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February 5, 2018 Issue

B.I.T.S.

Best Information to Share - Quick Bits of Professional Learning to Challenge Your Practice

What the world is talking about this week

in Education

Toronto District School Board, serving about 2 million students in Ontario, is proposing a return to unstreamed secondary school (all students take the same "level" of core courses in grade 9 and grade 10)
 

Why would we think that putting students into streamed ("levelled") classrooms is a good idea? 

Once a child enters high school, they start into the process of “earning credits” which can be very different from learning.  As we think about the tug between credits and learning, we always come back to the need to define two things.  We need to have a clear and shared definition of what learning is, and we need to develop a collaborative understanding of the purpose of school.

If the purpose of school is to rank children for university entrance, then we approach our work in schools very differently than if the purpose is for all children to learn, and to reach their best possible most richly imagined future.


 
Your daily chuckle!

The World our Children Live In

Work is Shifting

Oil and Gas

On CBC this morning, someone from the oil and gas industry talked about how the old labour jobs are no longer there.  The jobs in the oil and gas industry now are about instrumentation and technology.  We can pinpoint a place miles into the earth with cm of accuracy, and robotics, coding and electronics are keys to future employment.

 

The interview is not available from CBC, but this is a great summary of where that industry sits. https://www.mckinsey.com/industries/oil-and-gas/our-insights/the-future-of-hr-in-oil-and-gas

 

How does this impact our thinking about curriculum in schools?

Image by Lance Anderson

WEF Report on Jobs of the Future

Video Series

Transforming School Culture

Inquiry and Knowledge Building

As we consider a shift in thinking from the "transmission" of knowledge, it is helpful to have models of successful implementation.  The Learning Exchange has documented - through text and video - the experiences of many educators as they do this work.
 
After 100 years of the same teaching model, it's time to throw out the playbook! The Education Rickshaw blog provides a concise summary of how thinking is shifting about the direction of instruction in the classrooms of today.
More About Education 3.0
Teachers learning to teach math: Follow their journeys here!
What's BC doing in Innovative Practice in Classrooms?
How is Peel District School Board Educating Modern Learners?
Check out #peel21st
here.
Network Building:  Do we ask our children to collect the dots, or connect the dots? (Seth Godin)

On Twitter, follow Aviva Dunsiger (@avivaloca) on Twitter for open practice in the #fdk classroom, with a focus on self-regulation and play-based learning.

Check out the full list of BITS-inspired Tweeters here.

Alison Tucker retweeted this link this morning -

18 Things Leaders of Innovative Schools Do Differently

 

There are so many items here that we can focus on over time.  


One that I focus on as a system leader is opening up our learning and sharing it - creating networks of learning, so that no matter where you are, you can learn from colleagues, experts and experienced practitioner.

 
  • create climates of open communication and safety in which everyone is sharing information, successes, challenges, and questions.

 

How can we work together to make sure all educators feel safe in making their thinking and learning visible to others?


Why, in 2018, is it so critical to bring in people with different perspectives?  This is part of a blog post from Dave Culberhouse from earlier this week:

 

Facilitating Transformation

 

As Craig Weber adds, “The capacity to transform conflicting perspectives into learning gives a team an additional advantage that is invaluable in challenging situations where our old ways of thinking no longer fit the bill.  People with different perspectives are able to generate not just more learning, but a deeper, more powerful kind of learning.  They’re more agile, astute, and adaptive because they can deliberately double-loop learn.”

 

But if we do bring in those outside voices, we need to be open to receiving their messages, and be ready to interrupt our deepest thinking.  We need to be willing to challenge our deepest assumptions about our work if we are to remain agile and relevant in 2018.

Do you enjoy this learning?  Please feel free to share widely.
Reply with suggestions and link for next week's edition!
Creative Commons CC-AT-NC-4.0  2018 Learning About Learning, Some rights reserved.


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