Imagine if.... the future?.pdf
1 like304 views
The document discusses the evolution and future directions of the education system in Queensland, emphasizing the impact of recent disruptions such as the COVID-19 pandemic. It highlights the importance of schools in social and emotional development, the need for resilience in educational practices, and the potential of hybrid learning models. The document calls for innovation in education to better prepare students for an unpredictable future while stressing the role of community and families in the learning process.
Imagine if.... the future?.pdf
- 1. Imagine if… …the future? Queensland Principals Conference Brisbane Conference and Exhibition Centre Tuesday 11 October, 2022 Image: Microsoft Library
- 2. LIVE in the present It is the decisions we make and the actions we take in the present that will ultimately determine what our future looks like. LEARN from the past Understanding our histories, and the things that have shaped our lives helps us see how past events have relevance in our life now. LOOK to the future While it is impossible to accurately predict the future, we can seek to understand the trends that are impacting our lives at every level.
- 3. Just to focus our attention... ...agree or disagree? A. Our education system has evolved over time to keep up with what is happening in other parts of society. B. We do a pretty good job of preparing our young people to live in the world they will inherit. C. Our focus right now must be on establishing stability for our teachers and learners after the disruption of the past two years. D. The pace of change in our world and education system is having a negative impact on our teachers... and students. E. We don’t ever seem to be able to change quickly enough – or to get things right when we do. Photo by Sincerely Media on Unsplash
- 5. 1994 School roll just over 300 Students leaving for boarding school Teachers leaving Stress on farming families Loss of help on farms Unable to afford farm workers Fewer students coming to school Social indicators: - Increased marriage counselling - Shops closed on main street - High demand for social services 1996 School roll just under 500 Few students leaving to board Normal teacher turnover Families reunited Kids available to help on farm Farm workers return – with kids More students coming to school Social indicators: - Decrease in marriage counselling - No empty shops - Normal demand for social services https://futuremakers.nz/vln-in-nz-2/
- 6. So what do we learn from this? 1. Schools play an important role in the social and emotional development of learners 2. Academic learning needn’t be confined to the physical site of learning 3. We cannot divorce the function of schools from their communities 4. We cannot divorce students from their families – and their communities 5. The presence of a school contributes significantly to the ‘wellbeing’ of the community – economically, socially, relationally, culturally. https://futuremakers.nz/vln-in-nz-2/
- 8. Global trends... • What are the implications of each of these drivers for education? • What evidence of these things do you see in your context? • How prepared are you for the impact of any of these as they emerge? http://www.oecd.org/edu/trends-shaping-education-22187049.htm https://futuremakers.nz/education-environment-scan/ “More frequent and more severe”
- 9. What have we learned from this? https://futuremakers.nz/covid-19-research/ “The COVID-19 pandemic has created the largest disruption of education systems in history… The crisis is exacerbating pre-existing education disparities by reducing the opportunities for many of the most vulnerable children, youth, and adults… … on the other hand, this crisis has stimulated innovation within the education sector”. UN Policy Brief* *https://bit.ly/3SSmzGi
- 10. Imagine... • if we could design a system that had the resilience to withstand constant change and disruption – what would it look like? What would be different? • if we could create an education system that truly prepares young learners for their future – not our past – how would it operate? What would the curriculum involve? • if we had the resources to achieve the change we believe is necessary – how would we ensure everyone is on board? And how would we deal with roadblocks? Photo by Sincerely Media on Unsplash LEARN LOOK LIVE
- 11. Preparing in advance for a hybrid future Image: provided by Ōtaki Colllege IMAGINE IF… • 30 per cent of students are self-isolating at any given time because of exposure to COVID-19? • A quarter of staff are unable to be at school in-person because they are self-isolating? • Staff and students are coming and going from school at irregular and unpredictable times due to the self-isolation requirements? • Some students are away for extended periods (more than a term) due them being a part of a large family and so having to remain isolated until the last person in the family group has recovered? https://youtu.be/Fi7hQLb4b3I
- 12. Preparing in advance for a hybrid future Image: provided by Ōtaki Colllege IMAGINE IF… • 30 per cent of students are self-isolating at any given time because of exposure to COVID-19? • A quarter of staff are unable to be at school in-person because they are self-isolating? • Staff and students are coming and going from school at irregular and unpredictable times due to the self-isolation requirements? • Some students are away for extended periods (more than a term) due them being a part of a large family and so having to remain isolated until the last person in the family group has recovered? https://youtu.be/Fi7hQLb4b3I Number of students self-isolating Number of staff self- isolating Business as usual Disrupted teaching Disrupted system Disrupted learning Few Many Many Few
- 13. Planning for resilience Resilience Planning for Schools Provides a conceptual overview for education leaders and communities. Introduces hybrid as a solution. Getting Started with Hybrid Learning: A Teacher Guide Designed as a guide for educators with practical advice for moving to a hybrid model in their own context. Codifying Teacher Practice Guide for schools and school leaders to create coherent, school-wide pedagogical approaches in a hybrid environment. Download from: https://futuremakers.nz/hybrid-learning Being Resilient Nine characteristics of resilient schools with a framework for planning how to develop these qualities in your own context.
- 14. Planning for resilience Getting Started with Hybrid Learning: A Teacher Guide Designed as a guide for educators with practical advice for moving to a hybrid model in their own context. Download from: https://futuremakers.nz/hybrid-learning
- 15. A boundary-less future – are you ready? • Starts with the physical school as the traditional “place of learning” • A place where individuals are nurtured, supported and encouraged to grow • Relationships matter • Focus on collaboration • Exposure to cultural, sporting and other interests • Access to ‘hands-on’ experiences Class teacher Tertiary School, kura CC Wenmoth, 2020 A boundary-less education system. CoP
- 16. A boundary-less future – are you ready? • Now extends to home environments • Another place where learning happens • Focus on role of parents/whanau • Need to understand the cultural context, and environmental factors • Creating seamless transitioning between the two sites of learning Remote learner Hybrid teacher Tertiary Home School, kura CC Wenmoth, 2020 A boundary-less education system. CoP
- 17. A boundary-less future – are you ready? • Add the personal learning networks beyond the home… • Social media/Online communities • Sports clubs • Cultural groups • How is this captured as part of the learner’s record of achievement? Remote learner Hybrid teacher Tertiary Home School, kura CC Wenmoth, 2020 A boundary-less education system. CoP Social PLN
- 18. A boundary-less future – are you ready? • Extends further to include the wider community and other sites of learning: • Public library • Art gallery • Museum spaces • Marae • etc • Focus on a blended experience Remote learner Hybrid teacher Remote teacher Tertiary Home School, kura Social PLN CC Wenmoth, 2020 A boundary-less education system. CoP Community spaces
- 19. A boundary-less future – are you ready? • Extends further to the world of business and work • And the world beyond… • Distance has disappeared • Technology’s role in closing the gap • Live local, learn global Remote learner Hybrid teacher Remote teacher Tertiary Home School, kura Community spaces Social PLN CoP Tertiary/Work CC Wenmoth, 2020 A boundary-less education system.
- 20. Photo by Joshua Rawson-Harris on Unsplash
- 22. Roxburgh as • Small composite (yr1-13) school • Facing decapitation through falling roll • Founding partner in OtagoNet in 2003 • Has sustained a stable roll since • Every student from year 11 up enrolled in at least one virtual class • Innovative use of learning space and allocation of teacher roles • Now part of a thriving community
- 23. Transformation – not reform Reform produces a better version of the current system, transformation produces a different system” (Dr Asmaa Al-Fadala, Director of Research, World Innovation Summit for Education) https://futuremakers.nz/2022/10/04/reform-vs-transformation/
- 25. What if every school was to become an innovation engine? “Only a relentless pace of experimentation can build the resilience an organization needs to protect itself from the relentless pace of change.” Gary Hamel, Michele Zanini (2020) Humanocracy: Creating Organizations as Amazing as the People Inside Them Photo by Kevin Jarrett on Unsplash
- 26. Example of far north project • sdfgasdfg The ability to reflect on one’s practice when confronted by a novel, unusual, or complex situation distinguishes expert practitioners from novices. (Schön, 1983)
- 27. Remember these? A. Our education system has evolved over time to keep up with what is happening in other parts of society. B. We do a pretty good job of preparing our young people to live in the world they will inherit. C. Our focus right now must be on establishing stability for our teachers and learners after the disruption of the past two years. D. The pace of change in our world and education system is having a negative impact on our teachers... and students. E. We don’t ever seem to be able to change quickly enough – or to get things right when we do. Photo by Sincerely Media on Unsplash
- 28. LIVE in the present It is the decisions we make and the actions we take in the present that will ultimately determine what our future looks like. LEARN from the past Understanding our histories, and the things that have shaped our lives helps us see how past events have relevance in our life now. LOOK to the future While it is impossible to accurately predict the future, we can seek to understand the trends that are impacting our lives at every level.
- 29. Take care of our children Take care of what they hear Take care of what they see Take care of what they feel For how the children grow So will be the shape of Aotearoa. Dame Whina Cooper Photo by Stavrialena Gontzou on Unsplash Australia Our planet