Download - SCIL - a history of innovation in education
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NBCS/SCILA quick journey
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NBCS1981
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‘there is only one way to avoid criticism: do
nothing, say nothing and be nothing’
Aristotle
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NBCS 1999Blueprint for the
future
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Blueprint for the future
emotionalmission & vision
pedagogyvisual
relationshipsgrowth
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NBCSfaith-based
values-basedindependent
mainstream academicPreschool, K-12 1300
preparing students for tertiaryviews external assessments as the floor,
not the ceiling
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NBCS
learn from othershigh expectations
question everything‘join the vision’
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MISSION
excellence in education;Christianity in action
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VISION
exceed all expectations
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HOPE
in Christ alone
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SCIL 2005Sydney Centre for Innovation in
Learning‘lead the change’
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Sydney Centre for Innovation in Learning
coalition of the willingenabling strategy
future-focusedaccelerator
unclear
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Sydney Centre for Innovation in Learning
grant supported or no budget
new projects or programs
partnerships with anyone
high energy & risk takers
‘do, then think’
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OPPORTUNITY
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SCIL activities & events:
online courseslearning from others
SCIL associatesFrench
Second Lifeawards
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Some
questions to frame our conversation:Adapted from Edna Sacksonwhatedsaid.wordpress.com/2013/08/03/10-questions-to-help-you-become-a-better-teacher
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1. What do I believe about learning?
2. Does my practice reflect my beliefs?
3. How do I shift my focus from what I teach to how they
learn?4. Is the learner at the centre
of everything?5. Do my students own their
learning?
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6. How can I ‘make friends with the curriculum’?
7. How do I encourage creativity?
8. How can I ensure the learning space promotes
learning?9. How can I ensure I am a
learner first?10. How can I contribute to a
culture of learning?
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2010
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campfires – 1 to many
working together – watering hole
cave – individual work
anywhere, anytime – digital space
Adapted from David Thornburg
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What could be?
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What could be?
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2011
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NBCS TRANSFORMATION
is not about space or technology
is about pedagogy & valueshigh ownership &
collaboration
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3 screen day
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CHANGE MANAGEMENT IS VERY DELIBERATE
shaping learning culture
at every level of an organisation.
The learning culture needs to be the subliminal dominant culture within the
school, adopted without question & pervading
all activity.
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PRINCIPLES
learningengaging
personalisedclear priorities
high expectationsemerging pedagogies
learn from the best, then adapt
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Elements to
connect:
professional space
physical space
virtual space
cultural space
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Move away from the ‘factory-style’ paradigm
Separate roomsSeparate and separated educators
Separated class groupsSeparate desks & chairs or rows
Separate preparation
separate
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Question everything
Grow staff Empower
students Grow parents Collaborate
always Create
curriculum Develop spaces Align budgets Learn from
failure Celebrate
success Take risks
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strong independent operatorgood co-ordinator
positive collegial communicator
solo player
STEPS TO COLLABORATION
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strong independent operatorgood co-ordinator
positive collegial communicator
solo player
team memberteam
player continual collaboratorcollaborative team
leader
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Teachers team as in a game of soccer or netball
moving to where the ball will be, not where it is
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collaboration COACH
CHANGE agentlearning ACTIVIST
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OPPORTUNITY
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Denison’s cultural model has two components:
External -AdaptabilityMission
Internal -InvolvementConsistency
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KOTTER XLR8
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KOTTER: DUAL OPERATING SYSTEM
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PROJECT BARCELONA
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PROJECT BARCELONA
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PROJECT BARCELONA
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PROJECT BARCELONA
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PROJECT BARCELONA
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