, and acting on intuition.
- 30. Mistakes underpin genius Learning to be critical requires a lot of practice (CC BY-SA 2.0) https://www.flickr.com/photos/119295985@N06/13508615163/
- 32. Creative and critical ideas Museum of Old and New Art https://www.mona.net.au/
- 33. Dare to Dream Creative and critical ideas Top Gear http://www.topgear.com/au/tv-show
- 34. Creative and critical ideas
- 35. Inquiry cultivates innovative and industrious thinking § Discover that produc:ve explora:on is rewarding and enjoyable § Know there are unending posi:ve and exci:ng inquiries to uncover § Develop thinking skills and disposi:on that can be applied to the success of any endeavour § Transfer their learning from other instruc:onal or ac:vity arenas in orders to personalise and strengthen their understandings § Build team skills § Ac:vely contribute their abili:es and insights § Experience the adventure and promise of innova:ve and industrious thinking
- 37. Innovative & industrious thinking http://edition.cnn.com/2014/03/27/living/student-money-saving-typeface-garamond-schools/
- 38. Think, act, be… a scientist http://www.emerginginvestigators.org/
- 39. Observe, wonder and ask big questions http://newswatch.nationalgeographic.com/ 2014/04/28/5-sky-events-this-week-penguin-solar- eclipse-comet-encounters-whirlpool/
- 41. Resilience as the 4th R http://blogs.kqed.org/mindshift/2014/03/can-focus-on-grit-work-in-school-cultures-that-reward-grades/ http://www.theage.com.au/victoria/can-we-build-a-better-child-20140301-33t4v.html Intellectual courage and curiosity Perseverance Learning from mistakes Tolerating failure Persistence Growth mindset Emotional intelligence Social and emotional empathy
- 42. Thinking global Developing knowledge, skills and dispositions to understand and act creatively and innovatively on issues of global significance: § Investigate the World § Recognise Perspectives § Communicate Ideas § Take Action
- 43. Explore what others are doing to make their world sustainable http:// themindunleashed.org/ 2014/02/city-aims-car- free-20-years.html
- 44. Think, act, be... a GENIUS http://www.geniushour.com/
- 47. Your challenge is to work with teachers and students to make connections between different inquiry models across the #auscurr
- 48. Kuhlthau, C, Caspari, A., & Maniotes, L. (2007) Guided Inquiry: Learning in the 21st Century. Santa Barbara, CA: Libraries Unlimited. Kuhlthau, C.C., Maniotes, L.., & Caspari, A.. (2012). Guided inquiry design: A framework for inquiry in your school. Santa Barbara, CA: Libraries Unlimited. Or consider a generic inquiry model
- 49. Strategies for guiding inquiry Kuhlthau, C.C., Maniotes, L.., & Caspari, A.. (2012). Guided inquiry design: A framework for inquiry in your school. Santa Barbara, CA: Libraries Unlimited.
- 50. Zone of Intervention: the critical point / need for instruction Open Immerse Explore Identify Gather Create Share Evaluate Kuhlthau, C.C., Maniotes, L.., & Caspari, A.. (2012). Guided inquiry design: A framework for inquiry in your school. Santa Barbara, CA: Libraries Unlimited. Information Search Process Tasks Initiation Selection Exploration Formulation Collection Presentation Assessment --------------------------------------------------------------------------------------------------------------------------------------------------------------- Feelings uncertainly optimism confusion clarity sense of satisfaction or (affective) frustration direction/ disappointment doubt confidence Thoughts vague----------------------------------------→focused (cognitive) ----------------------------------------------→ increased interest Actions seeking relevant information-------------------------------→seeking pertinent information (physical) exploring documenting
- 51. Source: Kuhlthau, C.C., Maniotes, L.K., & Caspari, A.K. (2012). Guided inquiry design: A framework for inquiry in your school. Santa Barbara, CA: Libraries Unlimited. The language of GI design
- 52. Inquiry strategies and digital tools can be used in different ways depending on purpose of inquiry unit: § Exploration § Collaboration § Integration § Invention § Consolidation Purpose of inquiry design
- 53. ?? 2013 2014
- 58. Key ideas underpinning Technology Learning Area § systems thinking (creating preferred futures) § project management § computational thinking ICT capability (one of the 7 general capabilities)
- 59. Inquiry in Digital Technologies 2.5 Explore how people safely use common information systems to meet information, communication and recreation needs 2.6 Work with others to create and organise ideas and information using information systems, and share these in safe online environments 4.3 Collect, access and present different types of data using simple software to create information and solve problems 4.7 Work with others to plan the creation and communication of ideas and information safely, applying agreed ethical and social protocols 8.5 Define and decompose real-world problems taking into account functional requirements and economic, environmental, social, technical and usability constraints 10.3 Develop techniques for acquiring, storing and validating quantitative and qualitative data from a range of sources, considering privacy and security requirements 10.10 Create interactive solutions for sharing ideas and information online, taking into account social contexts and legal responsibilities
- 60. Inquiry in Design and Technologies 2.1 Identify how people design and produce familiar products, services and environments and consider sustainability to meet personal and local community needs 2.3 Explore how plants and animals are grown for food, clothing and shelter and how food is selected and prepared for healthy eating 4.8 Evaluate design ideas, processes and solutions based on criteria for success developed with guidance and including care for the environment 6.3 Investigate how and why food and fibre are produced in managed environments 6.10 Develop project plans that include consideration of resources when making designed solutions individually and collaboratively 8.2 Investigate the ways in which products, services and environments evolve locally, regionally and globally through the creativity, innovation and enterprise of individuals and groups 10.9 Critically evaluate how well developed solutions and existing information systems and policies, take account of future risks and sustainability and provide opportunities for innovation and enterprise
- 61. Now is the time For you to take control
- 62. Don’t let your paints dry. Use them immediately. Now. A world of possibilities is available to you. Unthink: Rediscover Your Creative Genius by Erik Wahl (2013, p. 204)
- 63. Rediscover yourself § Australian curriculum is an opportunity to introduce or reinforce your teaching role as a TL § Become a resourcing leader for the Australian Curriculum and take the lead... curate, curate, curate for your school, for the nation § Work with teachers to design inquiry units across learning areas and year levels § Consider inquiry approaches within and across disciplines...– how can you connect the dots? § Facilitate the integration of a generic inquiry model in your school § Collaborate with teachers and students to “be explorers of the world” and provide time to “paint your Picasso”’ § Explore and play with digital tools that can make teachers’ work easier and enhance students’ inquiry learning experiences § Use this opportunity to reinvent or reinvigorate your role § Have fun!
- 64. Now IS the time! LYN HAY Director, Leading Learning Institute Head of Professional Learning, Syba Academy Adjunct Lecturer, Charles Sturt University(CC BY-SA 2.0) https://www.flickr.com/photos/fhke/240086966/