Education PLus

I first heard Michael Fullan speak about Education Plus in the first New Pedagogies for Deep Learning institute Hong Kong November 2013. The notion intrigued me – it seemed to me  that he was talking about a social or societal value add component to existing education. The idea that we can lever the future return on educational outcomes by teaching for growth outside the cognitive space, and in a way that builds moral and ethical capacity. By consciously building capacity to recognise and work in an innovative, “adjacent possible” kind of arena, we are building the kind of social capital that is future focussed and sustainable.edplus

In Michael’s paper “Education Plus” (available here) he defines Education Plus as

“….not simply about learning 21st century skills in isolation from doing, nor is it about acquiring basic skills and knowledge out of context. Instead, it is about collaborative learning through reflection in action and on action in order to become better at negotiating the messy, fuzzy, dilemma‐ridden context of real‐world life and work with positive impact. It is about developing an attitude of mind, a set of values and the personal, interpersonal and cognitive capabilities identified repeatedly in studies of successful early career graduates and those leaders who have helped create more harmonious, productive and sustainable workplaces and societies.”

The New Pedagogies, 6 C’s and Ethical Entrepreneurialism are interconnected in a way that reads refreshingly simply. I like the way the threads through New Pedagogies are becoming clearer, yet more tightly interwoven.

21CLD Program impact

Professional Learning and the 21CLD framework – some emerging data.

Lists defining, academically and anecdotally, 21st century skills, abound. One of the programs I facilitate for  the Tasmanian Professional Learning Institute revolves around using  the 21st Century Learning Design (21CLD) framework. Over the last 18 months, I have had the opportunity to work with around 70 teachers from 30 schools.

21CLD au21CLD names up six capabilities: Collaboration, Knowledge Construction, Self-regulation, Real World Problem Solving and Innovation, Use of ICT for learning and Skilful Communication. The original global rubrics that support and define these capabilities have been critically refined and aligned to Australian context and Curriculum. The rubrics make absolutely concrete, at classroom level, the ways of thinking and working that enable teachers to construct learning activities that provide students maximum opportunities to build the six “21st Century” capabilities.

So does using the 21CLD framework have an impact?

Emerging evidences; 47 responses to evaluative feedback, gathered over three 21CLD programs, would indicate a resounding YES.

As a result of 2 full day workshops, preceded by several webinars, and subsequent in-school support, we are seeing consistent indications of shift in practice across participants’ knowledge, attitudes, skills, aspirations and behaviours. Participant schools are beginning to develop a common language and shared understandings of what the six capabilities look like on the ground; in terms of both learning activity design and student learning behaviours.

Pre and Post workshop ratings against the National Professional Standards for Teachers also generally indicate a significant growth in professional capacity.

This document (pdf 386kb) contains an indicative sample of our program evaluation and emerging evidences – please get in touch if you are interested in finding out more!