Every Teacher a Researcher (TABS/NAIS Global Symposium 2015)

Transcript

1. EVERY TEACHER A RESEARCHER Using Faculty Personalized Learning Plans for Global Connection Thomas Steele-Maley Director of Innovation GEMS World Academy -Chicago TABS-NAIS Global Symposium December, 2015.
2. I research, design, prototype, and support curricular innovation Who I am:
3. GEMS World Academy-Chicago GEMS Education 150 Students PK-6 (2014-2015) 250 Students PK-8 (2015-2016) 400-1000 Students PK-12 with international boarding (2016-) 86 schools 4 continents 141,000 Students word wide
4. “To invent a future that doesn’t exist, you really have to understand what people are doing today and completely reimagine it” —Bill Burnett: Executive Director of the design program at d.school, Stanford
5. GEMS World Academy-Chicago employs four pioneering learning innovations to support and inspire our students, as they become global citizens. Focus is on creating “translocal understanding” to explicitly develop the key dispositions in students necessary to learn, live and work in extended partnership with others across the world. Learner as Researcher Field Studies Based Mobile Learning Connected Learning School as a Mesh Network
6. If one wishes to educate students to have a commitment to their social and ecological environment, one needs to start with an emphasis on commitment rather than on locality or community. Despite the commonly used metaphor, human beings do not grow actual roots on which they depend for their physical, intellectual, or ethical nourishment. Instead, nomads who have learned the ethical gestures of hospitality and openness to a community-to-come will bring nourishment to any place in which they land. —Ruitenberg, Deconstructing the Local…. (2005)
7. Key Dispositions Co-Learn and co-create knowledge To viscerally understand diverse peoples and cultures Ask more questions than we answer To follow interests and passions as part of a global community solving real world problems Self-Organize and innovate Be self-driven researchers See the world as a laboratory without borders to explore, observe, empathize, act
8. Teacher as Researcher Design
9. to move from “catalyst innovations” to pathways of innovation Every Teacher a Researcher
10. Essentials Interwoven into the school culture Purposeful design of research Design Based and Participatory Research Teachers and administrators directly involved Enabled by Technology Available anytime anywhere Encourages Connection to Peers Supports growing a global network of peers
12. 2014-2015 Research Cycle 2 Years Design 1 27 Teachers/3 Admin Innovation Teams 4 Teachers Innovation Team Pilot 2014-2015 Spring Summer Fall
13. 2014-2015 Research Cycle 2 Years Design 1 27 Teachers/3 Admin Innovation Teams 4 Teachers Innovation Team Pilot 2014-2015 Spring Summer Fall
17. Using Participatory Learning Plans For Global Connection
19. One week+ CONNECTed Courses
20. • Week+ long multi-school projects that emphasize academic skills building and adventure • Built in DIY.org Camps environment (SEE APPENDIX for overview) • Easily created and launched by teachers • Easily joined by classes across GEMS Network of schools • Embedded entrepreneurial learning: personalized, connected, emphasizing new dispositions • New practices in global project based learning *CONNECTed Courses 20
21. Supporting Personal Learning Plan Development • Intuitive virtual learning environment • Powerful group collaboration and co-research functions 21
22. Design: Participatory Landscapes of Practice Employ Design Based Research Theorize, Design, prototype, seek diffusion, iterate Engage those who are organizing success in the field of participatory culture shift in schools Learning in Landscapes of Practice….Wenger- Trayner, E.; et al. eds. Educational Design Research. van den Aker, J; et al. ends. #EdJourney: A Roadmap to the Future of Education. Lichtman, G.
23. Boulding, E. (1990). Building a global civic culture: Education for an interdependent world. New York: Syracuse University P. Cook-Sather, A. (2010). Learning from the student's perspective: A sourcebook for effective teaching. Virginia: Paradigm Publishers. Drucker, P. (1967….). The effective executive. New York: Harper. Goodlad, J. in (2006 & 2010). Encyclopedia of curriculum studies. New York: Sage. Hayes-Jacobs, H. (2010) Curriculum 21: essential education for a changing world. Virginia: ASCD (2013). Independent School Magazine, Volume 72(Number 3). Retrieved from http://www.nais.org/Magazines-Newsletters/ISMagazine/Pages/Issues/The-Rise-of-Experiential- Education.aspx MacKenzie, M. (2013). Rescuing education the rise of experiential learning. Independent School Magazine, Volume 72(Number 3). Retrieved from http://www.nais.org/Magazines- Newsletters/ISMagazine/Pages/Issues/The-Rise-of-Experiential-Education.aspx Roberts, J. (2011). Beyond learning by doing: Theoretical currents in experiential education. New York & Oxen: Routledge. (2006). The cambridge handbook of the learning sciences (cambridge handbooks in psychology). In S. Kieth (Ed.), Cambridge: Cambridge University Press. Springer, M. (2006). Soundings: A democratic student-centered education. Ohio: National Middle School Association. Thomas, D and Brown, JS. (2011) A new culture of learning: cultivating the imagination for a world of constant change. Create Space. Wagner, T. (2010) The global achievement gap: why even our best schools don't teach the new survival skills our children need—and what we can do about it. New York: Basic. Van Den Akker et al. (2006) Educational Design Research. London: Routledge. Zhao, Y. (2012). World class learners: Educating creative and entrepreneurial students. California: Sage.
24. Schoolwide Evaluation Teacher as Researcher Suggested Software
25. “Out beyond ideas of wrongdoing and rightdoing there is a field. I’ll meet you there.” -Rumi
27. Thomas Steele-Maley Director of Innovation, GEMS World Academy -Chicago thomassteelemaley@gemschicago.org @steelemaley