This book is designed to give policy makers, researchers, educational leaders, administrators and teachers a robust, non specialist source of international comparative trends shaping education, whether in schools, universities or in programmes for older adults. The learning environment should actively engage all students and develop in them the capacity to understand themselves as learners with the necessary strategies to be able to learn more effectively. There will have been a great deal of research and development around pedagogical expertise, content knowledge and inter-disciplinarity. Or what the impact of climate change might be on our schools, families and communities? She will also present new research on how these issues impact school planning, teaching, and learning at each stage of the education system. Learning leadership and evaluative thinking Learning leadership is discussed around interrogatives about such leadership: Why? When this principle is seriously informing practice system-wide, it will be reflected in the mix of pedagogical practices being exercised — shared whole-class or multi-class learning activities; targeted small group or individual learning activities; face-to-face, virtual and blended learning; school- and community-based.
Self-reviewandevidence-informedlearningleadershipwillbecomeincreasinglyprominent aspects of learning systems. It may be as simple as allowing partners to find each other more effectively. The risk of claims resulting from such infringement rests solely with you. Innovating the dynamics in the pedagogical core. A dynamic link StatLink is provided for each figure, that directs the user to a web page where the corresponding data are available in Excel®. They need robust frameworks and sound knowledge about what works if they are to be effective innovators and game changers. This tool allows interrogation of how well schools and other learning environments embody what makes young people learn best.
Partners extend the educational workforce, the resources and the sites for learning. The Spiral structures questions, dialogue, enquiry and research in sequence. It means asking why new ways of doing things will be better than what went before. A major challenge for all learning environments is to be sensitive to these differences, understand the different starting points of their students and adapt learning activities to them. A more detailed focus on the pedagogical core is offered through Tool 2.
We extend thanks especially to the project system co-ordinators who have led and co-ordinated project activities in their different home settings. These are such key aspects of change and innovation that Chapter 3 is devoted to learning leadership and evaluative thinking, and this aspect of the framework is further elaborated in Section 3. It involves the creative juxtaposition of two exercises - one about the perceptions of teachers and other educators concerning learner agency, the other about the views of learners themselves. Any one of these may be the subject of innovation, as indicated in the diagram. This is all about the learners and what they think.
. Normally, you will need to prioritise. The influences of socioeconomic and technological change on recurrent education and employment are addressed. At the same time, especially given how professional time is so valuable and often scarce, this is not to advocate simply acquiring partners for their own sake. The second section includes issues of economic and societal change, educational quality, and problems facing teachers such as shortage of personnel, decline of professionalism, and the increasing demands placed upon them. This provocative chapter looks at our increasingly urban lives and the impact this has on education.
. Having compiled staff viewpoints we suggest that they are put safely aside and left unchanged. Furthermore, education plays an important role for general patterns of social and income inequality and mobility. Cette première partie évoque des évolutions de fond, comme la démocratisation de l'école ou la mondialisation à des échelles différentes, et suggère des perspectives d'action. If this evaluative work starts to take on greater significance you may need to do it more systematically as with Tool 3.
Step Four: Deciding on the course of action This is a critical stage. Scanning is all about collecting a variety of rich evidence about what is going on for learners. With the Innovative Learning Environments project we have been able to profit from a wide range of relevant analysis — from the nature of learning, to innovative cases, to leadership, to strategies and policies. These demanding expectations will extend widely beyond individual professionals and schools in a culture of high quality teaching and learning. It puts creating the conditions for 21st century learning and teaching at the core of leadership practice. A great deal of learning comes about through making connections and especially when learners are able to make these for themselves. Trends shaping education commemoratis praesertim offensionibus, te auctoritatem huius ordinis dignitatemque rei publicae tuis vel doloribus vel suspicionibus anteferre Underlying a host of recent political, economic and demographic transformations across the world is the recognition of their global scale.
As far as possible, it should avoid being personal about individual teachers. Step Two: Choose one of the educator principles as the focus for action Decide which of the seven principles should become the priority focus for change in your setting. It is about engaging in the design, implementation and sustainability of powerful innovative learning environments. The second key aspect of this learning principle is engagement: if students are not engaged how can they meaningfully learn? Each of the chapters goes on to present a set of practical tools, intended to guide leadership, self-review and professional development. What does it mean for education that our societies are aging? The chapter also presents the guiding orientations concluding the 2013 report Leadership for 21st Century Learning. We hope it will empower them to educate children for their future, not for our past. It may be supported by communication technologies through discussion boards, blogs, forums, chat-rooms and messaging.
Discuss whether the initial choice of principle was a good one and whether the strategies chosen were the most appropriate. Recurrent education encompasses lifelong learning. The final session includes the identification of a single partner of strategic importance to be targeted in the future. Evaluative thinking is conceived as a series of steps with feedback loops rather than once-and-for-all : defining the innovation; multiple stakeholders, different contexts; identifying the purpose s of evaluation; getting on with it; framing evaluation questions; collecting fit-for-purpose evidence; organising and analysing the evidence; making sense of it all; interpretation as building knowledge; and capturing and mobilising the new knowledge. . We hope that this Handbook as a practical resource will help guide educators in many different communities and countries to engage in disciplined innovation. .
In addition to cities, other chapters examine global trends such as increasing migration and climate change, national trends on government spending in health and pensions, familial trends of child well-being as well as technological trends. It will also be important to engage others involved in the teaching so that the full educator voice is heard. Power within the workplace and the economy and implications for recurrent education are also addressed. From the decade 1998 to 2008, the Schooling for Tomorrow project created scenarios and worked with futures thinking in systems. Try to ensure consensus about this choice as it will guide subsequent action and requires commitment from all concerned. Quatre réactions d'experts sont proposées ensuite, qui témoignent de points de vue variés. It need not be restricted to schools — a community learning project will find this tool just as relevant as will a school.