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This is not only a school problem. A substantial component of the workforce who did not experience this capability building process in their education experience, now need to be upskilled in each of these domains via on-the-job training programmes. Below is a brief framework for the initial three-year Professional Learning programme.
A framework for the 3-year PL Programme
Year/Term
Term 1
Term 2
Term 3
Term 4
20xx
Overview and application of the
Action Learning Process
Establishing the Competencies
(Ongoing Action Learning)
20xx+1
Technology and the Design of Learning Spaces to Support Learning (Ongoing Action Learning)
The Learning Process
(Ongoing Action Learning)
Data and Formative Assessment (Ongoing Action Learning)
20xx+2
The Concept Curriculum
(Ongoing Action Learning)
Whole school implementation of the Concept Curriculum (Ongoing Action Learning)
Resource 72: The 3-year Professional Learning Programme
The focus of this professional learning programme is on developing an in-depth understanding of the emerging new roles for the educator, along with the establishment of the competencies and an understanding of the Learning Process. Building understanding of a conceptually based curriculum will be challenging for educators. This conceptual approach is far more efficient, when compared to the standardised approach providing learner-educators with the capacity to make predictions as to how the concepts they have mapped may play out in new contexts that they encounter, or require within their learning practice and life in general.207
The emphasis of this process is on building understanding across each of the six pillars we established in the introduction to this section. This process provides the understanding for the learner to apply their creativity to be innovative and ingenious.
By applying the competencies and the Learning Process, learners build a sophisticated vocabulary as they create and apply their understanding. This vocabulary is then implemented in an ongoing manner as educators introduce prompts, and learners dynamically interact with their peers, educators and external experts within their school, region and around the world. The more discussion about the learning that takes place, the more quickly their learning vocabulary and knowledge become established and can be applied appropriately.
Once schools have implemented the competencies and the Learning Process they usually set aside an afternoon per week where learner-educators offer classes to their peers across the school. Learners of any age can attend classes run by any learner-educator within the school.
Traditional textbooks and photocopiers are no longer required in schools, as access to knowledge is now more effectively achieved via our internal and external peer network, the internet and via the asking of probing questions by educators of learners (and vice versa). Within the curriculum there is still a role for direct instruction from the educator to the learner and this applies particularly to the development of the competencies. Direct instruction should be applied judiciously to avoid reducing agency (responsibility), of the learner and their capacity to manage their own learning.
207 If you have an interest in this Professional Learning Programme please contact: teachers@work.co.nz