Opportunities for Global Learning

1. Opportunities for Global Learning Putting the International in TSI Ged Murphy Consultant

2. A Consultant!!!!! • Definitions • A person who provides expert advice professionally.(OED) • A hospital doctor of senior rank within specific field (sadly not!) • A person who has travelled more than 50 miles and you’ll never see them again! • Someone with a lot to say and no responsibility! • A person too worn out to be a Head but still has to speak! • Ged Murphy • English Teacher,Deputy and Head Teacher • 14 years as Head of an all girls VA High School in Liverpool • Seconded to Innovation Unit at DFE • Seconded to LA as adviser on BSF programme • International speaker and trainer for IB • Co-Author Creating Lifelong Learners 2nd Edition.

3. Workshop Aims --to explore some questions, offer some ways forward and raise more questions. • Why Global Learning?.....don’t we have enough to do? • How does my thinking affect my teaching and learning? • How might world change affect the way I learn and teach? • What are the inhibitors to seizing global opportunities? • Why should the digital revolution change our learning? • Why is BRIC becoming MINT and is it important? • What lessons can we learn from others…? • How do I develop as a learner in this world? • What can it mean for our pupils? • What can it mean for our world? • And what can we do next….?

4. John Dewey “If we teach today as we taught yesterday, we rob our students of tomorrow” “If we teach today as we taught yesterday, we rob our students of tomorrow”

5. First influence – Multi-disciplinary research.Neuroscience-economics-psychology-sociology. • Influential Reading-googling

6. Health Warnings • Beware of searching for ideas that confirm your own philosophy • Ensure approaches will survive cultural movement • Look at the data for evidence • Take responsible risks • Remember CEOP –digital dangers • Look for medium and longer term impact • Involve others to ensure you are challenged • Don’t feel guilty • Take responsible risks • Always challenge your own thinking

7. First influence --Your brain- your thinking

8. What kind of learner, thinker are you? • “Everything that takes place in your classroom….is down to some form of electro-chemical combustion taking place between the ears –yours and theirs….the more you know about it ,the more you can ensure you are doing the right thing to influence it for the better….” • Male brain 9% larger than female! • Female brain more connected! • Experience, learning and emotion strengthen and develop neural networks • Environment and stress impact on brain chemistry • Development of language is key to inner development • Metacognition is unique to humans • The teenage brain is particularly susceptible to novelty • Teens also crave structure and organization • Feedback improves the brain’s efficiency

9. The MaleBrain

10. TheFemale Brain

11. Second Influence –Our environment, culture and past

12. The Learning Factory • Schools were the repository of knowledge and information • Teachers held the key to the knowledge cupboard • Pupils came in empty were filled, measured and sent out and took up their allotted place in society • Now there is open access to more knowledge and information than we can comprehend • Exponential change means we don’t even know what content our students will require • We know they will need incredibly agile minds and personal learning skills if they are to thrive.

13. IB Learner Profile • Inquirers • Knowledgeable • Thinkers • Communicators • Principled • Open-minded • Caring • Risk takers • Balanced • Reflective

14. Second Influence--Global Change • Population growth 1950 -3 Billion to 2014 7.25 Billion • Projection of 10 Billion by 2050 • Connectivity –now 1.25 Billion Smartphones, more phones than toothbrushes! • Google 1998 – 9,800 searches a day • Google 2013 - 5,922,000,000 a day! • Facebook 1.3 billion users with I million links every 20 minutes • Fragmentation of social media –Twitter,Tumblr,Instagram,Pinterest.WhatsApp. • In UK 99% of 11-15 year olds regularly use the internet; 82% of 5-7 year olds • 95% of 16-20 year olds used Facebook last month • We cannot live only for ourselves. A thousand fibresconnect us with our fellow men.” -Herman Melville

15. Third Influence: Digital explosion-a networked World • Research on mind uploading rapidly developing to replicate a brain by data capture • Solar powered planes in Switzerland soon able to circumnavigate the globe • Google launching 180 satellites for global coverage • Magneto sperm –robots for IVF • Screenless displays project on to retina • Use of smartphone data to predict depression • Temporary tattoos for health checks • GPS shoes • $100 3D printers • ASDA to offer 3D miniatures of you.

16. Our Networked World

17. Digital Natives andDigital Immigrants • “Our students have changed radically. Today’s students are no longer the people our education system was designed to teach.” • “Our digital immigrant instructors who speak an outdated language (of the pre-digital age) are struggling to teach a population that speaks an entirely new language.” Marc Prensky

18. Fourth Influence a changing global economy • Coined by Jim O’Neill of Goldman Sachs • Brazil growing to 5th largest economy petro chemicals ,cars, agriculture,banking. • Russia from oil to high tech micro-electronics,space. • India –agriculture ,manufacturing, textiles,IT services business outsourcing • China – will become largest economy from clothing and footwear now to cars, computers,pharmaceuticals • Mexico- hardest working population, agriculture, cars, construction, aerospace • Indonesia- fastest growing, oil. gas,communications,50million small businesses • Nigeria- fossil fuels, foreign investment, technology • Turkey – newly industrialized, agriculture, tvs,ship building. • Some common elements-natural resources-large workforce-response to crises-social inequalities-foreign investment-free market-long term planning. • Focus on high tech - communications

19. As our world continues to change The Dongguan factor 90% of Worlds electronics, toys and socks are manufactured in China, Taiwan and Malaysia. Self storage industry larger than film industry The Taipei progress scale The Sialkot measure Much of the world’s IT management and accountancy takes place in India Brazil is the new centre for telecommunication development. “Our pupils are digital natives who are taught by digital immigrants” Marc Prensky. Microsoft Survey 97% say school should be important less than 25% say schools are meeting student needs. UK children 21st out of 21 in the “happiness league”.

20. How is learning changing around the Globe?

21. Scotland 4 Cornerstones of Learning Scandinavia Social Pedagogy Siberia Curriculum for Nomads England EBACC! Syria Personal Fulfilment Inuit Spiral of Learning Japan First Curriculum review since 1946 France Reconsidering Central Curriculum Iraq Personal Responsibility USA Race to the top Singapore Teach less Learn more Maldives Our place in the world Queensland Australia No Tests Rich Tasks World Map of Learning

25. Facing the challenges of the Future “For children, the central business of school is not learning, whatever this vague term means; it is getting these vague daily tasks done, or at least out of the way, with a minimum of effort and unpleasantness.” John Holt - How Children Fail (1964)

26. How Does Learning Take Place in Your School? Creative Accelerated Learning Self knowledge Learning Styles How Brain Works Brain Gym® Water Mind Mapping Music Learning Environment Vision & Purpose Engagement Movement Individualised Instruction Other 3Rs Traditional Teaching Disciplined, ordered, logical Meaning Derived from content Emphasise 3Rs stress on auditory belief learning difficult association with failure acceptance of student mental state no big picture institutional rituals finish when time is up mass instruction little individuality

27. How can we gain from a connected world…a personal experience. • Inspiring staff teaching and support-----over 10 years more than 80% staff had an international experience USA,China ,Japan,Australia,SAfrica,Cuba,much of Europe • Challenge insularity – involve world experts –just ask! • International research, training,partner schools • Building designed by US architect • 400 students over 3 years had paid for international experience • Multiple Comenius • Liverdelphia • CLIL teaching through the medium of Spanish • French video conferencing; exchanges • Shanghai experience visits • International school • International visitors with pupils • Research programme, Learning Development Officer • ReplicatePublic School experience in an inner city comprehensive.

28. What can be done to add to our Global curriculum? • Look for accreditation – gives structure and self review • International School Award http://schoolsonline.britishcouncil.org/accreditation-and-awards/International-School-Award • Safe social networking edmodohttps://www.edmodo.com 34 million teachers and students and can be used for classroom links • Khan Academy https://www.khanacademy.org free world class education for all • Erasmus + (the new Comenius) https://www.erasmusplus.org.uk/about-erasmusplus training staff abroad, opportunities for pupils – look for 2015 bid dates

29. The “I” has it. • Introspection –what can we build on, where are the gaps, why is it important? • Investigate –what is out there, TSI family- short, medium,long term opportunities, resource implications • Involve -all staff, pupils,wider community • Innovate – think and act creatively, take responsible risks • Implement -measure differences—if possible! • Introspection – learn from the experience, move forward

30. Dee Hock “What if we set aside all discussion of things as they were, as they are and as they might become and concentrated on what they ought to be”

31. Some final thoughts • The world continues its exponential change—how does that affect learning? • Our children will live and work in a series of pan global networks • How are we preparing them for this? • How strong is our challenge to inertia and insularity? • Is there a digital divide between our teachers and our students? • Do we inhibit connectivity? • Are we still teaching languages only in theory not real experience? • Do we see a need for global learning? • Can we learn from other countries? • Are we appropriate risk takers? • Do we really investigate, innovate and implement world wide learning? • Are we excited as learners ourselves? • How might our thinking be developed by looking outwards? • Will I do something now?

33. email: Ged@murphyg.fsnet.co.uk www.murphylearning.co.uk : GedMurphy Consultant