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A new school A new way of learning

A new school A new way of learning. Secondary education redesigned. Views on Redesign How would a school look like if it was invented now?. Fundament a l and out of the box : Use all knowledge about learning, teaching and business organization Forget traditions Ignore all regulations

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A new school A new way of learning

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  1. A new school A new way of learning

  2. Secondary education redesigned

  3. Views on Redesign How would a school look likeif it was invented now? • Fundamental and out of the box: • Use all knowledge about learning, teaching and business organization • Forget traditions • Ignore all regulations • but stay within • the limits of the school budget • the terms of the examinations

  4. The reason why • ICT makes it possible to change processes inside and outside the school • The theory of Social Constructivism shows us that ‘learning’ needs very different processes compared to ‘teaching’. • Recent brain-research shows us that the knowledge people use (informal) is very different from the knowledge that is defined in books, curricula or the knowledge a teacher thinks that is important (formal)……..

  5. The nature of learning • Learning starts at the edge of the knowing and of the not-knowing......So: • We don’t know the moment that an individual reaches the edge • We dont know his/her gap between knowing and not-knowing.... So: • Schools with time tables and pre-described subject matter are not about learning

  6. What is a traditional school about?.. • The knowledge that is communicated in books • That can be divided in small parts and among different teachers • That makes that a student now knows what he will learn at April 4th at 3h. p.m. • The industrial approach of knowledge and learning

  7. Organisation • Industrial approach...

  8. Content Teacher Student Didactics

  9. Content Teacher Teacher Didactics Content Content Student Student Teacher Student

  10. Teacher Teacher Teacher Teacher Teacher Teacher Teacher Teacher Content Content Content Content Content Content Content Content Student Student Student Student Student Student Student Student

  11. Teacher Teacher Teacher Teacher Teacher Teacher Teacher Teacher Content Content Content Content Content Content Content Content Student Student Student Student Student Student Student Student Production-orientation: • Teacher driven • Standardisation in time and content parts • Bandwidth of production-line determines the bandwidth of the possible output • Learning = mastering the content that is received in classroom • Goal = reaching objective standards

  12. Or better: Book Adult Fellow student ICT Expert outside school Etc. Expert Expert Expert Expert Expert Expert Service-orientation: • Student driven • Just in time and just in case learning • Personal capacity determines the ‘learning-range’ of the individual student • Learning = mental and individual: creating new neural connections after a critical experience • Goal = optimal personal development in regard to one’s capacity and the knowledge field the school focuses on.

  13. Learning organisation Didactics Learning sources Student

  14. Learning • What is knowledge?

  15. Learning and knowing • At what age does a child understand the grammar rules of it’s mother language ?

  16. Learning, during lifetime Studying, during school time Encoding knowledge Knowledge Fysical Psychological Formal

  17. verbal aware Formal reproduction competencies FACTS SKILLS UNDERSTANDING ATTITUDE Informal Intuitive abilities unaware INPUT STORAGE Neurological knowledge model RETRIEVAL

  18. Vision on learning Eclectic: • Constructivism: building insights • Behavourism: building routines • Cognitivism: learning facts • Raising students towards attitudes

  19. Curriculum not based on subject matters but… • Gestalts(insight) Science and Humanities • Intensivelanguage courses (routines) • Interwoven by communication, mathematics, arts (skills)

  20. No classes, but learning communities: Y 2 task-groups Learning community 150 students homegroup Course year 1 50 students Y 3

  21. Library Sport club Neighborhood Police Fire-brigade Hotel Plant Farm Supermarket Hospital Garage Discovery Instruction Application Course Development Home base Questions Information Concentration Home base Home base Building

  22. ICT philosofy • Interactive learning interactive ICT • ICT is just one part of wide variety of didactic tools, and replaces some roles of teachers • Type of ICT used is based upon learning task • Gestalts : visualisations and animations; • facts: database, telelearning; • routines: simulations • Digital learning material: • Because of the new concept school has to make its own curriculum and choices for ICT and software

  23. Didactic triangle Electronic Learning Environment Importance of ICT Curriculum, Staff-organization, Learning environment organization Learning organization progression Didactic triangle assessments Search/find Portfolio pupils Learning sources student Digital lessons books, e-tools, Fellow-students, tutors, assessments, etc. Administration

  24. More information www.slash21.nl Slash21@marianum.nl

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