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SESSION 1
WHAT IS HAPPENING NOWADAYS IN EDUCATION?
- Project-based working.
- Lack of resources: human and economical resources. In moment of difficulty it the moment for
creativity.
- We are focusing more on the Emotional points of education.
Education past:
- Traditional model
- Segregation boys vs girls
Education present:
- Use of technology—> sometimes leads to a lack of communication
- At university still work by masterclasses
Education future:
- Caroline Pratt:
- Multimedia house, Aarhus: changing the place does not change the methods. If we change
the tools to more technological ones but do not change our teaching methods the education remains the same.
- 3D learning tools = individual learning
7 PRINCIPLES OF LEARNING OCDE
- Learners at the center: spaces, curriculum, resources, relationships and methods. How much
the teacher can decide on this nowadays?
- The social nature of learning
- Emotions are integral to learning
- Recognising individual differences
- Stretching all students
- Assessment of learning
- Building horizontal connections
Student experiences:
- I dropped because I could not see the point of paying all those classes and I didn’t know
what I was doing with my life.
- I did not know how to connect what I learned to my project/everyday life at work.
- I learned a lot, I got a degree but I just do now know what I am supposed to do with it (the
learning). A. LEARNING FRAGMENTATION
- Students do not know what they were learning or why
- They could not see how they could translate learning to the ‘real world’
This leads to a lack of confidence as leaders, learners and future leading change-makers.
COMPETING DEMANDS
Institutional needs —> Students’ needs Provide evidence for students’ learning Connect fragmented experiences and integrate learning with agency and identity. PROBLEMATIC ASSUMPTIONS A capacity learned in one place automatically translates into other contexts —> FALSE assumption. Every location and context is different. If we are not able to transform and adapt our knowledge it will not be useful. “Real” learning primarly occurs through a combination of cognitive understanding and self- awareness. We need to play with all these elements in order to understand and integrate learning. CONNECTED LEARNING Connected learning is a model of learning that holds out the possibility of reimagining the experience of education in the information age. It draws on the power of today’s technology to fuse young people’s interests, friendships, and academic achievement through experiences laced with hands-on production, shared purpose and open networks. Active, relevant, real-world, effective, hands-on, networked, innovative, personal, transformative. Production centered —> connecting learning prizes the learning that comes from actively producing, creating, experimenting and designing because it promotes skills and dispositions for lifelong learning and for making meaningful contributions to today’s rapidly changing work and social conditions. Openly networked —> connected learning environments link learning in school, home and community because learners achieve best when their learning is reinforced and supported in multiple settings. Online platforms can make learning resources abundant, accessible and visible across all learner settings. Shared purpose —> today’s social media and web-based communities provide unprecedented opportunities for caring adults, teachers, parents, learners and their peers to share interests and contribute to a common purpose. The potential of cross-generational learning and connection unfolds when centered on common goals. Interests —> interests foster the drive to gain knowledge and expertise. Research has repeatedly shown that when the topic is personally interesting and relevant, learners achieve much higher- order learning outcomes. Connected learning views interests and passions that are developed in a social context as essential elements. Peer culture —> connected learning thrives in a socially meaningful and knowledge-rich ecology of ongoing participation, self-expression and recognition. In their everyday exchanges with peers
SESSION 2
HEALTHY HABITS, POSITIVE RELATIONSHIPS AND EXECUTIVE FUNCTIONS
1. Healthy habits 3 main points: nutrition, movement and rest and healthy environments. NUTRITION: Without a healthy diet, it is difficult to concentrate, pay attention, remember and learn. This is especially critical to a child’s success in school, and the back-to-school season is the perfect time to make some healthy changes to your entire family’s diet and be sure that everyone is getting enough brain food! Brain foods:
- Whole grains —> memory and focus
- Eggs —> energy levels, concentration, boost memory
- Nuts —> balance serotonin levels, boost mood
- Tomatoes —> helps improve brain function
- Avocados —> concentration and brain development
MOVEMENT AND REST:
El ejercicio aeróbico aumenta el tamaño del hipocampo y mejora la función de memoria. Children 9-10 years:
- Positive relation between the amount of exercise and hippocampal volume.
- Positive relation between hippocampal volume and relational memory (long term memory).
The 4 stages of sleep:
- NREM Stage 1: transition period between wakefulness and sleep. Lasts around 5 to 10
minutes.
- NREM Stage 2: Body temperature drops and heart rate begins to slow. Brain beggins to
produce sleep spindles. Lasts approximately 20 minutes.
- NREM Stage 3: Muscles relax, blood pressure and breathing rate drop. Deepest sleep occurs.
- REM sleep: Brain becomes more active. Body becomes relaxed and immobilized. Dreams
occur. Eyes move rapidly. What do you feel and think? Worries and aspirations? Major preocupations? What really counts? If I would be the elected delegate or not. If my mates would trust me enough. When I was elected I felt great, positive and self- confident. What do you say and do? Attitude in public? Interactions? Behavior towards others? Did not express my hapiness as much as I would because I did not want others to see how much I cared for that. What do you hear? What friends say? Teachers say? They congratulated me for being elected. What do you see? Enviorenment Friends
Attention How-to Relation between the energy level with feelings and actions.
2. Positive relationships 3 Main points: motivation, communication and cooperation. Educating the mind without educating the heart is no education at all. -Aristotle
hand, requires one to restrict ideas to those that might be correct or the best solution to a problem.
- Stacey Goodman, Edutopia 2015 There is a growing consensus that formal education should cultivate the creativity and critical thinking skills of students to help them succeed in modern, globalised economies based on knowledge and innovation. However, teachers’ (and countries’) ability to foster and monitor progress is limited by the lack of understanding of how some of these skills materialise at different development stages. Beyond an agreement on the broad objective, it is not clear how these skills can be visibly and tangibly articulated by teachers, students and policy makers, especially as part of the curriculum. OCDE, 2018
METHODS AND TECHNIQUES
There is not one path to creative ideas, just as there isn’t one way to get from California to Paris. However, there are ways that are easier than others. We can make the pathways to innovative much smoother by teaching people specific tools and techniques. The biggest obstacle to innovation is each individual’s mindset. Without the drive and motivation to push through obvious answers - and the confidence that a creative solution exists - it is unlikely that one will be found. Creativity needs to develop from the bottom up and from the top down in organizations because it is a characteristic of individuals, small teams, and large groups. Each person needs the knowledge, skills and attitudes required to generate new ideas. And, individuals need to be embedded in teams and organizations that support, encourage, and foster creative problem solving. Without a creative culture, individual creativity withers. And, without creative individuals, a creative culture can’t thrive. SERVICE LEARNING: Banc de sang i teixits. Reflexionar sobre la importància sobre la donació de sang aprenent què és la sang, el procés de la donació, etc. Després ells desenvolupen la seva pròpia campanya per recol·lectar donants. Activitat molt real, sense ús dels llibres, trracte dels valors, etc. Implicació en la societat, treballen communicative skills. Valors I continguts són apresos mitjançant aquesta activitat. PLACED-BASED LEARNING: Study from prehistoric rocks to local history. Engaging kids with their environment works a lot on the learning process. It connects learning to their own environment, it can be looked at in different ways: history, landscape, etc. Designing a real world project that gives students a purpose for researching their community’s history. Better knowledge of their own community. Study nearby geology and ecosystem helps students understand the world. Bring abstract concepts into physical life helps them understand. PROJECT BASED LEARNING: Projects that they care about, learning about problem-solving schools. PBL goes down to 5 keys:
- Real-world connection: having an authentic problem that drives the curriculum (what is in our water and how did it get there?). What they are doing has an audience/importance outside the classroom.
- Core to learning: this is the way they can learn the content.
INNOVATIVE LEARNING ENVIORENMENT
Both the core elements (learners, educators, content and learning resources) and the dynamics that connect those elements (pedagogy and formative evaluation, use of time, and the organization of educators and learners). Become “ formative organizations ” with strong learning leadership – with vision, strategies and design, all closely informed by self-review and evidence on learning.
O pen up to partnerships , to create synergies and enhance professional, social and cultural
capital – with families and communities, higher education, cultural institutions, businesses, and especially other schools and learning environments. CONDITIONS AND POLICIES FOR IMPLEMENTING ILE
- Reducing standardization, fostering innovation,
broadening institutions
- Appropriate accountability and metrics for 21st century
learning
- Promoting learning leadership, trust and learner agency
- Ubiquitous professional learning
- Widespread collaborative expert professionalism
- Connectivity and extensive digital infrastructure
- Flourishing cultures of networking and partnership
- Powerful knowledge systems and cultures of
evaluation
CREATIVITY AND INNOVATION: DESIGN THINKING
Design Thinking is a methodology used by designers to solve complex problems, and find desirable solutions for users.
- Human centered-environmental concern
- Ability to visualize
- Predisposition towards multifunctionality
- Systemic vision
- Ability to use language as a tool
- Affinity for teamwork /co-creation
- Avoiding the necessity of choice
Towards a change in planning Good planning and good plans involve iteration; simple cause-and-effect thinking is no longer enough. —> When we view strategic plans as fixed roads maps.....
- Faulty assumptions that hinders success
- Fail to harness emerging opportunities - Srategic planning: A management tool to help an organization to improve its performance by ensuring that its members are working to the same goals and by continuously adjusting the direction of the organization to the changing environment on the basis of results obtained.
RESEARCH
