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I am not sure exactly what it will look like but I can see the vision. These are the ideas that got me thinking

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As Michael Gavin (2014) comments when we talk about cultural diversity we are not just talking about language, words, phrases, symbols. We are talking about a way of viewing the world!  That really makes me think, but also makes me a little scared how can we do everyone's culture justice.

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We are a full primary school of nearly 250 children. We are an original District High School for the area that recently celebrated its 150 jubilee. So we are not a knew build, we have a new admin block. We have one renovated MLE s space classroom then single cells that we have tried to make as open as you can have with walls and doors

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Be over and above your normal day to day work

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Be over and above your normal day to day work

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Involve Future Focused Contemporary Education Practice

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Involve Future Focused Contemporary Education Practice

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Consider a wider lens than your own context

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Consider a wider lens than your own context

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I am interesting in the idea of breaking down the classroom walls.

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I am interesting in the idea of breaking down the classroom walls.

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Revolution, reform and innovation to create new opportunities for our children in education.

I want to focus on the influences of flipped learning, social media, artificial intelligence and the pedagogies around embedding these.

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First thing first we need to set the scene...

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First thing first we need to set the scene...

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You need pedagogies behind you to make change....

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You need pedagogies behind you to make change....

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John Hattie's Visible Learning research talks of the use of meta analyses to find the factors that influence most on learning. It is no surprise the teacher's role has the most important impact. Hattie (2011) refers to teachers needing to be activators not facilitators.

Michael Fullan with Deeper Learning.
Michael Fullen’s (2018) deep learning is quite extensive. It builds on from John Hattie with believing teachers are activators who design learning that uses real life problem solving to build global competencies.

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One of the challengers of this pedagogy as Victoria Goodyear (Tandfonline.com.2018)  suggests that the idea of teachers as facilitator is very narrow and can provide more of a “guide on the side” model. She suggests it needs to be  more specific in the fact that the activator need to create new learning opportunities.

Michael Fullen (2018) suggests the challenge of this is when teachers substitute technology as the activator and then it becomes passive. There still needs to be new learning that leads to deep learning and acceleration.

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A flipped classroom by definition as defined by the higher education academy (2018) is where traditional classroom learning is inverted so children can view learning material in their own time. With class time used to deepen understanding, teachers then become the facilitators of learning.

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Flipped classroom as described by many experts and Bergman and Sams (2013/2014) themselves say children do learning through videos in their own time then the higher order thinking tasks are done in class time with the teacher. This is what John Hattie (2012) is a strong advocate for that - teachers are the activators in learning not facilitators or fountains of knowledge. Teachers they should activate the knowledge .

Another opportunity is around strengthening of the teacher student relationship. The nature of this delivery allows the teacher time for more one on one work discussions and group work. Through this you can learn about the children on more of cognitive level and a more personal approach.

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Social media by definition according to Wikipedia (2018) as an interactive technology that helps create and share through communities that are virtual.

Harry Dyer (2018) comments social media gives us the opportunity to take action and respond in ways we normally could not. But it’s so much more than just Facebook and Twitter. He worries people are defining social media by this.

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A great opportunity that presents itself from social media is the ability to raise children’s interest and therefore the achievement of reluctant learners. This is because it’s engaging and connected in their world. This is discussed greatly in regards to the NZ Herald article by Nicole Barratt (2018) on NZ’s Chapter chat.

Chapter chat uses the platform of Twitter to post weekly photos/movies of chosen tasks so other schools doing the same could see and then you comment and like.

My class has done this for the past year, the POWER of doing this and seeing other students work is amazing! As the teacher I really did become the activator, Twitter was the facilitator and students all around NZ were the teachers. I am constantly blown away by the power of this.

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How can I mirror this into other parts of my class that is not just chapter chat?

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How can I mirror this into other parts of my class that is not just chapter chat?

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The modern definition of artificial intelligence (or AI) as defined by ScienceDaily (2018) the study and design of intelligent agents where an intelligent agent is a system that perceives its environment and takes actions which maximizes its chances of success.

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The opportunities as commented by Core Education (2018) that are arising from AI currently are tutors, tutor systems, data analyse, patterns in learning.There are already opportunities happening with virtual assistants and they give real time interaction and feedback.

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We still need that human element to check it. A mix of AI and human contact is a great mix.

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“Innovation is the ability to see change as an opportunity not a threat”. Steve Jobs

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We have looked at our class. We have 77 children in our hub. What is best practice for these children?

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This class has one third of its learners as targeted learners- they are below or well below in learning. They have all had SEVERAL interventions ( to be honest most of the 'standard' interventions you can think of)  to shift progress and there has been no progress made over several years, different teachers and all services. HOW DO WE HELP THESE KIDS??? We have to think differently!!
The BEST thing is we are allowed to in 2019!

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We talked to our hub of kids for 2019 before end of school to ask them some questios to help us with our thinking over the holidays. We asked them what they would like there environment to be like and what things have happened in their learning this year that have helped them and they want to carry on with

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This is definitely not the easy road. The elements of this style of learning I have dabbled in. Through deep learning, flipped learning, Twitter. It is definitely MORE work. But the glimpses I have seen give me that feeling you always want as a teacher. That is was all worth it! I am excited where this hard work will take me in 2019.

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Parents don't always cope with something different! We have lead parent to this point. They have seen elements of this teaching before but not consistently and not 3 teachers together over multiple classrooms. Last year we tried to implement a similar middle hub but parents were not ready and there was MASS hysteria and our principal retracted her plan. This year in releasing our plan- parents were reading we had no resistance.

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Ken Robinson: Changing education paradigms

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In this talk from RSA Animate, Sir Ken Robinson lays out the link between 3 troubling trends: rising drop-out rates, schools' dwindling stake in the arts, and ADHD. An important, timely talk for parents and teachers.

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This is a movie, we had a CoL movie night to watch it. I really did think this would be like pulling teeth. BUT I LOVED it! So many elements I took away with me. The genuine learning experiences, Deep learning, no assessment, no tracking (well non standardised) genuine sharing of learning, changing mindsets about learning and the children who worked out of school time to finish a project because they WANTED to!

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Most Likely To Succeed is a thought-provoking documentary feature film that reveals the growing shortcomings of conventional education methods in today's innovative world. The film explores compelling new approaches that aim to revolutionize education as we know it, inspiring school communities to reimagine what students and teachers are capable of doing. To date, MLTS has screened for thousands of audiences around the world, igniting conversations and empowering change along the way. Share the film with your community to activate change now.

From Director Greg Whiteley (Last Chance U, Mitt,) and Executive Producer Ted Dintersmith (author, Most Likely to Succeed).

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Most Likely To Succeed - Ted Dintersmith

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Most Likely To Succeed is a thought-provoking documentary feature film that reveals the growing shortcomings of conventional education methods in today's innovative world. The film explores compelling new approaches that aim to revolutionize education as we know it, inspiring school communities to reimagine what students and teachers are capable of doing.

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The Education Council (2018)  refers to culture as having elements that can be both be visible and invisible. Culture can have signs, images and icons that represent it but it also has the invisible elements that include modes of communication, morals, values and processes.

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I was shown this by my principal, this got me excited. The ideas they are using really makes me think. I would like to try and connect with some of these teachers and see how they have found it

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KIds pre empt testing
Next year I am determined to do assessment FOR learning. Not just say we do it and then inflict a bunch of tests on children at the start and end of the year for no point. I am always confused as to why we do start of year testing when everyone has the testing from the end of the year

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This is an idea I have seen online and links well with the type of sharing that the children enjoy. I want to carry on the strong links to using our online management system to show off what the kids are doing, but give them ownership of this.

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I really want to genuinely celebrate learning. I am not sure how to achieve that really is a genuine context but I REALLY want this to be at the heart of what we do.

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'Heutagogy uses self determined learning that believes learning involves knowledge sharing not knowledge hoarding. It's focus is on how to learn as this is an important future based skill. (Heutagogy Community of Practice. 2018).

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When you design learning which is interactive, spiralling, teacher and learning roles are interdependent, dynamic, teachers and children learn from each other and use feedback and forward. (Kep.org.nz. 2018).

This again comes back to the HOW in which schools are teaching, not the WHAT. This effectively is heutagogy!

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Being culturally responsive is not just about being responsive to distinct cultures like Maori and Pasifika. It is reflecting your community and if our community is 75% New Zealand European (Alexprim.linc-ed.com,2018)  then how are we being responsive to them?

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Culturally responsiveness has many facets and is not a one size fits all model

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Culturally responsiveness has many facets and is not a one size fits all model

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Our curriculum wants us to create children who are connected, confident, actively involved lifelong learners. Who are ready for the future and whatever that looks like. (Ministry of Education, 2007)
To do this….we need to know our culture and where we come from

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Schools are encouraged to form partnerships with local iwi and hapū as part of engaging with their Māori community.

To be culturally responsive is to create an environment of sharing power and control. In turn, this leads to decision-making, where consideration of the unique position of Māori as Tangata whenua is recognised and the contribution Māori can make towards education.

(TKI-NZ Curriculum, 2018)

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What you are trying to create in your school through cultural responsiveness in regards to participation is for learners to contribute as active citizens through opportunities and have the chance to explore and appreciate the rich and diverse cultures, languages and heritage that shapes their identities as New Zealanders.

https://nzcurriculum.tki.org.nz/Curriculum-resources/NZC-Updates/Issue-16-January-2012/Treaty-principles-Participation

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Actively protecting Māori knowledge, interests, values, and other taonga. Identity, language, and culture are important expressions of what it means to be culturally located learners.
Knowing, respecting and valuing where students are, where they come from and building on what they bring with them” (page 20). Ka Hikitia (Ministry of Education, 2007
I like the case study where the school used kaumatua to help use a local topic and link to there local iwi. This is a great connection which deepens learning. It shows how to useThe New Zealand Curriculum (2007) in a holistic way, so the Treaty of Waitangi principles can grow within our school communities.

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Self-awareness - knowing themselves
Community connections - whanau input

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I am one of three teachers doing the Mindlab Masters together at our school.
The 3 of us have asked to work together in the past and been told we can not have 3 passionate, digitally fluent,  current on pedagogy, early adaptive teachers teaching together, instead the principal wanted to spread out us and help leverage other teachers. So we have....

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This year we pitched a great argument. Our principal can see that together we can create a great CHANGE. Thanks MASTERS...I am so excited about next year. I have been feeling about BLAH about my teaching, always having to work so hard with your collaborative teaching buddies to move past 'what we have always done'. This change project idea and working with two others who share the same values, ideas, pedagogies. This has got me excited about teaching again!

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We have been given a year 4,5,6 hub. With myself, Anna and Kylie as the teachers. We have been given the one renovated MLE space and the next two joining single cell classes.

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I want to put in place CHANGE.... Change that breaks down the walls of a traditional classroom
revolution, reform and innovation to create new opportunities for our children in education
My HUNCH is by doing this, taking the road less travelled for these children all 77 children will thrive including the third of our hub that are finding it difficult to find their feet!

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Real Word
Genuine
Deep Learning
Celebrate Learning
Why

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I think we will want to keep the board informed of what we are doing throughout the year so by the end of the year they don't suddenly question why we have done our changes, especially in terms of assessment. I think a termly 'whats happening' report would help them to see our vision.

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Our principal is definitely an early adaptor....But at same time loves her data. We have clearly told her our 'ideas' but we need to keep checking in with her so she does not expect 'things we have always done' through out the year!

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We want to be a united team. We do not want to split the 77children into 3 classes and be responsible for a group. We want to ALL be in the LOOP and know about all of our children

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We want to start the year with  whanau BBQ. In the first week of school we want families to come, share kai (bring something for the BBQ) and then have large post it notes around the class so parents can write down what they want for there child, what they want from us.
We currently do this for Maori consultation for the school. But why should we exclude other cultures. I think this would be great insight to do it just for our hub. We want every family to feel comfortable enough to write or describe what they want written on the pieces of paper.
We want to be a connected team- teaching-students and whanau.

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If this goes well, why not do it each term! Contact needs to be regular. We need to find a way to best get our parents into school. Maybe this is more through a skite night where children show off learning.

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We know deep learning occurs when learning is genuine and has a purpose. We went this to thread through everything. Throw out reading time, writing time, maths time and doing things because we have always done it or because its on a long term plan
I want to see
Experts
Parents
Business
Global connections
To be part of our regular day

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Are our single cell classes going to be a barrier to a collaborative hub?

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Are our single cell classes going to be a barrier to a collaborative hub?

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Within this deep learning model we still want personalised learning.

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We have changed the standard stationary list

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We have changed the standard stationary list

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We have taken away any books, pens, notebooks, maths books.
We plan to use one scrapbook a term to show off learning, to be for designing, brainstorming, planning. We have asked if possible for a chromebook  This is quite different from previous stationary lists.

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Will this open environment be too much for some children. How do we cater for children that do not want to move between 4 classes and do not cope with three teachers?. Are we disadvantaging some children?

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Will this open environment be too much for some children. How do we cater for children that do not want to move between 4 classes and do not cope with three teachers?. Are we disadvantaging some children?

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Can we be strong enough to say no to things that have always been done!

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Can we be strong enough to say no to things that have always been done!

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If I truely want to FLIP learning every child needs a device and an internet connection at home!