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Building the independent learner March 2014

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Adrian Bertolini
Adrian Bertolini

The implementation of the Australian Curriculum has been an opportunity for reform within the educational landscape. One of the areas of reform has been in teacher pedagogy, particularly around being able to cater to each and every student within our learning environments. This workshop is a hands-on practical workshop that explores with the teachers what are the habits, structures and routines that will creating a learning environment that builds independent learners. We will discuss the factors that hinder, support and boost independence such that students can develop the capacity to be learning partners rather than receivers.

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Building the Independent Learner PreparED March 20, 2014 Dr Adrian Bertolini
Intentions of Today’s session • To explore what it means to be an Independent Learner • To inquire into what are some of the habits and structures we could put in place to develop an environment that encourages independent learners • To realise that it will require a shift in how we think about our roles and how schools operate
What YOUR job is today Be open, honest and participate As the range of viewpoints and ideas are presented Try them on, Think about them, Discuss them & Learn what you Learn!
Today’s workshop The Why and What of Independent Learners How - The Habits and Structures of Learning Obstacles in the way Next Steps
Why? Why is it important for us as educators to support the development of independent learners?
Why? We have gone from this future …
Why? A world of rapid change
What is an Independent Learner? What are the skills, attitudes, and habits that make you an independent learner? What does it mean to be an independent learner?
Independent Learner – one view Social Skills: A socially skilled person can work, learn and recreate collaboratively with others Thinking Skills: An effective thinker has a wide range of skills that help them to create meaning, gain understanding, make judgments, make good decisions, self analyse and reflect Self Management Skills: A person who is an independent learner can manage themselves as an individual or in group situations Information Skills: A person who is an independent learner has a range of information skills that empower them as learners
What is an Independent Learner? On your tables, work together as a team to come up with a list of skills that an independent learner would demonstrate in each of these areas: 1. Learning to Learn and Mindset Skills 2. Communication and Collaboration Skills 3. Thinking and Problem Solving Skills 4. Self-Management Skills 5. Information Skills
What is an Independent Learner? What did you identify in each area? • Learning to Learn and Mindset Skills • Communication and Collaboration Skills • Thinking and Problem Solving Skills • Self-Management Skills • Information Skills
Independent Learner – another view WAYS OF THINKING 1. Creativity and innovation 2. Critical thinking, problem solving, decision making 3. Learning to learn, Metacognition WAYS OF WORKING 4. Communication 5. Collaboration (teamwork) TOOLS FOR WORKING 6. Information literacy 7. ICT literacy LIVING IN THE WORLD 8. Citizenship – local and global 9. Life and career 10. Personal and social responsibility – including cultural awareness and competence.
Today’s workshop The Why and What of Independent Learners How - The Habits and Structures of Learning Obstacles in the way Next Steps
Path to an independent learning environment Now Goal Stage 1 Teacher Centred Stage 2 Learner Centred Stage 3 Learner Driven Students have to drive the learning if they are to truly develop the capacity to be independent learners
What we are doing Current Mental Model of Learning Mental Model of an Independent LearnerAccess Current Actions Actions of an Independent Learner
Building the Independent Learner Progressive complexity & depth of concepts SKILLS CONCEPTS
More Directed Less Directed Term 1 Term 2 Term 3 Term 4 Progressive Development of Skills Across Year Building the Independent Learner
Some things to think about You are ALWAYS building learning • Some times it is intentional, mostly it is unconscious • It is in the language you use, • the structures you have in place, • the habitual practices, • the way you relate to each other, • the type of complaints you have, • the way you organise yourself (or not), • the things you love doing and the things you avoid. None of this is bad or wrong.
Three Questions If your students are to develop the skills and habits you identified on the board, then looking across the years at your school 1. What are you doing in your classroom now that you could turn over to your students to do themselves? 2. What habits and practices do you need to put in place to have the students develop the habits, practices and mindset you identified? 3. What structures would the school need to put in place to have this happen?
Some things to think about Mindsets: focused mindset themes for each year level (e.g. Prep – Have a Go and Take Care, Grade 1 – Speak up and Making Mistakes is How We Learn, etc) Habits: 3b4Me, Traffic Lights, Habits of the Mind, Six Hats Language: Change from “Student” to “Learner” Practices: Students co-design goals and assessment, competency-based school structure, peer tutoring Planning: Rich Task Culminating Events, Backward Planning Teaching: Teaching students about how they learn, meta- cognition, brain science, mindset, teaching learning strategies, students lead classes?
Today’s workshop The Why and What of Independent Learners How - The Habits and Structures of Learning Obstacles in the way Next Steps
What could be some of the Obstacles? If we are to actually have a school learning environment the builds independent learners what could be some of the obstacles or challenges to implementing everything we have been discussing?
Possible Obstacle #1 Now Goal Stage 1 Teacher Centred Stage 2 Learner Centred Stage 3 Learner Driven Schools are often planning to achieve Stage 2 not Stage 3
Possible Obstacle #1
Possible Obstacle #2 The embedded norms, beliefs, assumptions and structures implicit in the conception of what is a school and who a teacher is
Possible Obstacle #2
Possible Obstacle #3 The past experiences of parents and the community (including politicians) about who schools and teachers are.
The Thing about Obstacles
Today’s workshop The Why and What of Independent Learners How - The Habits and Structures of Learning Obstacles in the way Next Steps
Take Action with what you have learnt today www.intuyuconsulting.com.au

More Related Content

Building the independent learner March 2014

  • 2. Intentions of Today’s session • To explore what it means to be an Independent Learner • To inquire into what are some of the habits and structures we could put in place to develop an environment that encourages independent learners • To realise that it will require a shift in how we think about our roles and how schools operate
  • 3. What YOUR job is today Be open, honest and participate As the range of viewpoints and ideas are presented Try them on, Think about them, Discuss them & Learn what you Learn!
  • 4. Today’s workshop The Why and What of Independent Learners How - The Habits and Structures of Learning Obstacles in the way Next Steps
  • 5. Why? Why is it important for us as educators to support the development of independent learners?
  • 6. Why? We have gone from this future …
  • 7. Why? A world of rapid change
  • 8. What is an Independent Learner? What are the skills, attitudes, and habits that make you an independent learner? What does it mean to be an independent learner?
  • 9. Independent Learner – one view Social Skills: A socially skilled person can work, learn and recreate collaboratively with others Thinking Skills: An effective thinker has a wide range of skills that help them to create meaning, gain understanding, make judgments, make good decisions, self analyse and reflect Self Management Skills: A person who is an independent learner can manage themselves as an individual or in group situations Information Skills: A person who is an independent learner has a range of information skills that empower them as learners
  • 10. What is an Independent Learner? On your tables, work together as a team to come up with a list of skills that an independent learner would demonstrate in each of these areas: 1. Learning to Learn and Mindset Skills 2. Communication and Collaboration Skills 3. Thinking and Problem Solving Skills 4. Self-Management Skills 5. Information Skills
  • 11. What is an Independent Learner? What did you identify in each area? • Learning to Learn and Mindset Skills • Communication and Collaboration Skills • Thinking and Problem Solving Skills • Self-Management Skills • Information Skills
  • 12. Independent Learner – another view WAYS OF THINKING 1. Creativity and innovation 2. Critical thinking, problem solving, decision making 3. Learning to learn, Metacognition WAYS OF WORKING 4. Communication 5. Collaboration (teamwork) TOOLS FOR WORKING 6. Information literacy 7. ICT literacy LIVING IN THE WORLD 8. Citizenship – local and global 9. Life and career 10. Personal and social responsibility – including cultural awareness and competence.
  • 13. Today’s workshop The Why and What of Independent Learners How - The Habits and Structures of Learning Obstacles in the way Next Steps
  • 14. Path to an independent learning environment Now Goal Stage 1 Teacher Centred Stage 2 Learner Centred Stage 3 Learner Driven Students have to drive the learning if they are to truly develop the capacity to be independent learners
  • 15. What we are doing Current Mental Model of Learning Mental Model of an Independent LearnerAccess Current Actions Actions of an Independent Learner
  • 16. Building the Independent Learner Progressive complexity & depth of concepts SKILLS CONCEPTS
  • 17. More Directed Less Directed Term 1 Term 2 Term 3 Term 4 Progressive Development of Skills Across Year Building the Independent Learner
  • 18. Some things to think about You are ALWAYS building learning • Some times it is intentional, mostly it is unconscious • It is in the language you use, • the structures you have in place, • the habitual practices, • the way you relate to each other, • the type of complaints you have, • the way you organise yourself (or not), • the things you love doing and the things you avoid. None of this is bad or wrong.
  • 19. Three Questions If your students are to develop the skills and habits you identified on the board, then looking across the years at your school 1. What are you doing in your classroom now that you could turn over to your students to do themselves? 2. What habits and practices do you need to put in place to have the students develop the habits, practices and mindset you identified? 3. What structures would the school need to put in place to have this happen?
  • 20. Some things to think about Mindsets: focused mindset themes for each year level (e.g. Prep – Have a Go and Take Care, Grade 1 – Speak up and Making Mistakes is How We Learn, etc) Habits: 3b4Me, Traffic Lights, Habits of the Mind, Six Hats Language: Change from “Student” to “Learner” Practices: Students co-design goals and assessment, competency-based school structure, peer tutoring Planning: Rich Task Culminating Events, Backward Planning Teaching: Teaching students about how they learn, meta- cognition, brain science, mindset, teaching learning strategies, students lead classes?
  • 21. Today’s workshop The Why and What of Independent Learners How - The Habits and Structures of Learning Obstacles in the way Next Steps
  • 22. What could be some of the Obstacles? If we are to actually have a school learning environment the builds independent learners what could be some of the obstacles or challenges to implementing everything we have been discussing?
  • 23. Possible Obstacle #1 Now Goal Stage 1 Teacher Centred Stage 2 Learner Centred Stage 3 Learner Driven Schools are often planning to achieve Stage 2 not Stage 3
  • 25. Possible Obstacle #2 The embedded norms, beliefs, assumptions and structures implicit in the conception of what is a school and who a teacher is
  • 27. Possible Obstacle #3 The past experiences of parents and the community (including politicians) about who schools and teachers are.
  • 28. The Thing about Obstacles
  • 29. Today’s workshop The Why and What of Independent Learners How - The Habits and Structures of Learning Obstacles in the way Next Steps
  • 30. Take Action with what you have learnt today www.intuyuconsulting.com.au