21st Century Learning in a 20th Century context

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21st Century Learning in a 20th Century context

• Managing the way out

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Our Vision

• Our students will
• enjoy the journey through our Academy,
• being ready and equipped
• to face 21st century challenges,
• flourishing
• in an ever changing environment.

Just more sound bites?
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The Challenge

• Develop good habits in all students which are
  sustainable
• Maximise student chances of gaining a Level 2
  qualification in English and Maths (85?)

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Cross-Curricular Literacy and NumeracyIs it
effective?

• What are the priorities for the subject teacher?
  

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Addressing the needs

• Do we restrict the development of good habits
  of learning and the flexing of learning muscles?

Over emphasis on acquisition of subject knowledge
Not always relevant
I did really well today mum, I got 95 in History
I dont see the point of this
Reliance on the teacher
I didnt do well because we had a supply teacher
Little transference of skills and competencies
The teacher didnt explain it properly
We only work in teams in PE
We get to discuss our work with each other in
Maths, but we dont in English
Spoon feeding
Skills not developed consistently
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Three attempts to Break down the barriers

• 80s cross-curricular programmes integrated
  programmes
• 90s thinking skills and beginnings of Learn to
  Learn
• 21st century competency programmes

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Principles of Project Based Learning
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1. Relevance

• Crafting a driving question
• What is global warming?

• Should we be worried about global warming in our
  City?

• Understanding the context of our community?
• Locally
• Globally
• What affects/interests young people?

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2. A focus on process
Four times late this week . . .Ive had enough!!!
Let me help
Time management
Do we give parity in the curriculum to all
aspects of a child's development?
Personal responsibility
Empathy
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3. Developing good habits of Learning

• Is a courageous learner
• Not afraid to experiment
• Will explore possibilities
• An imaginative learner
• A curious learner
• A disciplined learner
• A thoughtful learner
• A sociable learner

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Bob Smith 8YUM
Approach To Learning Score 13.6 Attendance
(3/9/07 18/1/08) 76.4
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Approach To Learning Score 13.6
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4. Create space in the curriculum

• Identification of difficult concepts
• Teachers no longer have a monopoly on
  information
• what needs to be taught?
• Graduation stages
• Letting them off the leash

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Star
You will decide what you want to learn during the
project.
Planning
Planet
You will decide what is expected of you during
the project.
Moon
The teacher will agree with you what is expected
of you in the project
Asteroid
The teacher will explain what is expected of you
by the end of the project
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Star
Choose roles for your team based on their
strengths and weaknesses.
Collaboration
Planet
Organise roles for students in your team
Moon
Organise your team with teacher help
Asteroid
Your teacher will create teams for you to work in
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Graduation stages for all studentsA possible
model

• Evidence collected
• From subject teacher gives opinion to LF
  electronically
• From student evidence log

• Evidence Collated
• By LF from subject teachers
• By LF through tutorial with student

• Subject teachers informed
• Students begin working at graduation stage in all
  subjects

• Decision made
• LF decides graduation stage with student agreement

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Benefits

• Developing good habits is embedded
• Motivated students given the chance to fly
• Personalised agenda
• More space to work with students in need
• Students will access the National Curriculum more
  effectively
• Adoption of 21st Century practices to learn

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Issues to consider

• On-line curriculum resources
• Other scaffolding resources
• Consistency
• Time required by LF
• Student bullying LF to graduate
• Students who never graduate

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Structure for Project Based Learning
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Year 7 Curriculum Sept 2009

• PBL 72
• Enrichment sessions 12
• MFL 7
• PE 9
• PBL time is divided into a Literacy project and a
  Numeracy project
• Enrichment sessions include Science, Prod Des,
  Music, Art, Drama, ICT

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At the beginning of any project

• Introduction to the project
• In Bases with their Learning Family
• Learning Facilitator organises Teams
• Students given access to pre-prepared
• resources and list of seminars
• Students develop the ideas for their
• project and plan accordingly

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During a project
START
Students meet in Base Room. Daily planning
discussion and organisation
Students attend seminars
Teams meet back in the Base Room to present
progress, share experiences and plan for next
session.
Students carry out research or, work on projects
or spend some time carrying out individual
reflection
Team or individual meets with LF
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At the end of a Project

• Students Present/Display/Perform discuss their
  findings and results. To the rest of the teams
  in their Base room. They will act as judges as
  to whether or not the project has been successful
• Presentations to external panel in the Theatre.
  Due to numbers not every team will be able to
  present to an external panel. This will be done
  on rotation.
• Back in Base rooms students will individually
  review/reflect on their progress.

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Future Development

• Students continue to follow identical programme
  into Yr 8 9 unless Literacy and Numeracy meet
  standards
• Yr 8 9 students begin to do Discrete taster
  programmes (Still PBL)
• Students commence 14 19 programmes when ready
• Restructuring leadership roles

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BBA Teaching learning Improvement Structure
Curriculum Development - Project Based Learning -
Literacy - Numeracy
Learning Resources E-Learning Scaffolding
Community
Sharing Goals Ensure the student understands what
they are learning and why
Sharing Reflection Students are given a chance
to reflect on what they are doing
Developing the Teacher as a Facilitator of
learning
Sharing Aspirations Positive teacher student
interaction
Sharing the Learning Journey Active element
during learning session
Professional Learning Community Coaching Peer
Observation e-Communication Observation

• Environment and Ethos
• Raising Aspirations
• Monitoring the effectiveness of T L

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• A Leap of Faith?