eminent presentation henk van dieten

EMINENT 18-19 Nov. 2004

a new model of scholingor

secondary education redesigned

2EMINENT 18-19 Nov. 2004

Views on Redesign

Fundamental and out of the box: Use all knowledge about learning, teaching and

business organization Forget traditions Ignore all regulations

but stay withinlimits of school budgetterms of examinations


What was the outcome:

• A school for all junior college students 1- 4 VMBO en 1-3 H/V

• A school as a service-orientated organisation not a production hall– A new grouping of students– Another use of teachers– Another building and use of ICT


In one view


About learning and the curriculum 3 worlds, three knowledge-realities

Encoding knowledge

Physical Psychological Encoded

Learning Studying


Authentic learning

Problem

To want

Wish

Frustration

To doTo think

ResultSolution

RealizationPlan

Knowl. a Skill

To learn

Knowledge

Reflection

Knowl. a+


Authentic learning

• Learning in a realistic setting leads to real knowledge

• Learning starting from an authentic problem leads to real knowledge

• The core-concepts, ideas, problems etc. together should cover the knowledge fields related to the attainment targets

• Cooperative learning accelerates learning, deepens insights, is more fun


Curriculum• core-concepts :science, humanities

– Reflection on the epistemological development of mankind– The most important questions of man, core-concepts:

connectivity, power, energy, essential material, (live-)cycles, etc.

– Core-concept: gives explanation to our reality, no theme.– Chaos-theory: Individual questions, explanations are

unique, together they reflect the common culture, insights of mankind

• Intensive language courses• Warp and weft

- communication, mathematics, arts ,ethics


Learning community

150 students

No classes, but

homegroup

courseyear 1

75 students

task-groups

homegroup

courseyear 1

75 students

task-groups


No teachers,

but..Tutors and teaching assistants

Different roles and competences

– A staff team of 9 adults cares for a learning community of 150 students

– For a full period of 2 years– Teamwork – More time spent on students Meaningfull relationships between staff and students are

coming back to school

Course develop.

Trainer /coach

Instructor

Monitor

Guide

Supervisor

Help desk

‘Role-model’


No classroom, but


Didactical triangle revisited

Teacher Student

Courseware

All learningResources Student

learning organisation


Didactical triangle revisited 2

expertsy

stem

Learning trajects


Learning sources student

Didactic triangle

Learning organization

books, e-tools,Fellow-students,tutors, assessments, etc.

Curriculum,Staff-organization, Learning environment

Electronic Learning

Environment

Didactictriangle

Administration

Digital lessons

Portfolio pupils

Search/find, communication

assessments

progression

organization

Importance of ICT


Role of ICT

PortfolioELO Extranet

Parental participationMonitoring development pupilsstorage of learning material

Organisation

Computer assisted

training, simulations

practise, by copying, observations for application

Routines

Digital data, toolkits telelearning

Study, receive explanation, memorize

Facts-rules-knowledge

Multimedia, sources, gaming, knowledge forum

discovery, observations for analysis, reflection, analyse

Core-concepts

ICTActivityAttainment target


Portfolio and ELO some examples

• Who am I• My competences• My plans• My showcase• My archive

• start• Flowchart• Targets/task

1

2

3

4

A

B

C


And now: how about you

• “What seems relevant to you?• What would you like to implement

in your schools, your practice? • What is holding you back?


ELO: start-page


Elo: flowchart


Elo: targets and tasks


PF: introduction page


PF: my showcase


Pf: my competences


PF: my plans: a PDP

eminent presentation henk van dieten

Education