Future Proofing our Young People

The unknowns of what future leaders and citizens might need in such a changing world is a major challenge for educators. Stefan Burkey shows how to effectively prepare children for their future lives. e-Learning Update issue 63/64

Young pupils with chalk in front of a black board

OECD International Futures Programme (OECD 2016a) unsurprisingly concludes that young peoples’ daily lives as adults will be ‘radically different’ compared to today.

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      string(5970) "future-aware skills, future life chances, and future social mobility2.Some examples of Future-Aware Pedagogies and Practice Future-aware pedagogies and practices are most effective when they are woven through the curriculum (formal and informal). This section presents capsule summaries of some key future-aware pedagogies and practices that schools and settings can explore.The GROW Model GROW stands for: Goal; Reality; Options; Will (or Way Forward). The GROW model is used to identify pedagogical challenges and solutions.   The approach is well-suited to developing future-aware skills and capacities as it allows schools and settings to identify innovative approaches to building skills and capacities that cut across curriculum boundaries (such as research skills, grit and resilience, self-regulation, and communication).Developing metacognitionMetacognition is a key future-aware skill and capacity, and is defined by Holton and Clarke (2006) as “awareness of own learning processes and knowledge”. Developing metacognitive skills is a key component of developing the core strength of all children and young people (including the very youngest).Applied learningLearning should be set within practical situations to improve understanding of how theory works in practice; this is called applied learning. Applied learning is education put to practical use: learning is experiential, contextualised to real situations, and personalised to the learners’ needs.In conversation with the author, Dr Tanya Ovenden-Hope (author of Understanding Applied Learning: Developing Effective Practice to Support All Learners) observes that applied learning is ‘future-aware’ when it is:“‘REAL’ – Relevant, Engaged, Active Learning – it then becomes a powerful tool to develop independent learners, who are equipped to understand their own knowledge and to be active partners in the development of their on-going learning.”Applied learning provides an opportunity for teachers to facilitate increasing levels of responsibility, choice and autonomy for children and young people; providing a pedagogical framework to support the learning journey from child to adult. Applied learning develops in children and young people real-life relevant skills and capacities that equip them to successfully address their future learning needs and increase their employability.Double loop learning‘Double-loop learning’ is a strategy where teachers and young people work together to develop teaching and learning. The concept originated in the work of Argyris and Schön (1978).Traditional approaches to problem solving typically involve applying a succession of established approaches to a problem or learning task until a ‘best fit’ solution is found, which (it is hoped) can then be applied to similar problems in the future.  This approach is ‘single-loop learning’ and is based on the presumption that there are immovable contexts that the learner is operating within.By contrast, ‘double-loop learning’ encourages learners to question their basic assumptions and the contexts of their learning, and then to ‘loop’ this reflection back into the construction of their responses to new problem or tasks.Double-loop learning needs to be  highly future-aware as it empowers children and young people to consider concepts beyond curriculum silos and to engage their wider knowledge within specific tasks.  The transfer of concepts from one field to another supports the development of creative, reflective, and self-directed skillsets.TechnologyIt seems appropriate to conclude these brief summaries with a mention of technology. As discussed earlier, it is almost impossible to accurately predict the future role and nature of technology. It is sobering to consider that ten years ago we had yet to encounter iPads (launched in 2010), Android mobile phones (2007), 4G wireless (2010) or Instagram (2010).This poses the question: how do we prepare children and young people for lives with future technology using current technology that will seem laughably primitive in only a few decades?The answer is: We can’t. But what we can do, is avoid the temptation to focus on the technology and instead focus on “practices and activities that surround them” (Selwyn, 2016).In conversation with the author, Nicole Ponsford (co-author of TechnoTeaching: Taking Practice to The Next Level in the Digital Age, co-Founder of TechnoTeachers, and Achievement for All Achievement Coach) observed that:“Technology alone won’t improve the future outcomes of children and young people. Yes, we need to develop the relevant technology skills and support them with industry-standard resources, but we also need to encourage them to have a positive and open mindset that will meet the challenges and changes of the 22nd Century. It is by integrating these three elements that we help prepare them for their futures. Developing enquiringly and ‘can do- will do’ mindsets to technology and all possible outcomes is the key.”We need to look to the future by building the core strength of every child and young person to equip them with the future-aware ‘can do – will do’ metacognitive, creative, and self-development skills and capacities they will need in the future to make full use of the possibilities of technology; schools and other educational settings working with Achievement for All, comment on the value added to this through the online Bubble.ConclusionWe cannot predict the future that children and young people will live"
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Inclusion

Future Proofing Teaching & Learning

6 Feb 2018

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      string(4344) "incrementallearner, what will you think and do now?Figure 560teaching approaches   www.teachthinking.co.ukTeaching Thinking&Creativity  Vol 8:5l	You love playing football and hope to be a professionalfootballer. You have just found out that you have notbeen chosen for the school football team. If you are anincremental learner, what will you think and do now?l	You are in a Maths lesson about fractions. The work isreally hard. You are sitting next to your friend on thecarpet and he begins to be silly. If you are an incrementallearner, what will you think and do now?Many teachers feel that children’s self-theories areoften formed before they even start school by the fixedmindset of their parents. Barbara recently invited parentsto a meeting to educate them about the importance offostering a Growth Mindset and showing them ways thatthey could help promote this at home.Catherine Falkenstein, Kaye Morgan and Dawn Bentleyof Bailey Green Primary School have been promotingthe Growth Mindset with pupils and looking carefully attheir ability groupings to assess the impact they make onchildren’s self-esteem. Carol Dweck does not advocatesetting or mixed ability groupings. But she does stress theneed for teachers to be more aware of the psychologicaleffects that these groups can have and to always “tell thetruth” about where children are. Calling ability groups bycolours or flowers does not fool children for one minute!Promoting the incremental learner mindset in KS3We are now working to follow up this work in the HighSchools. If KS3 teachers don’t value the incrementalmindset, students’ positive attitudes to learning may soonbe lost, especially if rigid banding or setting reinforces theentity mindset. One of the EAZ Secondary schools, NorhamCommunity Technology College, is now making Self-Theories a priority focus in their drive to raise aspirations.Jo Walls, Head of Humanities, is leading an initiativeto promote a Growth Mindset with both teachers andstudents and the Science Department have used CarolDweck’s ideas as a focus for their mission statement, whichis prominently displayed in classrooms (see fig 6). TheSpecial Needs Department also see Incremental Learnersas a key to raising aspirations and self-belief.Recently I interviewed four Norham Y7 students who had beenin Angi Gibson’s class in Y6. Three of them had clearly retainedtheir Growth Mindset, while the fourth had only a vague memoryof it! Here are some of the students’ responses:“My intelligence is definitely not fixed”“Making mistakes is OK. You learn from your mistakes”“It helps me stick at things when they are hard”“When I look at the whiteboard I try to see the(Incremental Learner) display next to it” (ie rememberingthe display from Y6)ConclusionAll the twenty schools in our EAZ are using Assessmentfor Learning to try to create a more active learningenvironment, where students are in tune with their learningand are able to work independently. Some of those whoare most determined to achieve this aim despite a lack ofself-belief in many of their students see Carol Dweck’s Self-Theories as crucial way to change children’s mindsets, notonly with regard to their progress in school, but also as atemplate for success in their future career.Gerry MillerEducation Action Zone Consultant North Tyneside EiCGerry.miller@northtyneside.gov.ukReferences:Dweck, Carol S (2000). Self-Theories: Their Role inMotivation, Personality and DevelopmentDweck, Carol S (2000). Mindset. Random HouseBlack, Paul and Wiliam, Dylan (1998). Inside the BlackBox King’s College, London.harron, Howard (1997). Changing Children’s Minds.Souvenir Press.by Boaler, Jo (1997). ‘Setting, Social class & Survival ofthe Quickest’, British Educational Research Journal,Science Department – MissionStatementl We believe that all studentsshould recognise their abilityas something that can beimproved through learning.l We strive to ensure that allstudents become activeparticipants in learning, with aclear understanding of wherethey are, where they are goingand how they are going to getthere.In Science we are all incrementallearners (banner for display incorridors etc)Figure 6"
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Creative Teaching & Learning

Rising To The Challenge

15 Jul 2008

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      string(5664) "1. Getting started with project-based learning.pdfEthical living Project-based learning – a new series66Volume5.4nCreativeTeaching&LearningProject aimsThe projects outlined in this series have been created with the project-based learning (PBL) pedagogical approachin mind. Their entire objective is to develop independent learners. More specifically, these projects will:● help learners acquire the skills to tackle new situations● build learning habits and support character education● increase pupils’ motivation by focusing on real situations● strengthen learners’ resilience by encouraging autonomy● provide resources that are easily transferable to other subjects and other projects● develop self-aware learners who know how to cope with unexpected challenges.A two-fold approach to PBLA great deal has been written about PBL, and it is somewhat difficult to find a single, ultimate definition. Thisseries sees PBL as a two-fold process, involving students carrying out work on projects, but also regularlyreflecting on their learning habits.The model below presents an overview of what PBL may look like:Welcome to Creative Teaching and Learning’s brand new PBL projectseries! Designed for use with key stages 2 to 4, these projects link learningto real life in order to inspire and motivate pupils in developing importantlearning habits.Here, project author Alexis Shea outlines her approach to project-basedlearning and describes the overarching aims of her series.Getting started withproject-basedlearningEthical living Project-based learning – a new series67Volume5.4nCreativeTeaching&LearningThe model looks great in principle; however, as all teachers are aware, teaching and learning approaches varydepending on the specific pupils involved, their contexts and the particular topics being covered. Indeed, it isanticipated that few schools will follow a PBL model outlined exactly as it is here, and the projects have beendesigned with this in mind.Transferable activities and resourcesThe plans provide tasks and resources which are transferable to a range of contexts – from sessionsspecifically dedicated to character learning, to more subject-based lessons.The resources included will be categorised as follows:● Finding out information (e.g. writing formal emails, conducting interviews, referencing, etc.)● Organising ideas and information (e.g. analysing using Excel, grouping ideas, prioritising tasks, etc.)● Presenting findings (e.g. using digital networking sites, producing a presentation, writing reports, etc.)● Independent learning habits and metacognition (e.g. reflection, critique skills, growth mindsets, etc.)In addition to a project plan and the linked resources, each edition will include a document to enable teachersto quickly locate activities for specific curriculum areas, as well as guidance on differentiation and challenge.Project themesThe project themes have been generated by asking adults and children for the most significant issues,problems or interests that they have addressed in the past, or need or want to pursue in the future. See oursuggested ideas below, and if you or your pupils have suggestions for project themes, please do get in touchat enquiries@imaginativeminds.co.uk.mailto:enquiries@imaginativeminds.co.uk3. User Licence.pdf© Imaginative Minds Ltd.User LicenceUnless otherwise indicated, the materials in this project pack belong to Imaginative MindsLtd and are protected under applicable copyright law, trademarks and other proprietary(including but not limited to intellectual property) rights.You are granted a non-exclusive, non-transferable license to use, print and photocopy thematerials in this pack solely for personal, non-commercial purposes, and only within thepurchasing institution.Any modifications made to the material must be for personal, non-commercial purposes only.You may not remove or in any way alter any trademarks, copyright, or other proprietarynotice.For more information on permissions, please contact us atenquiries@imaginativeminds.co.uk.mailto:enquiries@imaginativeminds.co.uk2. 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Creative Teaching & Learning

PBL project plan: Planning a celebration event

4 Dec 2015

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      string(5652) "1. Getting started with project-based learning.pdfEthical living Project-based learning – a new series66Volume5.4nCreativeTeaching&LearningProject aimsThe projects outlined in this series have been created with the project-based learning (PBL) pedagogical approachin mind. Their entire objective is to develop independent learners. More specifically, these projects will:● help learners acquire the skills to tackle new situations● build learning habits and support character education● increase pupils’ motivation by focusing on real situations● strengthen learners’ resilience by encouraging autonomy● provide resources that are easily transferable to other subjects and other projects● develop self-aware learners who know how to cope with unexpected challenges.A two-fold approach to PBLA great deal has been written about PBL, and it is somewhat difficult to find a single, ultimate definition. Thisseries sees PBL as a two-fold process, involving students carrying out work on projects, but also regularlyreflecting on their learning habits.The model below presents an overview of what PBL may look like:Welcome to Creative Teaching and Learning’s brand new PBL projectseries! Designed for use with key stages 2 to 4, these projects link learningto real life in order to inspire and motivate pupils in developing importantlearning habits.Here, project author Alexis Shea outlines her approach to project-basedlearning and describes the overarching aims of her series.Getting started withproject-basedlearningEthical living Project-based learning – a new series67Volume5.4nCreativeTeaching&LearningThe model looks great in principle; however, as all teachers are aware, teaching and learning approaches varydepending on the specific pupils involved, their contexts and the particular topics being covered. Indeed, it isanticipated that few schools will follow a PBL model outlined exactly as it is here, and the projects have beendesigned with this in mind.Transferable activities and resourcesThe plans provide tasks and resources which are transferable to a range of contexts – from sessionsspecifically dedicated to character learning, to more subject-based lessons.The resources included will be categorised as follows:● Finding out information (e.g. writing formal emails, conducting interviews, referencing, etc.)● Organising ideas and information (e.g. analysing using Excel, grouping ideas, prioritising tasks, etc.)● Presenting findings (e.g. using digital networking sites, producing a presentation, writing reports, etc.)● Independent learning habits and metacognition (e.g. reflection, critique skills, growth mindsets, etc.)In addition to a project plan and the linked resources, each edition will include a document to enable teachersto quickly locate activities for specific curriculum areas, as well as guidance on differentiation and challenge.Project themesThe project themes have been generated by asking adults and children for the most significant issues,problems or interests that they have addressed in the past, or need or want to pursue in the future. See oursuggested ideas below, and if you or your pupils have suggestions for project themes, please do get in touchat enquiries@imaginativeminds.co.uk.mailto:enquiries@imaginativeminds.co.uk2. Project plan.pdfEthical living Project-based learning – a new series68Volume5.4nCreativeTeaching&LearningWhat can we do to help people and protect the environment in our localarea and beyond? Alexis Shea lets pupils take the lead in finding out withthis exciting investigation of ethical issues, culminating in the design andpublication of a newspaper insert on living an ethical life.Ethical livingEthical living Project-based learning – a new series69Volume5.4nCreativeTeaching&LearningLearning objectives● Develop knowledge and understanding of a range of ethical issues● Practise a range of research skills● Develop awareness of and empathy for other people and causes● Practise independent learning habitsThis project is designed to allow pupils to develop independent learning habits and where appropriate,give learners the opportunity to take the lead in driving learning forward.Like the other projects in this series, it is based around an issue, problem or interest which realpeople may need to pursue in their lives – ‘What does it mean to live ethically?’ – and focuses on ethicalissues, both locally and globally. It is aimed at upper Key Stage 2 and Key Stage 3; however, activities andresources within the plan could easily be adapted for older or younger learners.Project structureThe ethical living project is split into two main parts – the enquiry, followed by the outcome:● Enquiry: The outline of activities in the enquiry section of this project is not designed to be a prescriptivesequence which must be followed in a rigid order. It is possible to follow all of the activities outlined ofcourse, but equally possible to select the activities that you feel are most relevant to the curriculum areaspupils are currently following and those which suit the needs of the children within a class.● Outcome: The sequence of activities in this section builds progressively to reach the final showcase andsummative reflection. This sequence is similar to the sequence you would anticipate for most projects,as they will naturally follow more of a cycle of creating drafts, checking them against success criteria andmaking improvements.ResourcesThe project plan indicates where supporting resources have been created."
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Creative Teaching & Learning

PBL project plan: Ethical living

25 Jul 2015