Thursday, 25 June 2015

From Emma Winder ..changing roles of teacher and learner

Perhaps the greatest change in schools today is not the integration of technology, not the way classrooms are being built, not even the changes in curriculum and assessment, but that the role of the teacher in the classroom is being transformed in ways that we're not fully aware of or ready for. To be effective in the midst of such change teachers need to become more critically reflective, being open to examining the deeper assumptions they have about what they are doing and why they are doing it.

2010 Ten trends: Changing role of teachers and learners from EDtalks on Vimeo.

Michael Fullan: Technology, the new pedagogy and flipped teaching

Tuesday, 23 June 2015

Effective Teams and Leaders

Effective teams and leaders. What can we learn from chickens and coffee breaks?! JUNE 22, 2015 ~ EMMAWINDER25

relational Trust and moving forward together

This post posted by Emma but all,about effective schools is well worth a listen and a read.

Saturday, 20 June 2015

The deconstruction of the Teacher

Interesting enough I have had a few discussions around this over the last few months. I am already seeing the ways I can facilitate learning in my class. Roles of the learner and the teacher are changing. 

Further redaing

 Supporting future-oriented learning & teaching — a New Zealand perspective Report to the Ministry of Education R Bolstad & J Gilbert with S McDowall, A Bull, S Boyd & R Hipkins

 Theme 4: “Changing the script”: Rethinking learners’ and teachers’ roles Twenty-first century ideas about knowledge and learning demand shifts in the traditional roles or “scripts” followed by learners and teachers. If the purpose of schools is not to transmit knowledge, then teachers’ roles must be reconceived. Similarly, if the learner’s main job is no longer to absorb and store up knowledge to use in the future, then learners’ roles and responsibilities also need to be reconceived. This calls for a greater focus on recognising and working with learners’ strengths, and thinking about what role teachers can play in supporting the development of every learner’s potential. 9 Ministry of Education (2007b) Supporting future-oriented learning and teaching — a New Zealand perspective 5 The idea of changing the scripts for learners and teachers is often shorthanded with phrases such as “student-centred pedagogies” or “student voice”, alluding to the need to engage learners (and their interests, experiences and knowledge) in many decisions about their learning. However, the idea of sharing power with learners can be met with resistance, particularly if this is interpreted as an “anything goes” approach in which learners are given complete freedom to set the direction for their learning. The challenge is to move past seeing learning in terms of being “student-centred” or “teacher-driven”, and instead to think about how learners and teachers would work together in a “knowledge-building” learning environment. This is not about teachers ceding all the power and responsibility to students, or students and teachers being “equal” as learners. Rather, it is about structuring roles and relationships in ways that draw on the strengths and knowledge of each in order to best support learning.

Too Quick to Label Children.


Thursday, 11 June 2015


Friday, 5 June 2015

Sugata Mitra: Build a School in the Cloud

Educational researcher Sugata Mitra is the winner of the 2013 TED Prize. His wish: Build a School in the Cloud, where children can explore and learn from one another.

Why you should listen

Educational researcher Dr. Sugata Mitra’s “Hole in the Wall” experiments have shown that, in the absence of supervision or formal teaching, children can teach themselves and each other, if they’re motivated by curiosity and peer interest. In 1999, Mitra and his colleagues dug a hole in a wall bordering an urban slum in New Delhi, installed an Internet-connected PC, and left it there (with a hidden camera filming the area). What they saw was kids from the slum playing around with the computer and in the process learning how to use it and how to go online, and then teaching each other.

The "Hole in the Wall" project demonstrates that, even in the absence of any direct input from a teacher, an environment that stimulates curiosity can cause learning through self-instruction and peer-shared knowledge. Mitra, who's now a professor of educational technology atNewcastle University (UK), calls it "minimally invasive education."
At TED2013, Sugata Mitra made a bold TED Prize wish: Help me build a place where children can explore and learn on their own -- and teach one another -- using resouces from the worldwide cloud.

What others say

“Education-as-usual assumes that kids are empty vessels who need to be sat down in a room and filled with curricular content. Dr. Mitra's experiments prove that wrong.” — Linux Journal

Self Organised Learning Environments