Threats, opportunities and us..

With Nick Winterbotham31 October 2013

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The rise and rise of…..

He who must not be named

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Lists vs skills?

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The filling of a bucket?

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The ignition of dreams?

..and anyway what happens to gallery-based knowledge?

FACTS

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.. AND SO, we move to the affective domain (feelings)

Where we’ll always remember the first time we met Mona Lisa

And we might even remember how we felt about her at the time

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“None of us is as smart as all of us”

Satchell Paige, baseball legend

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Nick Winterbee

You cannot run a learning organisation without being a learning organisation

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ILfA = Inspiring Learning for All:

Generic Social Outcomes &Generic Learning Outcomes

GSO

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Learning preferences - Gardner

1. Logical-mathematical2. Spatial3. Linguistic4. Bodily-kinesthetic5. Musical6. Interpersonal7. Intrapersonal8. Naturalistic9. Existential

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The new ideas cycle - Rogers

• Early adopters• Pragmatists • Conservatives• Laggards

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Learning processes - Kolb

• Feeling• Watching • Thinking • Doing

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The LEAN manufacturing cycle

Enhancing value by cutting out waste

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Eric Hoffer

Training

Qualifications

Apprenticeships

Staff Briefings

Research projects

Lectures

Seminars

Teaching observation

Fact-finding trips

Secret shoppers

Learning celebrations

Learning cohorts

Trustee briefings

Teacher training

Conferences

Charettes Challenge days

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Why it’s important

If you think learning is expensive, try ignorance16

We shall not cease from explorationAnd the end of all our exploringWill be to arrive where we startedAnd know the place for the first time.

T S EliotLittle Gidding

The journey we all make

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Only learning organisations can truly promote learning

Does yours truly learn?

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The GEM Manifesto

1. Our heritage is not about things - it is about people and how they relate to things2. Heritage encompasses all sciences, technologies, environments and the arts3. Heritage is essential as the cradle of everyone’s tomorrow4. The multiple narratives of heritage deserve respect5. Everyone, regardless of age, ability, creed, gender, ethnicity or orientation, has a right to know about and be at ease with heritage6. All interaction with our heritage involves learning7. We stand for all realms of learning whether experienced in cognition, attitudes, behaviours, skills, styles, values or preferences8. Our development of heritage learning skills and techniques is and must be a perpetual excellence.

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Have spoken to teachers who have said they are either not sure or don’t know how things will impact, may not be able to come to us next year because they are having to "study early history"….etc….

Sue Pope, Worcester

Threats

• Secondary – the change to GCSE• Primary – perceptions of the Curriculum• The cuts• The damage to school funds and morale• Parent poverty

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Opportunities

• The revised National Curriculum• http://www.education.gov.uk/schools/teachin

gandlearning/curriculum/nationalcurriculum2014/

• The probable conversation• The reliable teacher and why they visit• The perpetual need• The weakness of classroom opportunities• Inter-school competition 21

The task ahead

• Coping with different governances • Getting famous• Creating circles of excellence• Seducing cohorts• Meeting new AND established needs• Being perpetually enthusiastic• Crystal balls vs Rear-view mirrors

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Past futures

• NCs come and go• So do recessions• Resilience comes from within• Teachers always need pretexts & excuses• It helps to provide these• The customer is always right…

but may need a nudge!

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Thank you

Dr Nick WinterbothamChair, GEM

07775774539Nickwinterbotham@aol.com

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