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RESEARCH

Everything is connected

21/11/2016

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Caine & Caine (1997) explain the interconnectedness of the brain:
“Perhaps most important is the growing evidence that our brains are whole and interconnected. Even though there are a multitude of specific modules with specific functions, thought and emotions, physical health, the nature of our interactions with others, even the time and environment in which we learn, are not separated in the brain… The brain does not distinguish between school and real life.”
Caine, R. & Caine, G. (1997). Unleashing the Power of Perceptual Change: The Potential of Brain-Based Teaching. Alexandria, VA: Association for Supervision and Curriculum Development. pp. 6-7.
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Proactive learning partners

17/11/2016

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Michael Fullan and Geoff Scott suggest that a feature of the new pedagogies for deep learning is of teachers and college professors becoming:

"'proactive learning partners' and brokers between and among students and other teachers and high quality learning resources world-wide, where access to others is supported by the new digital developments so that learning becomes learning with anyone, anytime, anywhere. In this world multiple 'learning partnership activators' find, and engage each other." 1

1 Fullan, M. & Scott, G. (2014). Education Plus. Seattle, WA: Collaborative Impact SPC. p.7.
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Leadership from the middle

10/11/2016

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Fullan (2015) describes leadership from the middle as:
...a deliberate strategy that increases the capacity and internal coherence of the middle as it becomes a more effective partner upward to the state and downward to its schools and communities, in pursuit of greater system performance. The goal of LftM is to develop greater overall system coherence by strengthening the focus of the middle in relation to system goals and local needs. Thus, it is not a standalone, but rather a connected strategy. This approach is powerful because it mobilizes the middle (districts and/or networks of schools), thus developing widespread capacity, while at the same time the middle works with its schools more effectively and becomes a better and more influential partner upward to the center. (p.24)

Fullan, M. (2015). Leadership from the middle: A system strategy. In Education Canada (55)(4). pp. 22-26. Canadian Education Association.
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A simple model for complex change

9/11/2016

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Picture
American Productivity and Quality Center. (1993). A Simple Model for Managing
Complex Change.
Houston, Texas.
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Reading List

6/11/2016

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The following is a list of readings that we found useful when formulating our philosophy:
  1. 10 Best practices to enrich the blended learning environment. (2013, November 14). Getting Smart. Retrieved from https://gettingsmart.com/2013/11/10-best-practices-enrich-blended-learning-environment/
  2. Barbour, M., & Wenmoth, D. (2013). Virtual Learning as an Impetous for Educational Change: Charting a Way Forward for Learning in New Zealand [Report]. Christchurch, NZ: Core Education.
  3. Beane, J. (2002). Beyond self-interest: A democratic core curriculum. Educational Leadership 59(7)
  4. Beane, J. (1995). Curriculum integration and the disciplines of knowledge, The Phi Delta Kappan, Vol. 76 (8), 616-622.
  5. Boyd, S., & Hipkins, R. (2012). Student inquiry and curriculum integration: Shared origins and points of difference (Part A). Set 2012 (3). NZCER.
  6. Browne, S. (2005). A study of qualifications available to Senior Secondary School students in a sample of OECD countries (Sabattical Report). Retrieved from https://www.educationalleaders.govt.nz/content/download/705/5887/file/browne-sabbatical-05.pdf
  7. Caine, R. & Caine, G. (1997). Education on the Edge of Possibility. Alexandria, VA: Association for Supervision and Curriculum Development.
  8. Caine, R. & Caine, G. (1997). Unleashing the Power of Perceptual Change: The Potential of Brain-Based Teaching. Alexandria, VA: Association for Supervision and Curriculum Development.
  9. Cammarota, J. & Fine, M. (Eds.). (2008). Revolutionising Education. New York, NY: Routledge.
  10. Claxton, G. (2002). Building Learning Power. Bristol, Great Britain: TLO Ltd.
  11. Claxton, G., Chambers, M., Powell, G., & Lucas, B. (2011). The Learning Powered School. Bristol, Great Britain:TLO Ltd.
  12. Claxton, G., & Lucas, B. (2015). Educating Ruby. Wales, UK: Crown House Publishing.
  13. Collins, S., & Collins, V. (2013). Building Learning Power [Report]. Retrieved from https://www.educationalleaders.govt.nz/content/download/53032/441311/file/Steven%20Collins%20Sabbatical%20Report%202013%20-%20Building%20Learning%20Power.pdf.
  14. Conner, L. (2015). Teaching as Inquiry, with a Focus on Priority Learners. Wellington, New Zealand: NZCER Press.
  15. Darlington-Hammond, L. (2002). Redesigning High Schools: What Matters & What Works. Standford, CA: School Redesign Network.
  16. Distance Education Association of New Zealand Magazine (various)
  17. Diggs, C., & Akos, P. (2016, October). The Promise of Character Education in Middle School: A
    Meta-Analysis. Middle Grades Review 2(2)
  18. Doig, C. (2016). The visible school leader. In Teachers Matter (11). pp. 12-13. Lower Hutt, New Zealan: Spectrum Education Ltd.
  19. Driver, A. (2015). Cultural leadership: the reciprocities of right relationship at Kia Aroha College. Auckland University.
  20. Dumont, H., Istance, D., & Benavides, F. (2012). The Nature of Learning: Using Research to Inspire Practice. OECD Publications.
  21. Edlin, R. (2014). The Cause of Christian Education (4th ed.). Sioux Center, IA: Dordt College Press.
  22. Eisenbach, B. (2016). Considering the Virtual Classroom: A Call to MIddle Level Education Programs. Middle Grades Review (2)(1), Article 3. Retrieved from https://scholarworks.uvm.edu/mgreview/vol2/iss1/3
  23. French, D., Atkinson, M., & Rugen, L. (2007). Creating Small Schools: A Handbook for Raising Equity and Achievement. Corwin Press.
  24. Frost, D. (2016). Moving from Seat-Time to Competency-Based Credits in State Policy: Ensuring All Students Develop Mastery. Competency Works. Retrieved from http://www.competencyworks.org/understanding-competency-education/moving-from-seat-time-to-competency-based-credits-in-state-policy-ensuring-all-students-develop-mastery/
  25. Fullan, M. (2004). Leading in a Culture of Change. San Francisco, CA: John Wiley & Sons, Inc.
  26. Fullan, M. (2011). Whole System Reform for Innovative Teaching and Learning. Ontario Institute for Studies in Education, University of Toronto. Retrieved from https://www.michaelfullan.ca/wp-content/uploads/2016/06/Untitled_Document_5.pdf
  27. Fullan, M. (2013). The New Pedagogy: Students and Teachers as Learning Partners. LEARNing Landscapes 6 (2)
  28. Fullan, M. (2014). The Principal: Three Keys to Maximising Impact. San Francisco, CA: John Wiley & Sons, Inc.
  29. Fullan, M. (2015). Leadership from the middle: A system strategy. In Education Canada (55)(4). pp. 22-26. Canadian Education Association.
  30. Fullan, M. (2016). The New Meaning of Educational Change (5th Ed.). New York, NY: Teachers College Press.
  31. Fullan, M. & Scott, G. (2014). Education Plus. Seattle, WA: Collaborative Impact SPC.
  32. Fullan, M. & Team. (2015). California's Golden Opportunity: LCAP's Theory of Action - Problems and Corrections: Author.
  33. Ginwright, S. (2008). Collective Radical Imagination. In Revolutionising Education (pp.13-22). New York, NY: Routledge.
  34. Gornall, S., Chambers, M., & Claxton, G. (2005). Building Learning Power in Action. Bristol, UK: TLO.
  35. Hanover Research. (2012, October). Best Practices in Personalized Learning Environments (Grades 4-9). Washington, DC: Author.
  36. Hanover Research. (2014, October). Best Practices in Personalized Learning Environments (Grades 4-9) - Implementation. Washington, DC: Author.
  37. Hattie, J. (2003, October). Teachers make a difference: What is the research evidence? Paper presented at the Australian Council for Educational Research Annual Conference on Building Teacher Quality, Melbourne.
  38. Hattie, J. (2012). Visible Learning for Teachers. Oxon, UK: Routledge.
  39. Hattie, J. (2015, June). What Works Best in Education: The Politics of Collaborative Expertise. London, UK: Pearson.
  40. Hattie, J., Masters, D., & Birch, K. (2016). Visible Learning in Action. Oxon, UK: Routledge.
  41. Hipkins, R., Bolstad, R., Boyd, S., & McDowall, S. (2014). Key Competencies for the Future. Wellington, New Zealand: NZCER Press.
  42. Jenkins, S., Williams, M., Moyer, J., George, M., & Foster, E. (2016). The Shifting Paradigm of Teaching: Personalised Learning According to Teachers. Knowledge Works. Retrieved from www.knowledgeworks.org/sites/default/files/u1/teacher-conditions.pdf
  43. Kaser, L., & Halbers, J. (2009). Leadership Mindsets. Oxon, UK: Routledge.
  44. Larmer, J., Mergendoller, J., & Boss, S. (2015). Setting the Standards for Project Based Learning. Alexandria, VA: ASCD.
  45. Lencioni, P. (2002). The Five Dysfunctions of a Team. San Francisco, CA: Jossey-Bass.
  46. Madjar, I., & McKinley, E. (2013). Understanding NCEA (2nd ed.). Wellington, New Zealand: NZCER Press.
  47. Miliband, D. (2004). Personalised Learning: Building a New Relationship with Schools. Transcript of speech given at the North of England Education Conference, Belfast, 8th January 2004. Retrieved from www.education.gov.uk/publications/eOrderingDownload/personalised-learning.pdf
  48. Miliband, D. (2006). Choice and Voice in Personalised Learning. In Personalising Education (pp 21-29). OECD Publishing.
  49. Milne, A. (2016). Coloring in the White Spaces: Reclaiming Cultural Identity in Whitestream Schools. New York: Peter Lang Publishing.
  50. New Zealand Educational Review (2014). Sector Voices. New Zealand Media & Entertainment. Retrieved from https://www.educationreview.co.nz/news/2014/sector-voices-the-biggest-challenge-facing-education/
  51. New Zealand Educational Review (2015). Sector Voices. New Zealand Media & Entertainment. Retrieved from https://www.educationreview.co.nz/assets/E-Edition/2015/Education-Review-E-Edition-2015.pdf
  52. NZ Ministry of Education. (2014, May). Future-focused Learning in Connected Communities. New Zealand: 21st Century Learning Reference Group.
  53. NZ Ministry of Education. (2015). New Zealand Education in 2025: Lifelong Learners in a Connected World [Discussion Document]. New Zealand: Author.
  54. OECD (2014). Measuring Innovation in Education: A New Perspective. Educational Research and Innovation. OECD Publishing.
  55. Ontario Ministry of Education. (2012). Five Core Capacities of Effective Leaders. In Ideas into Action [Bulletin] (1). Toronto, ON: Author.
  56. Ontario Ministry of Education. (2014). Aligning Resources with Priorities: Focusing on What Matters Most. In Ideas into Action [Bulletin] (6). Toronto, ON: Author.
  57. Ozer, E., & Wright, D. (2012). Beyond School Spirit: The Effects of Youth-Led Participatory Action. Journal of Research on Adolescence 22(2),  267-283.
  58. Parata, H. (2016). NCEA’s undisputed success. Principals Today (112). p.4. Christchurch, New Zealand: Academy Group.
  59. Pauldan, J. (2006). Personalised Learning 2025. In Personalising Education (pp 1-11). OECD Publishing.
  60. Posner, G.J. (May 1992). What is reflective thinking and why is it desirable? Paper presented at the annual conference of the Association for Supervision and Curriculum Development, New Orleans.
  61. Pratt, K. & Trewern, A. (2011). Students experiences of flexible learning options: What can they tell us about what they need for success?. Computers in New Zealand Schools: Learning, leading, technology. 23(2). pp. 137-152.
  62. Research in Two Urban High Schools. Journal of Research on Adolescence, 22(2), pp. 267–283.
  63. Robertson, J. (2016). Coaching leadership: Building educational leadership capacity through partnership (2nd Ed.). Wellington, New Zealand: NZCER Press.
  64. Robinson, K. (2011). Out of Our Minds. (Rev. ed.). West Sussex, UK: Capstone Publishing Ltd.
  65. Robinson, K., & Aronica, L. (2015). Creative Schools. Australia: Penguin Group.
  66. Robinson, V. (2015). Open-to-learning Conversations: Background Paper Introduction to Open-to-learning Conversations. Auckland, New Zealand: University of Auckland.
  67. Timperley, H., Kaser, L., & Halbert, J. (2014). A framework for transforming learning in schools: Innovation and the spiral of inquiry. In Education Seminar Series Paper (234). Melbourne, Australia: Centre for Strategic Education.
  68. Tough, P. (2012). How Children Succeed. New York, NY: Houghton Mifflin Harcourt Publishing Company.
  69. Wagner, T. & Dintersmith, T. (2015). Most Likely to Succeed. New York, NY: Scribner.
  70. Wolf, M.A. (2010). Innovate to Educate: System [Re]Design for Personalized Learning. A Report from the 2010 Symposium. Edited by Partoyan, E., Schneiderman, & Seltz, J. ACSD. Retrieved from https://siia.net/pli/presentations/PerLearnPaper.pdf
  71. Working Party on Measurement and Analysis of the Digital Economy. (2016). Skills for a Digital World [Background Paper]. France: OECD.
  72. Wright, N. (2010). e-Learning and Implications for New Zealand Schools: A Literature Review. New Zealand: Ministry of Education.
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Assessment for learning

6/11/2016

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Key to personalised learning is the changing nature of assessment. No longer simply a performance measurement, assessment is used gather information that will help to identify student learning patterns, strengths and weaknesses, in order to further customise learning.

To power personalized learning, assessments should encompass a broader range of measures beyond performance on academic tests, including information on a student’s learning style preferences, previously successful experiences, interests, and other factors in a learner’s life. 1

During a U.S. Summer Seminar in 2012, Richard Culatta defined personalizing learning as a way if individualizing learning for each student in the room by adjusting the pace, adjusting the approach, and leveraging students’ individual interests and motivations.2 His examples of personalised learning included:

  • systems that adapted to learner needs
  • supported differentiated learning
  • increasing the frequency of formative assessments
  • providing learners choice about what and how they learn
  • customising instruction based on performance/preference
  • approaches that turn learners into creators
1 Wolf, M.A. (2010). Innovate to Educate: System [Re]Design for Personalized Learning. A Report from the 2010 Symposium. Edited by Partoyan, E., Schneiderman, & Seltz, J. ACSD. p.25. Retrieved from https://siia.net/pli/presentations/PerLearnPaper.pdf
2 Culatta, R. (2012, July 10) Personalising Learning. U.S. Department of Education. Retrieved from https://www.ed.gov/teaching/summerseminars
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Online digital learning competencies

6/11/2016

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The increasing availability of digital technologies is rapidly changing the nature of learning:

“Digital technologies change the way students learn, the way teachers teach, and where and when learning takes place. Increasingly, mobile devices equip students to take charge of their own learning in a context where learning occurs anywhere, anytime, and with access to a wealth of content and interactive tools. Digital technologies can excite and engage educators, students, their whānau and communities in learning."1

An OECD report, 'Skills for a Digital World', provides new evidence on the effects of digital technologies on the demand for skills and discusses key policies to foster skills development for the digital economy:

“In addition to digital literacies and ICT-specific skills, the identification of the skills relevant for the digital economy and of the strategies to develop them is entrenched with the notions of higher order thinking, communication and social skills.” 2

1 NZ Ministry of Education. (2014, May). Future-focused Learning in Connected Communities. New Zealand: 21st Century Learning Reference Group. p. 4.
2 Working Party on Measurement and Analysis of the Digital Economy. (2016). Skills for a Digital World [Background Paper]. France: OECD. p.51
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Teacher effectiveness

5/11/2016

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In John Hattie's recent work, 'What works best in education: the politics of collaborative expertise', he argues that

"...the greatest influence on student progression in learning is having highly expert, inspired and passionate teachers and school leaders working together to maximise the effect of their teaching on all students in their care." 1

In order for this to be accomplished, Hattie proposes that more emphasis needs to be placed on reducing the' variability among teachers in the effect they have on student learning' by collectively raising the standard:

“…we need to recognise effectiveness among teachers and build a profession that allows all to join the successful." 2

He believes this variablity can be reduced by creating

"...a system where leaders know their high-impact teachers so that they may create a coalition of the successful who can work together on reducing within-school variability." 3

1 Hattie, J. (2015). What Works Best in Education: The Politics of Collaborative Expertise. London, UK: Pearson. p.1.
2 Hattie, Ibid. p.22.
3 Hattie, Ibid. p.22.
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The ability to learn

26/10/2016

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"Do you ever find that young people, when they have left school, not only forget most of what they have learnt (that is only to be expected), but forget also, or betray that they have never really known, how to tackle a new subject for themselves? 1

- Dorothy Sayers 1947
LEARNING TO LEARN

One of the key elements of personalised learning is teaching students HOW to learn. 'Learning to learn' is a key component of the New Zealand Curriculum, with "complex problem solving, communication, team skills, creativity and innovation recognised as necessary skills for success." 2

The New Zealand Curriculum identifies five key competencies:
  • thinking;
  • using language, symbols, and texts;
  • managing self;
  • relating to others;
  • participating and contributing.

Similar key competencies are outlined in countless articles and research documents, with the focus of key competencies more recently centred on digital literacy. Eric de Corte, as quoted in The 21st Century Learning Group report (2014) identifies a number of areas in which education needs to develop in order to sufficiently prepare students for the future:

“One dimension is the need to instil creativity, collaboration, problem-solving and entrepreneurial approaches. A second is to build digital literacy and media literacy. A third is to develop ‘adaptive competence’ — the ability to apply meaningfully learned knowledge and skills flexibly and creatively in different situations.” 3

EXAMPLES OF KEY COMPETENCIES
The Four R's
In Guy Claxton's book 'Building Learning Power', he outlines four key habits of the mind that are evident in successful learners:
  • Resilience
  • Resourcefulness
  • Reflectiveness, and
  • Reciprocity
See The 4 R's of BLP for more information on these key habits.
The Six C's

Michael Fullan and Geoff Scott (2014) propose that learning goes beyond the development of fundamental skills and knowledge, to include the development of 'personal, interpersonal and cognitive capabilities that allow one to diagnose what is going on in the complex, constantly shifting human and technical conteext of real world practice and then match an appropriate response.' 4

Their model includes 'the Six C's':
  • Character
  • Citizenship
  • Collaboration
  • Communication
  • Creativity
  • Critical Thinking
What does this mean for us?
The consensus is that we need to equip students to be able to adapt to their uncertain and everchanging future environment. Therefore, changing our emphasis in education from teaching content to teaching skills is vital. Students will need to develop skills in:
  • self-management, organising time, workload and projects
  • developing a sense of personal effectiveness as a learner, using learning styles, developing effective learning behaviours, developing resilience and concentration
  • building confidence in literacy, oracy and numeracy
  • learning how to research, organise and present data
  • developing skills in analysing, explaining, justifying, demonstrating causality and developing a logical argument
  • developing confidence in working with others, notably on a one-to-one basis and in small groups
  • becoming meta-cognitive, learning to review and reflect and becoming reflexive as a learner
King Solomon's statement "there is nothing new under the sun" (Ecclesiastes 1:9) is true for education today as we reflect on Dorothy Sayer's observations over 70 years ago:

"For the sole true end of education is simply this: to teach men how to learn for themselves; and whatever instruction fails to do this is effort spent in vain." 5

1 Sayers, D. (1947). The Lost Tools of Learning. Presented at Oxford. Retrieved from https://www.gbt.org/text/sayers.html

2 NZ Ministry of Education. (2015). New Zealand Education in 2025: Lifelong Learners in a Connected World [Discussion Document]. New Zealand: Author.

3 NZ Ministry of Education. (2014, May). Future-focused Learning in Connected Communities. New Zealand: 21st Century Learning Reference Group., p. 33.

4 Fullan, M. & Scott, G. (2014). Education Plus. Seattle, WA: Collaborative Impact SPC. pp.6-7

5 Sayers, D. Ibid.

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Credit flexibility

24/10/2016

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Credit flexibility provides an avenue for 'gifted' or 'accelerated' students to access advanced coursework when they are ready for it, and helps to alleviate potential issues such as demotivation or boredom while they wait for their peers to 'catch up'.

Schools worldwide are increasingly moving towards competency-based assessment as their educational governing bodies make fundamental changes to the way academic credit is awarded. With this change in assessment comes increasing flexibility in the method and timing of assessment.

In the United States, Oregon continues to be leading the implementation of credit flexibility and is encouraging districts to award academic credit based on mastery rather than seat time. Since 2002, the state policies allow districts to award credit based on proficiency.1 The Ohio State Board of Education has also adopted a plan to empower “students to earn units of high school credit based on a demonstration of subject area competency, instead of or in combination with completing hours of classroom instruction.”2

New Zealand is well on the way to improving its assessment strategy, and perhaps one day soon will realise Claire Amos' idea of a national assessment framework that:

...was not just same old subjects ‘anytime, anywhere’ but rather key competencies demonstrated ‘anytime, anywhere, anyhow’.3

By harnessing the opportunity digital technologies provide in gathering assessment data over a period of time and in the creation of portfolios of learning, students will be able to achieve credit for competency when they meet the criteria, without having to wait to sit an examination or achieve the prescribed age.

We are excited by these future possibilities, and by NZQA’s key goal of having ‘NCEA examinations online, where appropriate, by 2020’ 4, as these will enable gifted or accelerated students early access to coursework and examinations.

1 Frost, D. (2016). Moving from Seat-Time to Competency-Based Credits in State Policy: Ensuring All Students Develop Mastery. Competency Works. Retrieved from https://www.competencyworks.org/understanding-competency-education/moving-from-seat-time-to-competency-based-credits-in-state-policy-ensuring-all-students-develop-mastery/

2 Hanover Research. (2012, October). Best Practices in Personalized Learning Environments (Grades 4-9). Washington, DC: Author. p.20

3 Amos, C. (2014). The Biggest Challenge Facing Education. Education Review - Sector Voices. New Zealand Media & Entertainment. Retrieved from https://www.educationreview.co.nz/news/2014/sector-voices-the-biggest-challenge-facing-education/ p.29

4 NZQA Statement of Intent 2016/7 - 2019/20 https://www.nzqa.govt.nz/about-us/publications/strategic-documents/soi-1617-1920/assessment/

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  • Home
  • About
  • Discussion
    • Curriculum & the 6 C's
    • Collaboration
    • Online Digital Learning Competencies
    • Assessment and Tracking
    • Organisational Considerations
    • Change Leadership Considerations
  • Research
  • Contact