This short 7 minute animation was shared by a friend of mine today - and I simply had to share it along further. Madrid based animators, Daniel Martinez Lara and Rafa Cano Mendez created this film to demonstrate what happens when we let external influences dim our inner light. Enjoy!
Thursday, May 18, 2017
- Functional - what is the need that it met? Often times teachers will reply that they attended PD because they wanted to become a better teacher, they wanted to improve student learning or they wanted to get a better job.
- Emotional - how did you feel about doing the PD? Here important marker words were things like commitment and reputation, and teachers said they felt valued and recognised by their school when they were sent to PD.
- Social - what was the social purpose of attending PD? Often teachers talked about building a PLN, being able to "keep up", becoming a leader, and enhanced status as a professional especially if they subsequently felt they were able to contribute to the profession.
Sifting through all the responses to the IB questionnaires following PD, similar trends emerge: teachers write that they want to learn new things, improve as a teacher, help other teachers, advance in their career, and in some cases that the PD was required by the school. They noted many benefits such as greater course knowledge, career advancement, networking and being certified for new responsibilities. I have to say this last one is important - especially in countries where the number of IB or PYP schools is growing fast - being trained in the PYP has frequently led to teachers being "poached" by other local schools and given positions of responsibility, simply because of their experience and professional development in another PYP school.
The international school landscape is shifting - and what we mean by an international school isn't just a local private school teaching in English. It involves having an international mix of students, international governance, internationally minded teachers and an international curriculum. Generally these schools are promoting themselves as a different quality of education from that you could get at local schools, in particular some schools emphasis that they are a route to "good" universities. The biggest growth for new international schools is in Asia and the Middle East.
Here are the figures we were given:
2015 number of schools - 7500, number of international teachers - 350,000.
2025 predicted numbers of schools - 15,000, and predicted numbers of international teachers - 734,000.
This is a huge growth and of course has a big impact on the provision of PD.
As well as this, the growth is going to change how international schools differentiate themselves from each other. For example in Mumbai we have more than 40 international schools - each is looking for what its unique selling points will be. Many have characterised these as things like engaged and optimistic students (optimism, for example, appears in our mission statement at ASB). Many international schools also stress their global connections - in fact some are parts of global "groups" like the GEMS schools, or United World Colleges. For many of these schools their selling point is that the learning environment supports personalised learning and that the students from these schools emerge as self-directed learners both today and in the future. Others stress that their students are multilingual and culturally intelligent.
The European Council of International Schools (ECIS) engaged the Royal Society for the encouragement of Arts, Manufactures and Commerce (RSA) to study the role of international schools in the future. This study showed that it will be international schools who will lead a new global education system, setting educational agendas and addressing the disconnect between schooling and learning. Our international schools could be a creative catalyst bringing about change and implementing what we know about learning. There should be intelligent communities - to focus on reflection both within the institution and with others - a movement away from competition and a realisation that schools are stronger together.
As the role of international schools changes, this should really affect curriculum - moving from best practice to “next practice” that combines the best of local, national and global. New pedagogies will involve strong learning partnerships among students and teachers and of course 21st century skills. The idea is that there will be a shift from teacher centred learning (with an emphasis on product - which involves lots of plans and interventions, assessments and giving students choice only through electives) to student centred learning which focuses on process, social and life skills, and where student choice is more important than "learning activities". And of course as this shift happens there will be tension between those teachers who are subject centred and those who are learner centred. This is an exciting time for the PYP that has placed itself in the gap between the two - and how excited I am to be a part of this change!
Sunday, May 14, 2017
Back in the pre-publication days, I wrote a blog post about whether technology was a language, a literacy or a concept. I like the way this is now explained: "things and concepts work together as "technologies" to make the world easier to live in and understand: technologies are anything that aids or extends you" (the you here refers to the entire school learning community). Technology supports the curriculum and does not dominate it. It is:
- evident but seamless in the curriculum
- accessible to all learners, creating classrooms that are inclusive and diverse
- adaptive to many contexts
- Supportive of intercultural understanding, global engagement and multilingualism (the things that really define what an IB school is - the things that set these schools apart from other "good" schools)
- helpful in fostering the collection, creation, design and analysis of significant content.
Of course technology is also a literacy - it needs knowledge to be acquired, applied and reflected on, and it is cognitive, being demonstrated more through thinking than simply mastering a variety of tools. However technology literacy does encourage the development of different skills, and the ability to understand and communicate in many forms (multimodal). As the emphasis is on the connections to the real world, technology can broaden students' experiences and prepare them for their futures in a multicultural world. And literacy is developed by actively choosing and using multiple technologies in the classroom.
Back in the day, I also wrote a blog post about integration -v- implementation. I've been thinking about this again today too. One part of the document that really spoke to me was this:
Integration means developing approaches to learning that technology supports, or that are only possible by using particular technologies ... the popular definition of technology integration involves learning to use "things", but the academic definition involves learning concepts that these particular "things" support or make possible.And in my mind this is how it relates to PD: "in order for technology use to be better connected to both pedagogy and instruction, professional development must demonstrate to educators both how and why they need to use new technologies." Right now I'm facilitating a workshop on digital citizenship and I know that some of the new technologies introduced might be challenging to some of the participants, but hopefully we can explore these hows and whys, so that they will feel comfortable using them with their own students and sharing with others in their learning communities.
Photo credit: I took this photo last week in Den Haag