Day 3 – Schooling of the Future
The future of multi-sensor screens
Take a look at this video about a piece of technology with implications for classroom practice – these are set to become a classroom tool during the next couple of years. Imagine what you could do with this!
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2020: Dawn of the “intelligent” classroom.
Futurelab have released a report predicting the school of 13 years hence. Intelligent school buildings will respond to pupils’ moods. Pupils will have 24 hour access to a wireless network that incorporates internet, television and telephone through tiny devices in the fabric of their clothes. Pupils will have the potential to look back at lessons at any time via special glasses that record their whole lives, creating a reliable “virtual memory”. (TES June 2007)
fact or fiction? read the full report here
http://www.futurelab.org.uk/resources/documents/opening_education/2020_and_beyond.pdf
Some schools have started!
Intelligent buildings – Green End Primary Manchester – read more
Classrooms simulations – Greycourt School Surrey – read more about this and other classrooms of the future.
Biometric Security – Venerable Bede School sunderland – read more
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Schooling for Tomorrow – OECD Scenarios
This document contains six scenarios describing the future of schooling in 2020. Theywere first published in What Schools for the Future? by OECD in 2001. The secondsection of this document contains a set of trends that were used by the OECD to create these six scenarios: read more
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Latest News |
Just Suppose…
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Latest news from the Innovation Unit – read more
Listen to Stephen Heppell & Charles Leadbetter speaking at a “next practice workshop”
Innovation Unit – website
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Learn more from Sean McDougall by visiting the website Stakeholder Design
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Ty Goddard spoke about the impact of learning environments – read more at School Works and the British Council for School Environments.
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Independent Learning (DB & AA)
Independent learning is a vital component of a 21st Century skills set for all learners. Yet it isn’t even on the agenda in many schools. This may change in the light of the 2020 Vision Report of the Teaching and Learning Review Group. Dave and myself were members of the consultation group.The report set out the case for Personalising Learning and made the following recommendations with particular regard to enabling pupils to be more independent:
2020 Vision
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taking responsibility for, and being able to manage, one’s own learning and developing the habits of effective learning
- knowing how to work independently without close supervision
Leading schools engage in the following:
- develop collaborative relationships which encourage and enable all pupils to participate and which develop pupils’ skills of working independently and in groups, enabling teachers and pupils to move learning forward together.
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develop pupils as active partners, with responsibility for participating in designing their learning and providing feedback.
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placeexplicit focus on higher order thinking skills and learning how to learn, using group work, including academic peer tutoring, paired and cooperative learningearning
The school system needs to change because too many youngsters are totally teacher dependent and too much learning is totally teacher directed. This actually diminishes children’s natural learning abilities. See the excellent poem by Dr. John Edwards, The Things We steal from Children
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Taken from Ewan McIntosh – Feb 07
Q&A with Heppell
School:
Don’t talk to anyone while you work. Don’t copy the work of those who’ve done the same thing before you. Make sure you have all the stuff you need to know in your head.
Business or Work:
Talk to everyone, try to copy what they do and build on it, know how to find out the information you need. Be ingenious!
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Teachers reaching the end of their careers are often those who are most excited about the changes and opportunities in education. Is this because they are finally being released of the shackles of conformity that they have had their whole career? Is there a way to liberate teachers from this before they reach 60?
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Some people think technology is just about doing what we do already quicker, neater or with more colour. It’s more useful to think about learning in terms of what we can do now that we couldn’t do before thanks to technology, building, space, more thinking.
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Vocabulary is a heck of a barrier to making changes : ‘Not School‘ had huge effects on the performance of kids because the learning wasn’t learning. Learners were researchers.
Stephen Heppell at eTwinning: 21st Century Learning
23 February 2007, 17:01:01 | ewan.mcintosh@blueyonder.co.uk (Ewan McIntosh)
Heppell’s hypercarding again, and hitting the nerve where it matters.
School buildings, timetables where one subject is studied for a month at a time, libraries made from honeycomb, air-filled balloons to give privacy to learners, people taking risks because they realise that the riskiest thing they can do is do what we did last century.
- 1997: We built BIG things to DO things for OTHERS
We had national curriculums, central control. We deliver curriculum, we deliver stuff. - 2007: We build THINGS to help PEOPLE to HELP EACH OTHER
The Creative Archive, eBay, YouTube. We communicate, we mentor, we twin up, we help, we don’t want content, we want to interact.
Some phenomena – do they matter?
YouTube: A 12 year old can be world champion cup stacker. Everyone’s excited in the video, except for the mum 
Kids are still keen to be the best, they are proud of their excellence and want to share it, they can share it, and schools’ attempts to limit this power are, at best, futile.- YouTube: CMTV is YouTubed podcast video from a school. It’s simple, it’s effective, the whole school watch it, a third of parents watch it. It’s better than assembly, so much so that they don’t do assemblies any more. It’s produced by kids for kids.
- TeachersTV: A content producer, creating programmes to help teachers to do their jobs better. One of the biggest growth sectors in its audience? Kids. They watch it, they want to learn what it could be like to be taught in a particular way.
- Mobiles: China in 2002 had 200,000 phones. In 2007 China adds 200,000 more phones daily.
- Homemade video: 60-second videos are celebrated at international cinema events, like Bafta.
- Knowledge and content don’t matter: Why do PC World sell Encyclopedia Brittania for 99pence? Who knows? Knowledge is free on the web so knowledge can’t and shouldn’t be sold. It’s what is done with knowledge that’s worth money. [Ewan - Do we teach our kids to 'do stuff' with their knowledge?]
- Buy Essays Online vs Free Essays Online – which one wins a GoogleFight?
Could we not start asking our students to critique others’ essays and give their reasons for grading them themselves as students?
School buildings
- Toilets in back of every classroom: kids need to drink water to concentrate, kids need the toilet, kids need a toilet near the place of learning. Performance of kids who drink more water rises 15-20%
- Classrooms designed by students, architected by students and with no ‘front’, just a wide length-long door open to the grass outside.
Education 2.0 – Education 1.0
We can’t expect schools to meet the kind of targets being set by copying the tactics of those reaching them already. Every school is different. Teachers need to be empowered to go and research what will work for their culture. That means they will discover new things.
After all, we wouldn’t go to the dentists and wish it was “like it was when I was a wean”.
Why should we not measure the happiness of children as they leave school? Has the process contributed to their happiness, their enrichment, beyond academic results? We need a learnometer.
Education 2.0 is really something that should feel very comfortable for most people, like Learning 1.0. It’s maybe just that some have forgotten the excitement you can feel when you’re learning rather than being taught.
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Ken Walsh (SSAT) “Leading & Managing the Future School” - Secondary School based but worth a look!
