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The secondary schooling system in NZ is strong, robust and resilient and it is not broken!THIS IS A BAD THING!Because it is not broken there is little motivation to fix it!

Why Become A TeacherHOW TO CREATE 21ST CENTURY LEARNERS?Learners today are already 21st Century Learners.The real questions are :How to make teachers become effective teachers of 21st Century learners andHow to make schools relevant for 21st Century learners?

The students are already there!

Shifting the ParadigmThe Paradigm of One

The Paradigm of Many

All learning should make use of the natural connections that exist between learning areas and that link learning areas to the values and key competenciesNZC p16

When you separate all subjects out to teach segmented topics, you remove the natural connectedness and meaning from learningSomeone on twitterWhen designing and reviewing their curriculum, schools select achievement objectives from each area in response to the identified interests and learning needs of their studentsNZC p44

There is no longer a good fit between the education we are currently providing and the education we need..the absolute necessity for knowing about learners as individuals who possess interests, strengths , and capabilities, and who are endowed with cultural backgrounds and knowledge that can contribute so richly to the curriculum.ERO argues that innovation, creativity and responsiveness should be the norm in all schools and for all students.ERO National ReportsPriority Learners

Shift focus to student-centred learningKnowledgeably implement a responsive and rich curriculumUse assessment information to plan for student learningIncreasing Educational Achievement in Secondary SchoolsRespond to individual studentsBuild positive relationships with students and their whanauTrack and monitor student progressReview and improve teaching and support initiativesWhat research says about future-focused learningInnovation Unit (UK)Graham NuthallMOE

ClaxtonBES Quality TeachingGet personal with self-generated learningLearning comes from self-selected activitiesPersonalise learningRethink rolesPromote the capacity to learnPedagogy promotes student self-regulation

GPILSEO A change modelGoalPedagogyInstitutionLeadershipSpreadEvidenceOwnershipGGoalTo truly personalise learningPPedagogyA model of teaching which co-constructs learning with students within contexts that are authentic and relevant to them, that explores prior learning and that is multi-modal (blended). Students are at the centre.IInstitutionsElements that make up the curriculumHow students are groupedStructure of Learning Blocks (periods)TimetableTeam structuresLeadership structuresReportingLLeadershipResilient, responsive, reflective, resourceful, curious, creative, compassionate, contributive, adventurous, purposefulSSpreadEEvidenceOOwnership

Mindset not Skillsetmindsetormind-set(mndst)n.1.A fixed mental attitude or disposition that predetermines a person's responses to and interpretations of situations.2.An inclination or a habit.

Thanks toTwitterI am now more up to date with Education than ever before as aprofessional developmenttool [it] has helped me connect with like-minded learning professionals around the world and every day I learn a lot from them through the things that they tweet and through the links that they share. Staying in daily contact with these people, whose opinions that I value, is powerful to me as an educator.BellsMONBellsTUEBellsWEDBellsTHUBellsFRI8.40-8.50Learning Advisory8.40-8.50Learning Advisory8.00-9.00Staff Professional LearningBlock 18.40-10.20Line 18.50-10.30Line 38.50-10.30Line28.40-10.20Learning Advisory9.00-10.40HIPInterval10.20-10.45Interval10.30-10.55Interval10.30-10.55Interval10.20-10.45Interval10.40-11.05IntervalBlock 211.05-12.45Learning Advisory(Assembly)10.55-12.35Line 410.55-12.35Line 311.05-12.45Line 511.05-12.45Line 6Lunch12.45-1.20Lunch12.35-1.20Lunch12.35-1.20Lunch12.45-1.20Lunch12.45-1.20LunchBlock 31.20-3.00Line 21.20-3.00Line 11.20-3.00Line 41.20-3.00Line 61.20-3.00Line 5Academic Excellence

When the learner has developed the generic learning skills and the specific knowledge, skills and understandings that enable them to excel in their chosen pathways.

Personal Excellence

When the learner has developed the personal values, dispositions and capabilities to enable them to lead a happy, healthy and successful life while making a positive contribution to the well-being of their communities.

Learning HubSpecialised LearningProjectLearningLearnPathCo-ordinated by Learning CoachThe school's curriculum will be structured around these three elements.MondayTuesdayWednesdayThursdayFriday8.20-8.40StaffKitchen TableLearning Communuty Kitchen TableLearning Communuty Kitchen TableStaffKitchen TableStaff Professional Learning8.40-9.10Learning HubKitchen TableLearning Hub9.10-10.40BLM Spin 1 Spin 210.00-11.30Learning Hub10.40-11.00Break11.00-11.50MyTimeBreak11.30-11.5011.50-1.20BLM Big ProjectsSLM 1Spin 3SLM 21.20-2.00Break2.00-3.30BLM SLM 1Spin 4SLM 2When reviewing curriculum you must review the curriculum structures

Structure of timetableStructure of classesLeadership structuresUse of space and furniturePastoral systemsIf structures arent reviewed then curriculum review is limited.Some things to think aboutLengthen learning periods50-60 min periods are the glass walls which prevent the personalisation of learning and the liberating of effective pedagogyDecrease size and lengthen time for pastoral groupingsKids need time and support to make sense of their learning and to see the connections between subjects and to the outside world and they need a warm and demanding adult who has time for themSome things to think aboutLook for ways to show the natural linkages between subjectsIncreases the chances of relevanceOpens the way to the awesome power of collaborative planningAllow kids to call you by your first nameReinforces AkoWere all in this together