013994 Teacher as Innovator: Planning and Prototyping Future-focused Learning Design
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Subject handbook information prior to 2020 is available in the Archives.
Credit points: 6 cp
Result type: Grade, no marks
There are course requisites for this subject. See access conditions.
Description
This subject is part one of a futures-focused approach designed to equip participants to employ innovative and engaging practice. Students who study this subject are introduced to learning design, which lies at the heart of good teaching practice. It is based on the theoretical and empirical framework of improvement science which is a problem-based approach designed to accelerate learning-by-doing. Students explore their own learning, understand the need for innovation, and learn how to map and identify opportunities for classroom change. The approach is inquiry-based, where students share with peers and observe experienced practitioners. Delivery is multi-modal across university and school campuses.
Subject learning objectives (SLOs)
| a. | Demonstrate reflective self-awareness as a learner |
|---|---|
| b. | Conduct a coaching conversation |
| c. | Provide and respond to feedback |
| d. | Critically analyse complex classroom dynamics |
| e. | Identify and map opportunities for classroom workplace innovation |
| f. | Participate in professional dialogue with experienced practitioners |
Contribution to the development of graduate attributes
This subject addresses the following Course Intended Learning Outcomes:
1. Professional readiness
1.1) Know students and how they learn, with an advanced ability to critically evaluate the physical, social and emotional dimensions of learners
1.5) Engage in professional learning, demonstrating complex problem solving and intellectual independence in a research project
2. Critical and creative inquiry
2.1) Enquire into and research practice to improve educational experiences and outcomes
5. Active citizenship
5.1) Engage professionally with colleagues, parents/carers and the community with a high level of personal autonomy
6. Effective communication
6.4) Are able to make well-informed contributions to contemporary debates pertinent to education.
Teaching and learning strategies
The subject will be delivered in partnership with experienced teaching practitioners. It is characterised by a praxis (practical application) model and by a range of teaching and learning strategies reflective of innovative practice. The model is a four-phased one of (a) scholarly input; (b) personal and professional enquiry; (c) prototype and practice, and (d) share and reflect.
Strategies will include: an authentic, problem-based enquiry methodology; face-to-face and online delivery; individual and small group experimentation; use of peer triads for collaborative and critical learning ; use of in situ observation (live and online); critical engagement with research evidence; the use of flipped classroom techniques; the use of reflective learning analytics, and visits to school sites.
Content (topics)
The subject will cover the following topics:
Topic 1: LEARNING POWER, including: learning design framework for professional enquiry; understanding my own learning; reflection and double loop learning; understanding learning analytics
Topic 2: COACHING FOR LEARNING - SCAFFOLDING INNOVATION, including: self-directed learning; coaching conversations; using and responding to feedback; sustainability in learning and innovation
Topic 3: PEDAGOGY FOR INNOVATION. Including: understanding observation analytics; complexity as a way of understanding authentic learning; an evidence base for pedagogy for deep learning
Topic 4: OBSERVING PRACTICE, including: theory and use of observation analytics; practical application of observation analytics
Topic 5: IDENTIFYING AND MAPPING PROBLEMS FOR INNOVATION, including: understanding and mapping problem spaces; representing complex learning systems; critical collaboration in problem solving
Assessment
Assessment task 1: My learning journey through reflexive writing
| Objective(s): | a, b and c | ||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Weight: | 30% | ||||||||||||||||
| Length: | 1000 words | ||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 2: Analysing classroom practice
| Objective(s): | b, c, d and f | ||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Weight: | 20% | ||||||||||||||||
| Length: | 20 minute observation. Maximum 500 word commentary/notes and completed rubric provided to the assessor-practitioner | ||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 3: Problem structuring
| Objective(s): | d and e | ||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Weight: | 50% | ||||||||||||||||
| Length: | 1500 words. | ||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Required texts
Morin, E. (1999). Seven complex lessons in education for the future (1st ed.). Paris: UNESCO.
http://unesdoc.unesco.org/images/0011/001177/117740eo.pdf
Recommended texts
Bryk, A. (2015). 2014 AERA Distinguished Lecture: Accelerating How We Learn to Improve. Educational Researcher, 44(9), 467-477. http://dx.doi.org/10.3102/0013189x15621543
Bryk, A., Gomez, L Grunow, A and LeMahieu, P. (2015) Learning to Improve: How America’s Schools Can Get Better at Getting Better. Harvard Education Publishing.
References
Deakin Crick, R. & Goldspink, C. (2014). Learner Dispositions, Self-Theories and Student Engagement. British Journal Of Educational Studies, 62(1), 19-35. http://dx.doi.org/10.1080/00071005.2014.904038
Deakin Crick, R., Huang, S., Shafi, A. & Goldspink, C. (2015): Developing resilient agency in learning: the internal structure of learning power. British Journal of Educational Studies.
DOI: 10.1080/00071005.2015.1006574. Open Access Eprint: http://dx.doi.org/10.1080/00071005.2015.1006574
Hedberg, J. (2006) E-learning futures? Speculation for a time yet to come. Studies in Continuing Education. 28.2. 171-183.
Kurtz, C. & Snowden, D. (2003). The new dynamics of strategy: Sense-making in a complex and complicated world. IBM Systems Journal, 42(3), 462-483. http://dx.doi.org/10.1147/sj.423.0462
Small, T., Shafi, A. and Huang, S. (2014) Learning Power and Authentic Inquiry in the English Primary Curriculum: A Case Study, Report No. 12, ViTaL Development & Research Programme, University of Bristol
Sharpe, B., Hodgson, A., Leicester, G., Lyon, A., & Fazey, I. (2016). Three horizons: a pathways practice for transformation. Ecology and Society, 21(2). http://dx.doi.org/10.5751/es-08388-210247