Mobile Technology - So easy! Testing pix from phone

Progress continues on site. We are set to open 3 February, 2011

Learning

We recently took our foundation staff on a retreat to begin the induction process. It was a fabulous few days. The sense of team was apparent as we began to collectively make sense of the vision principles and define what learning is going to be like at Stonefields School. Jeremy Kedian would argue that Doctors, Dentists and many other professionals are clear at defining what that do. Gaining this clarity is as essential as activators of learning I believe. Jeremy Kedian has played a critical role in challenging our leadership team. He took the three of us through a process of defining our core business of learning. We each spent 15 minutes defining what learning is ... and then came together to analyse and synthesise a definition we were each happy with.
As learning is our core business we believed it was important to collectively define this as an essential piece of our educative purpose. We worked through a similar process with our entire staff to arrive on the third day with a definition we were all happy with.
The definition stands;
“Learning is a dynamic, fulfilling process of actively building on what we know; by questioning, thinking and connecting to make meaning, expand knowledge and deepen understandings.”

We look forward to reflecting on our definition in January where we continue our professional learning together and watch it evolve as we set forth on our exciting journey together.

How story telling has changed

21st Century Story Telling. Interesting change through the years. Worth a look.

Haven't Things Changed

I enjoyed seeing this clip again at John's session on 21st Century Learning Spaces. Haven't times changed!

Worth a watch! thought provoking.

Future Dispositions Required?

What Core skills do we need to develop in our students to ensure they are future fit?
The team enjoyed a reflective and provocative session with Jeremy Kedian today. The following core skills were deemed essential
*Ability to communicate – interpersonal skills
*Need to develop entrepreneurial skills
*Managing here and now and future. Know how to learn and be equipped with a process of learning
*Adaptability, attitudinal open mindedness

What are your thoughts? What should we be equipping our students with?
We were challenged by a colleague recently to think about the language that had started to emerge within the team to highlights what we stand for and believe in. Interesting as a team how often the words 'mindfulness' and 'learner centred' have bubbled up today. Fascinating observing this shared language emerge quite organically.

Future trends

What education will look like in ten years time: Andre Malan from terrytalks on Vimeo.

Interesting to reflect on the implications of these messages for the primary sector. What stood out for me is that education will be more social, open and real. What is very much on my mind currently is how do we design the school environment to allow for this? How do we design the environment so that it becomes the third teacher or enabler of learning.

Exemplifying slowness with learners

How might this be used as a starter to get our students talking about slowness?

Praise of Slowness from Didier Weemaels on Vimeo.

In Praise of Slow

Following a visit to Baverstock Oaks School, Mary suggested a good read for the team might be In Praise of Slow. I did some googling to see where we might purchase it and came across this Ted Talk by the author himself. Well worth the watch to see how we might take the messages into our work and life.

Happiness, Is That It?

What is the ultimate outcome we are aiming for in education? Many educational visions have words such as Life long learning, success, achievement, making a difference etc. But why these words? What does achievement lead to? What about success? Achievement to earn lots of money? Dan Pinks book Drive would suggest quite the contrary. So what are we upon this earth for? The more I reflect on this rather large and philosophical answer is, that we aim to be happy! When happiness prevails one experiences an incredible sense of fulfillment. This has led me to then ask, what is one doing when feeling that sense of delight and happiness? I've tried asking this of myself of late. I am lost in time when I am involved in the things I am most happy doing - singing, dialoguing philosophically with colleagues, helping someone out, spending time with my nieces and nephews etc
How do we actively build a self awareness in our students around what makes them happy? If school is to be a place that harnesses and builds on each individuals sense of happiness and fulfillment then we can't leave it to chance.