Keynote presentation - with a challenge - for the Upper Hutt Cluster of schools - 31 January, 2020. How can we work to ensure our school programme for 2020 is truly 'future focused'?

1. Inspiring the next generation of leaders, thinkers and problem-solvers
derek@futuremakers.nz
@dwenmoth
www.futuremakers.nz
http://www.wenmoth.net
Future Ready?Upper Hutt Cluster Teacher Only Day, January 2020

3. The Future…
• Food/water supply
• Climate change
• Cryogenics
• Nano-technology
• Consumerism
• Cultural assimilation
• Human rights
• Poverty
• Religious intolerance
• Economic collapse

4. CORE’s Ten Trends
● Patterns…
● General direction…
● Regular change over time…
● General course…
● Prevailing tendencies…
NOT predictions
● Focused on five key themes…
Ten
Trends
Themes

5. Ten
Trends
Themes
Those things influencing the culture
of our organisations and what
happens within them.
Recognizing the multiple demands
on limited resources, and the need
to prepare our young people for a
changing economic future.
The significant shifts that are
occurring as a result of technological
advances.
Things likely to impact how our
schools are organized and managed
Considering the things that are
impacting on how things are done
within our institutions.
http://www.core-ed.org/thought-leadership/ten-trends

6. • Super-diversity
• Digital fluency
• Digital citizenship
• Identity and privacy
• Cyber-safety
• Global connectedness
• De-privatised practice
• Learner agency
• Artificial intelligence
The product of the beliefs,
perceptions, relationships,
attitudes, and written and
unwritten rules that shape
and influence behaviour.
Wellbeing
Cultural narratives

7. • Equitable access.
• Identity and access management.
• System integration
• Mobile and ‘touch’ technologies
• Big Data and analytics
• 3D printing
• Virtual and mixed reality platforms
• Artificial intelligence
• The cloud
• Blockchain
The pervasive nature of change
that occurs when a new
technology is introduced – it is
not additive, it is ecological.
Social mapping
Real-time reporting

8. • Networked communities
• Community focus
• Private Public Partnerships
• Alternative forms of assessment
• Learning record stores
• Learning ecologies
• Virtual Learning
Educational institutions are by
nature, very reliant on the
structures that give them their
identity and serve to support
what they do and the way they
do it.
Schools as part of
community
Changing role of
teachers

9. • Change Leadership
• Design thinking
• Gamification
• Deep Learning
• Inclusive Education
• Collaboration
• Data Science
Simply put, process may be
understood as ‘the way we
do things’ Micro-credentials
Big data/ small
data

10. • Computational Thinking
• Future workforce
• Future of work
• Sustainability
• “Open-ness”
• STEM/STEAM
• Automation
The way we generate wealth
and the skill sets required to
contribute to this are key
elements in any economy.
Understanding
success
Human capital

11. Our changing world
When you think about
the future what comes
to mind?
What must we do to
prepare students for
living and working in
the 21st century?
How must our schools
and teachers change
to meet these
opportunities and
challenges?
Aufgang Weltkugel Pixabay CCO

12. What it means to be educated
Picture from a reading book for the primary school (8 year olds) in Sweden, 1903

13. Standardization
• Frederick Taylor 1856 – 1915
• Introduced ‘scientific managment” –
placing systems above man
• Provoked standardization of education
• Thorndike – “the main goal of education
is to sort young people according to their
ability”
Image source: https://commons.wikimedia.org/wiki/File:F._Taylor_1856-1915.jpg

14. Industrialisation of schools
“These educational Taylorists pointed
out that while it was nice to think about
humanistic ideas like educational self-
determination, at a time when many
public schools had a hundred kids in a
single classroom, half unable to speak
English, many living in poverty,
educators did not have the luxury of
giving young people the freedom to be
whatever they wanted to be.”
Image 1 - https://commons.wikimedia.org/wiki/File:France_in_XXI_Century._School.jpg
Todd Rose; “The End of Average”, p.50

15. Industrialisation of schools
“These educational Taylorists pointed
out that while it was nice to think about
humanistic ideas like educational self-
determination, at a time when many
public schools had a hundred kids in a
single classroom, half unable to speak
English, many living in poverty,
educators did not have the luxury of
giving young people the freedom to be
whatever they wanted to be.”
Image 1 - https://commons.wikimedia.org/wiki/File:France_in_XXI_Century._School.jpg
Todd Rose; “The End of Average”, p.50

16. http://www.oecd.org/education/schooling-redesigned-9789264245914-en.htm
“Schools need to drive a shift from
a world where knowledge that is
stacked up somewhere depreciating
rapidly in value towards a world in
which the enriching power of
communication and collaborative
flows is increasing”
OECD Schooling redesigned: Foreword

17. Systems should…
• Make learning central, where learners
understand themselves as learners
• Ensure that learning is social and often collaborative
• Be highly attuned to learners’ motivations
and the importance of emotions
• Be acutely sensitive to individual differences
including in prior knowledge
• Use assessments consistent with its aims, with a
strong emphasis on formative feedback
• Promote horizontal connectedness across activities
and subjects, in and out of school
http://www.oecd.org/education/schooling-redesigned-9789264245914-en.htm

18. "Learner Agency often gets missed in
conversations on transforming the
educational system. We have a sense of
‘agency’ when we feel in control of things
that happen around us; when we feel that
we can influence events.
Learners must develop the capacity to
engage strategically in their learning
without waiting to be directed.”
Dr. James Rickabaugh
Director of the Institute for Personalized Learning
https://amzn.to/2JqtDcS

20. “Sustained higher achievement is
possible when teachers use approaches
that enable students to take charge of
their own learning. Such approaches do
not leave the students to “discover” in
an unstructured environment. Rather,
they are highly structured in supporting
student agency and sustained and
thoughtful engagement.”
Alton-Lee, A (2003) Quality teaching for diverse students in schooling; Best Evidence
Synthesis

21. Digital Badges at
Ormiston Middle School
see:
https://vimeo.com/361200391

23. In essence, students work together
and are responsible for one another’s
learning as well as their own.
Emphasizing thinking and increasing
higher-order learning, it has a range of
educational benefits, including an
alternative to ability grouping and as a
way to prepare students for an
increasingly collaborative workforce.
Building Blocks for an ILE: OECD – The Nature of Learning

24. • Student-student collaboration
• Teacher collaboration
• Communities of practice
• Professional learning groups
• Moving from “me” to “we”
• Learning as a ‘collective’ activity
• Realising the potential of
collective efficacy.
Collaboration is key

26. View their plastic free initiative at: https://youtu.be/TjvavvU_tXk
• Nganguru School
• Primary school, with 220
students
• Located in a coastal
settlement near
Whangarei - north of
Auckland
• Localised curriculum –
strong focus on local
environment as a context

27. Photo by Chris Slupski on Unsplash

28. Photo: Derek Wenmoth
• Focus on capabilities
• Celebrate cultural diversity
• Educate for understanding and
critical engagement
• Develop learner agency and voice
• Embrace risk and failure
• Emphasize character and
citizenship
• Localise your curriculum
• Engage in social good projects
BE FUTURE MAKERS!

29. Take care of our children
Take care of what they hear
Take care of what they see
Take care of what they feel
For how the children grow
So will be the shape of
Aotearoa.
Dame Whina Cooper

30. Thank You
derek@futuremakers.nz
@dwenmoth
www.futuremakers.nz
http://www.wenmoth.net