1. Lyn Ross Effective Pedagogy and Personalised Learning in

2. A defining moment 3. Classroom teacher ICT specialist (e)Learning facilitator lyn.ross@core-ed.org lynross.wikispaces.com 4. Looking at Change and transformation What does effective pedagogy look like in practice What is good learning design? Future-oriented teaching and learning Modern learning environments 5. Where were you in the 1990s? First, lets go 6. 386 486 Pentium 7. Then and now In the 90s Now 8. In the 90s Now 9. Mobile devices Apps Connectivity 10. Learning and Teaching 19th 20th Centuries Focus: Teacher led Approach: Content driven Emphasis: Knowing that Teacher Role: Expert and boss 21st Century Student centred Process driven Knowing how Fellow learner and facilitator Effective Pedagogy Teacher actions promoting student learning 11. What research tells us about learning Learning is much more than acquiring new knowledge and concepts. It involves thinking, but learners need knowledge and experiences to think with. Learners need to be actively engaged in ways that allow them to process, interpret, and adapt an experience. 12. Learners have to want to learn. They have to see a purpose to learning and how it will allow them to contribute to something beyond themselves. Learners have to feel in charge of their own learning and to get a sense of flow and progress, with the right amount of challenge and feedback along the way. Learners need to develop in-depth knowledge in some areas to help them keep learning. 13. Learners need to be encouraged to search not for the right answer (focusing on surface features) but for the right approach to solving a problem (deep structures). Learning involves interaction trying out and testing ideas with others. Learning usually needs structure For example, adults play an important role in young childrens development by structuring their experiences and directing their attention to certain aspects of those experiences. 14. Learning needs to take place in a wide variety of settings so that learners can transfer their learning and use it in new contexts. Intelligence is not fixed but is expandable through learning experiences. Expanding peoples intellectual capacity and ability to keep learning should be the key function of a future-oriented education system. 15. Education is what survives when what has been learned has been forgotten. B.F Skinner 16. Effective Pedagogy Teacher actions promoting student learning 17. Discuss ways your teaching practice has changed in the last 5 years 18. The evidence tells us that students learn best when teachers are: Creating a supportive learning environment Encourage reflective thought and action Enhancing the relevance of new learning Facilitating shared learning Making connection to prior learning and experience Providing sufficient opportunities to learn New Zealand Curriculum Framework Page 34) 19. What will effective pedagogy look like in our practice and learning environments in 2014? Group work 20. Future-oriented Learning What does this mean and how can we achieve it? From a research project which draws together more than 10 years research on current practice and futures-thinking in education Authors: Rachel Bolstad and Jane Gilbert (New Zealand Council for Educational Research) 21. People sometimes link future-oriented or twenty- first century learning with developments in information and communication technology (ICT). However, future-oriented learning involves more than digital technology. ICT has the potential to transform how we learn and how we teach, but it can also be used to support outmoded teaching and learning approaches. 22. The increased availability of new technology needs to be paralleled by opportunities for teachers and learners to develop practices that align with the six future-oriented themes 23. Themes for 21 Century Learning Personalisation Rethinking learners and teachers roles Knowledge (something that does stuff) New views of equity, diversity and inclusivity A culture of continuous learning for teachers and educational leaders New kinds of partnerships and relationships Supporting future-oriented learning and teaching a New Zealand perspective ~ Rachel Bolstad and Jane Gilbert 24. Personalisation Providing more choices and pathways for learners. Building the system around the learner Having a shared school-wide learning framework (Blooms Taxonomy, Thinking toolbox, Inquiry Learning) Knowing who your learners are Knowing what and to whom they are connected Provide flexibly to meet learners needs 25. What sort of learning environment is needed? G 4 2013 Eastern Hutt School http://learningenvironmentg4.blogspot.co.nz/ 26. Think of a student inquiry or learning experience What are some spaces that your students could use What activities and learning will happen in each of these spaces? 27. Rethinking learners and teachers roles Twenty-first century learners need to be active participants in their own learning. This doesnt mean that teachers should cede all power and responsibility to learners or that learners and teachers play the same role in the learning environment. 28. Learning Reflecting Inquiring into practice Goal setting Implementing Transforming Enthusing Infusing Supporting Collaborating Mentoring PLD this year 29. Its about learners and teachers working together in a knowledge-building learning environment. School/Class shared learning framework Learning strategy, Thinking toolbox, Inquiry-based learning, Teaching as Inquiry Effective pedagogy Teacher actions promoting student learning, Teacher professional Inquiry, Learning design Personalised learning Modern learning environment Digital technologies and online environments BYOD, Google Apps for Education, Blogs, ePortfolios Getting things right 30. lyn.ross@core-ed.org lynross.wikispaces.com Lyn Ross