LLEAP Guide – Growing Ideas through Evidence

Expansive Education continues to develop in Australia. In this wonderful new LLEAP guide for schools, not for profits, philanthropy and business, Michelle Anderson and Emma Curtin make a powerful case for the ways in which teachers can notice the impact of their pedgaogy on learners more effectively. Their Evidence and Approaches Stimulus Tool (EAST) is a really useful practical way in which schools, with their partners, can evaluate impact. As Bill Lucas says in his Foreword: ‘Expansive educators see it as part of their job to make
evaluation a normal part of their role and it is our hope that EAST, along with the cases, make a helpful contribution to this process. Across the world we are realising the importance of using evidence in leading innovation and improvement.

LLEAP-Guide-2014

A Rich Seam: How New Pedagogies Find Deep Learning

Featured Article from Pearson – Open Ideas

A rich seam of insight

The OECD states in their report “Education Today 2013” that countries need to provide a “good basic education in childhood and adolescence that equips people not just for the jobs of today, but with the ability to learn new skills for the jobs of tomorrow right through their lifetime.” In order to engage young people in their education and for them to succeed in the future, Michael Fullan and Maria Langworthy suggest that ‘deep learning’ – the disposition to learn, create and ‘do’– is necessary to stimulate lifelong learning in today’s students. The good news is that that deeper learning is already visible in many schools today, and, according to the authors, likely to spread globally in the near future.

This expansion is due to the convergence of three forces, which the authors have highlighted in A Rich Seam as:

1) New pedagogies – where teaching is no longer about curriculum content, but fosters learning that is more engaged with real life, encouraging students to continue learning outside the classroom;

2) New change leadership – where leadership is no longer about top-down or bottom-up, but rather about students and teachers pushing each other to learn together, driving progress in partnership;

3) New system economics – where learning can be less expensive due to students’ natural inclination to learn as a result of new, more engaging pedagogies.

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