Professional Development - Thinking Differently

Think differently - Engage differently - Act differently

OrmPS BIG question: 

How do we build a community of connective citizens?

PD with presented from Edgework - 

Ally Blull (primary school background)

Chris Clay

Jane Gilbert

Leanne Lamb

Moving on from 'industrial-aged' thinking to "what does today's knowledge look like?"  

It is no longer a noun.   It is now a verb.

"Knowledge is in the space, not the individual."

Emphasis on:

• connectivity
• relationships and connections
• spaces between
• working in third spaces (communities, clusters, collaboration)
• innovation

"We can open up the space, but we need to open up the mind as well."

If....

New schools are the hardware, with teaching staff as the software.    The infrastructure is there, but who is updating the software? 

Complexity Thinking

Looking at things not as individual entities, but as part of much bigger systems - the interaction between the 'things/parts'.  Simultaneous interaction, not just adding individual parts. 

Small changes can make a big difference

How do we build on collective intelligence (matter)?

• quality of the elements within the system
• interactions between the elements
• diversity within the system - bringing in outside intelligence to disrupt and raise questions

Strong collaboration is important, not just sharing of ideas.  

New ideas need to be discussed, questioned and debated upon to 'teased' out before considering as a change to current status.

Wrapping up

Reflecting on the day:

• New thought - that there is a space in between 
• New action - discussions across habitats to help to understand 'how things work at OrmPS'
• Where to next (what support would be appreciated) - understanding more about 'space' 

Reflecting on 'post-it' thinking from the beginning of the day:

• Although I understand this, I'm finding it difficult to think how we can better connect with a space, rather than the person.   Is it by listening carefully to others and thinking about what they are saying, rather than what I want to hear?  If this is the case, then how can I support learners to value this 'space'?

• Can standards follow the learning?  Will discourse and a focus on the key competencies to develop the child as a whole be more beneficial to learning?   This thinking aligns with my Post Grad 'Teaching as Inquiry' assignment where I would like to explore further the inclusion of play-based learning and development of language, rather than placing an emphasis on reading writing and maths in order to achieve a standard.

Activity:  Polarising thinking to explore +ve and -ve

Read:

Evans, R. (2012). Getting to No: Building true collegiality in schools