The New Zealand Curriculum provides a coherent macro framework for a 21C curriculum. Working with this curriculum framework requires considerable curriculum design work in your school. Key questions are: For our students, what is it essential that they learn? What is desirable? How do we ensure powerful learning? How do we map our curriculum in a way that ensures depth and breadth?
This interactive workshop will engage you in developing understandings, processes and strategies for developing your school's curriculum.
Very thought provoking speaker, heard her speak at the Pecha Kucha and was definitely keen to hear more so glad I was booked for this breakout, ideas and pedagogies fit really nicely alongside SOLO curriculum work our school has begun...
Shift towards concepts. Essence of learning area – why would we want to teach that? Getting away from “topics”. What does each subject contribute to each concept?
Need to teach students to conceptualise rather than just process information.
New curriculum is inviting us to DESIGN before we plan.
Need to be using ICT in a rich and powerful way.
Teachers need to own their educative beliefs.
School Review Tool
Mission – Why School? What is your educative purpose? What do we want our students journey to be?
Curriculum – What should students learn? What is essential? What is desireable? What is it powerful to learn?
Learning Charter – How do students learn? Principles of Effective Learning. What is powerful learning? Only powerful to learn something if you learn it in a powerful way.
John Holt’s model of the world we live in
World 1 – inner world, psychological, integration of all your experiences, emotions etc. holistic, expressed through the arts really well
World 2 – direct experience, lived, things done, people met, places visited
World 1 + World 2 = my “knowing” of the world
World 3 – world you know about, have read or heard about, don’t know it directly
World 4 – world of infinite possibilities, what we don’t know, world that I don’t know that I don’t know!
Transformative learning is when all the worlds grow together.
Inner love for something (World 1) drives learning and desire to try the unknown.
Link stuff that is known about (World 3) to direct experience (World 2).
Natural human learning is: personally meaningful, integrated, coherent, transformative, transferable.
Factors which promote meaningful, transformative learning: intrinsic motivation (learner purpose not teacher purpose, relevance/interest, challenge, curiosity), direct experience, crisis/catastrophe, teacher/mentor passion, metacognition.
Mission – Why School? What is your educative purpose? What do we want our students journey to be?
Curriculum – What should students learn? What is essential? What is desireable? What is it powerful to learn?
Learning Charter – How do students learn? Principles of Effective Learning. What is powerful learning? Only powerful to learn something if you learn it in a powerful way.
John Holt’s model of the world we live in
World 1 – inner world, psychological, integration of all your experiences, emotions etc. holistic, expressed through the arts really well
World 2 – direct experience, lived, things done, people met, places visited
World 1 + World 2 = my “knowing” of the world
World 3 – world you know about, have read or heard about, don’t know it directly
World 4 – world of infinite possibilities, what we don’t know, world that I don’t know that I don’t know!
Transformative learning is when all the worlds grow together.
Inner love for something (World 1) drives learning and desire to try the unknown.
Link stuff that is known about (World 3) to direct experience (World 2).
Natural human learning is: personally meaningful, integrated, coherent, transformative, transferable.
Factors which promote meaningful, transformative learning: intrinsic motivation (learner purpose not teacher purpose, relevance/interest, challenge, curiosity), direct experience, crisis/catastrophe, teacher/mentor passion, metacognition.
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