uLearn Keynote 3: Michael Fullan

Transforming Pedagogy

NPDL = New Pedagogies for Deep Learning

New = meaning the new knowledge and relationships between the teacher, student and whānau

We are wired to connect

We are wired to create

We are wired to help others

Whole system change strategies

• Accountability (history of failure)
• Standards (insufficient)
• System Culture (promising success)

Breakthrough leadership

• Respect and reject the status quo
• Be an expert and an apprentice at the same time
• Experiment and commit (commit to getting it right)

Dynamic Duo

• New Developments in Neuroscience
• New Development in Learning Environment

Seventh Sense, Ramo  2016

The young are the most connected and the least committed to the status quo

TALK THE WALK

Education as a societal change agents

-       Students as agents of change

-       Teachers as agents of change

-       Schools as clusters as agents

-       States Provinces and Countries as Agents

-       Above depends on knowledge and capacity to do/act

Deeper Learning: 10 Ways You Can Die

Big Idea

1. Students as agents of change
2.   Professional Capital of Teachers
3. Coherence

uLearn Keynote 2: John Couch, Vice President of Education at Apple

“New dimensions in learning”

Leadership model

• Think about your vision - WHY are you going to something, not just what you’re going to do
• Apple’s Model: technology as a mental bicycle - technology enables us to create, innovate and explore
• Vision (inspiration) - mental bicycle
• Mission (practical) - one computer, one person
• Directions - strategic (consumer, education)
• Steps - tactical (creative)
• People - companions, not competitors
• Guidelines - think differently
• Education vs Learning

	Education	Learning
Overall paradigm	delivery	discovery
Social structure	hierarchy	community
context	classroom	world
environment	simulated	real
content	fixed	open
assignments	recipes	frameworks
activities	Consumption and repetition	Construction & creation
infrastructure	Administrative focus	Empowerment focus
assessment	Teacher driven	community-driven
process	standardised	personalised
motivation	extrinsic	intrinsic
expectation	Grades & certification	Skills & experience

Vision is inspirational and mission is measurable

How are we creating a learning environment around technology?

All books, learning materials, and assessments should be digital and interactive, tailored to each student and providing feedback in real time - Steve Jobs

• Vision (inspiration) - Unique Genius
• Mission (practical) - Personal Learning Environment
• Directions - Institution and Individual
• Steps - iBooks Author, iTunes U, Classroom, Swift
• People - Evangelists
• Guidelines - Thinking Ahead ? missed this one?

Content is already available, so what are we doing to make it relevant? If nothing, then we are obsolete.

“Knowledge isn’t a commodity that’s delivered from teacher to student but something that emerges from the students’ own curiosity-fueled exploration.” Joshua Davis A Radical Way of Unleashing a Generation of Geniuses

Challenge Based Education Challenge Based Learning A Classroom Guide

What do you feel?

What do you imagine?

Now, do it.

Share it.

End of average Book by Todd Rose

Access, Build, Code

Everyone can code

http://www.apple.com/nz/education/everyone-can-code/

uLearn Breakout 2: Hour of Code

Learn How to Run an Hour of Code Event

Jason de Voogd, Matthew Gatland, Zoe Timbrell & Tom Dale - OMG Tech

What is Hour of Code?

• https://code.org/
• One hour of coding activities 
• free
• best time to use is 'Computer Science Week' (Dec 5 - 11). Lots of extra activities this week
• You can do it anytime

Why do Hour of Code?

• Every student should be exposed to coding

How to run and Hour of Code Event - Preparation

• Choose a time
• Devices - any device can do hour of code
• Choose an activity at code.org

How to run and Hour of Code Event - During the Event

• Play and inspiring video (hourofcode.com/resources)
• Talk about computer science (how it impacts our lives, how it's important in many careers - farming, fashion, film making etc)
• Direct students to the activity
• Help with the activity "I don't know. Let's try something and see if it works"
• Debrief (certificates, future activities eg code.org/learn/beyond)

Next, we gave it a go ourselves (minecraft version):

We started off using 'blockly' code. 

uLearn Breakout 1: Code your first website - Tanya Gray

http://tiny.cc/ulearn

The website I'm making: http://codepen.io/anon/pen/JROgpK?editors=1100

HTML 

HTMLis just for content, you're classifying things. Then CSS is for making it styley.


<h1>_____</h1> = making ________ a heading

<h2>Diet</h2> = making 'diet' a subheading

etc...h3 would be a subheading of subheading 2

Don't forget to make sure that every opening bracket has a closing bracket too.

Paragraphs
<p>They are notable for their ability to use 
stones to break open shellfish on their 
stomachs. This skill must be learnt by 
  the young.</p>

Adding photos:
<img src="#" height="100"> = replace # with link to image. Need to use original image from images (click 'view image and take the URL for that page)

Adding a link:
<a>wikipedia</a> - still won't work, cos we've got to tell it where to go. So add properties in the opening tag: <a href="#">wikipedia</a>

CSS

Applying design to our things in HTML, so HTML things must have classifications (eg <h1>)

Put rule in HTML: <h1 class="pageHeading">Otters</h1>

Then in CSS, create the rule for that: 
.pageHeading {
  color: steelblue;

}

Then add font name and size:
.pageHeading {
  color: steelblue;
  font-family: Trebuchet MS;
  font-size: 80px;

}

text-align: center;
  text-shadow: 3px 3px 3px black;

}

Having a tagline: <p class="tagline">They're otterly adorable.</p>

Then add CSS to it:
.tagline {
  color: #4d4dff;
  font-family: Arial;
  font-size: 25px;
  font-weight: bold;
  text-align: center;
  letter spacing: 2px
  font-style: italic

If you have an error in one line, everything after it will break

Spacing around elements - 2 types of spacing = margin and padding

Changing the style of paragraphs. Note, not dot in front of 'p'
 because it is an existing element, not something I made
p {
  color: darkblue;
  font-family: Verdana;
  font-size: 16px;
  line-height: 150%;
}

Creating your background
html {
  background-color: silver;
  background-image: url(#);
   background-size: cover;

  background-attachment: fixed;

# = link to background picture

Choosing your colours website: http://www.w3schools.com/colors/colors_picker.asp

Build your own website on: http://cloudcannon.com/

uLearn 2016: Keynote #1 - Larry Rosenstock (HTH)

"It's time to change the subject"

Since when did we move away from 1-to-1 learning? The earliest examples of this was when males would allow societies to travel into the mountains to study religious text.

Segregation has been around for a long time. Girls and Women were not allowed to study in schools until 1850 in what is now the USA.

Campbell’s law was proven when grade 4 teachers began changing the test answers for their students in their own time. Grade 5 teachers discovered this when their students were not working at the level that they had achieved at the previous year.

The Lie from Untitled Productions on Vimeo.

You don't have to segregate subject areas. Collective learning is more effective than individual learning.

Content is irrelevant - it is how students react to learning, what they do, how they do it.

His big theme was project-based learning where students are put into teams. All their learning is based on projects, inquiry, integration, invention, authentic, experiential, exhibitions and assessment is alternative.

In terms of getting students to pass national exams, he says students can prepare intensively for external exams without dedicating the whole year to it.

Big take out: move toward more project-based learning with an integrated curriculum.

QUESTIONS:

1. How do you get around the challenges of having to prepare students for specific exams?

Work completed in the Middle East had many teachers who said ‘but we can’t do that because we have to get our students ready to sit matriculation exams’.

Larry’s team decided to spend the next week interviewing people. What they found was that people said that they prepared for these exams in the 4-5 weeks leading up to the exam. This proves that this preparation can still be done in conjunction with the integrated or project-based work undertaken beforehand.

2. How did you ensure that student voice was used to direct and develop project-based learning?

Student directed the structure of their work.

First you have an inquiry i.e. what are we trying to do? Then we have a plan i.e. how will we do it? (observations, reflections etc.).. Then we have the exhibition (which are extremely popular with the community and parents).

Language Teacher Meeting - Introduction to Research

I've been asked to share the research projects with my language teaching colleagues. This was what my session was based on:

The Ministry of Education is wanting to improve the second language programmes for Years 7&8 students. As a precursor to this, they have contracted the University of Auckland’s Faculty of Education to research how second languages are being taught, and how might the quality and effectiveness of may be improved. The project is called the 'Teaching and Learning Research Initiative Project (TLRI)', focusing on, 'enhancing the intercultural capability of students of additional languages in NZ's intermediate schools'.

Over the two days, we discussed the principles behind language teaching as well as hearing from several students completing research projects on second language learning. For me, the most enlightening part was learning about the research done in 2010 on Intercultural communicative language teaching by Newton, Yates, Shearn, & Nowitzki.

The Six Newton et al. Principles

Intercultural communicative language teaching:

1. Integrates language and culture from the beginning
2. Engages learners in genuine social interaction
3. Encourages and develops an exploratory and reflective approach to culture and culture-in-language
4. Fosters explicit comparisons and connections between languages and cultures
5. Acknowledges and responds appropriately to diverse learners and learning contexts
6. Emphasises communicative competence rather than native-speaker competence

These principles are seen as superseding the Ellis Principles for Instructed Second-language Acquisition.

Prior to the workshop, I have always felt inadequate about my Japanese knowledge, because it is many years since I have had to use any more than very basic Japanese. Therefore, principle 6 was very important to me, as it made me realise that not only don't I have to be perfect in my knowledge and teaching, but I also don't have to pressure my students for perfection either - communication is the key. Just as I am able to understand people trying to communicate in broken and grammar-wise, incorrect English, so will Japanese people be able to understand our messages. Understanding this lifted a real burden off me - my goal is to understand and be understood, not to sound like a native speaker.

So what is culture?

The biggest takeaway for me so far is that it is just as important to be raising students’ cultural awareness as it is to be teaching the language itself.  I also am more aware of including similarities as well as differences. I think this dovetails into IB’s ‘International Mindedness’ nicely.

2nd Language Learning: Teaching and Learning Research Initiative Project (TLRI)

In the last week of Term two, I went to a Hui at the Auckland University Faculty of Education. After the teacher previously involved left Berkley, I was asked to take up his role in the research project, 'Teaching and Learning Research Initiative Project (TLRI)', the purpose being, 'enhancing the intercultural capability of students of additional languages in NZ's intermediate schools'.

Heading into the Hui, I had no real idea of what the project was, or what my part in it was to be, so I was looking forward to finding out what my role was. 

Firstly we met the researchers:

• Associate Professor Martin East
• Dr Constanza Tolosa
• Dr Adele Scott
• Dr Christine Biebricher
• Jocelyn Howard

As well as my fellow teachers:

• Kelly (Viscount School - Auckland)
• Lilliane (Takapuna Normal School - Auckland)
• Tamara and Mike (Kirkwood School - Christchurch)

Over the two days, we discussed the principles behind language teaching as well as hearing from several students completing research projects on second language learning. For me, the most enlightening part was learning about the research done in 2010 on Intercultural communicative language teaching by Newton, Yates, Shearn, & Nowitzki. 

The Six Newton et al. Principles 

Intercultural communicative language teaching: 

1. Integrates language and culture from the beginning 
2. Engages learners in genuine social interaction
3. Encourages and develops an exploratory and reflective approach to culture and culture-in-language 
4. Fosters explicit comparisons and connections between languages and cultures 
5. Acknowledges and responds appropriately to diverse learners and learning contexts 
6. Emphasises communicative competence rather than native-speaker competence 

Prior to the workshop, I have always felt inadequate about my Japanese knowledge, because it is many years since I have had to use any more than very basic Japanese. Therefore, principle 6 was very important to me, as it made me realise that not only don't I have to be perfect in my knowledge and teaching, but I also don't have to pressurise my students for perfection either - communication is the key. Just as I am able to understand people trying to communicate in broken and grammar-wise, incorrect English, so will Japanese people be able to understand our messages. Understanding this lifted a real burden off me - my goal is to understand and be understood, not to sound like a native speaker.

However, as this worry was lifted another one was put in place in the form of number four (Fosters explicit comparisons and connections between languages and cultures). I have come away from the Hui understanding that it is really important for me to include more of the cultural similarities and differences between our lives and those of Japanese people. I can see the importance of this, but I feel really I am lacking in this area because I really feel I don't know much about the Japanese culture. I'm frustrated that I don't foresee the possibility of spending time in Japan anytime soon to increase my knowledge and not knowing where to go to get really neat cultural insights to share with the students. 

Unfortunately, we had to depart the Hui early due to unforeseen circumstances back at school, so I was unable to fully pin down my focus in the research project, so I will be doing this with Constanza (who will be observing me), via Skype later this week.