Leadership and ChangeLeadership and Change(Sizer and Sizer, 1999)(Sizer and Sizer, 1999)

To find the core of a school, don't look To find the core of a school, don't look at its rulebook or even its mission at its rulebook or even its mission statement. Look at the way people in it statement. Look at the way people in it spend their time—how they relate to spend their time—how they relate to each other, how they tangle with ideas. each other, how they tangle with ideas. Look for the contradictions between Look for the contradictions between words and practice, with the fewer the words and practice, with the fewer the better. Try to estimate the frequency better. Try to estimate the frequency and the honesty of its deliberations. and the honesty of its deliberations. Judge the school not on what it says but Judge the school not on what it says but on how it keeps.on how it keeps.

DeweyDewey

Teachers as designers of Teachers as designers of learning experienceslearning experiences

Things We Know about Things We Know about LearningLearning

How People LearnHow People Learn (2002) (2002) Learning is constructive and “active”Learning is constructive and “active” Inside/Out — the role of prior Inside/Out — the role of prior

knowledgeknowledge Distributed practice and time over timeDistributed practice and time over time Deliberate practice and feedbackDeliberate practice and feedback Challenge/support, risk/safety, ZPDChallenge/support, risk/safety, ZPD Reflection & “metacognition”Reflection & “metacognition” Social contexts of learning — Social contexts of learning —

observation, collaboration, reciprocal observation, collaboration, reciprocal teachingteaching

Things We Know about Things We Know about LearningLearning

How People LearnHow People Learn (2002) (2002) MotivationMotivation

need for competency, need for competency, need for autonomyneed for autonomypurpose, meaning, relevancypurpose, meaning, relevancyneed for interpersonal need for interpersonal

connectionconnectioncuriosity, interest, noveltycuriosity, interest, novelty

Self-efficacy and [value X Self-efficacy and [value X expectancy]expectancy]

Today’s ChildrenToday’s Children

““Dwelling in Possibilities” Dwelling in Possibilities”

Mark EdmundsonMark Edmundson

simultaneitysimultaneity

immediacyimmediacy

brevitybrevity

On-line learning (On-line learning (Disrupting Disrupting ClassClass))

Yesterday’s ChildrenYesterday’s Children““Evolution of the Educated Species”Evolution of the Educated Species”

David GearyDavid Geary

““folk psychology” folk psychology” biological, physical, biological, physical, social social “natural tendencies” for social “natural tendencies” for social

play and exploration ofplay and exploration of

environmentenvironment

Gap between folk knowledge and Gap between folk knowledge and competenciescompetencies

for modern worldfor modern world

Schools as cultural inventions to Schools as cultural inventions to bridge gapbridge gap

A motivational reality and A motivational reality and learning design challenge learning design challenge and and opportunity for AEopportunity for AE

2121stst Century Skills and Century Skills and KnowledgeKnowledge

Critical thinkingCritical thinking Problem solvingProblem solving CollaborationCollaboration Agility, flexibility and adaptabilityAgility, flexibility and adaptability CommunicationCommunication Curiosity & Imagination Curiosity & Imagination Inquiry Inquiry

(WDYDWYDKWTD) (WDYDWYDKWTD) Learning how to Learning how to learnlearn

InitiativeInitiative

So what does all this mean for So what does all this mean for

school-based adventure school-based adventure education?education?

QuestionsQuestions

Learning Outcomes:Learning Outcomes: What specific adventure What specific adventure

education (AE) outcomes do we education (AE) outcomes do we want to achieve with your want to achieve with your students? [Backward Planning]students? [Backward Planning]

Are they unique to AE?Are they unique to AE? Do they overlap and reinforce the Do they overlap and reinforce the

School’s learning outcomes?School’s learning outcomes?

QuestionsQuestions

Learning Outcomes:Learning Outcomes: Are they for Are they for everyevery student in your student in your

programs? Every student in the programs? Every student in the school?school?

Which ones are to be enduring and Which ones are to be enduring and transferable?transferable?

How will they be meaningfully linked How will they be meaningfully linked to the school’s overall learning to the school’s overall learning outcomes?outcomes?

QuestionsQuestions

Curriculum:Curriculum: What will be the AE curriculum’s What will be the AE curriculum’s

relationship to the overall school relationship to the overall school curriculum?curriculum?

Will there be synergies? (e.g. Will there be synergies? (e.g. collaborative problem solving)collaborative problem solving)

How will it be sequenced and How will it be sequenced and built over what time frame?built over what time frame?

QuestionsQuestions

Student Assessment:Student Assessment: How and when will the AE How and when will the AE

learning outcomes be assessed learning outcomes be assessed — formatively and summatively? — formatively and summatively?

Who will develop the Who will develop the assessments?assessments?

The need for disconfirming and The need for disconfirming and confirming evidenceconfirming evidence

QuestionsQuestions

Instruction:Instruction: What instructional strategies What instructional strategies

work best for AE outcomes and work best for AE outcomes and how do we know?how do we know?

How will AE instructional How will AE instructional approaches enhance and approaches enhance and reinforce the instructional reinforce the instructional strategies of your school?strategies of your school?

Paradigm ShiftParadigm Shift

Disconfirming evidenceDisconfirming evidence CrisisCrisis Examination of fundamental Examination of fundamental

assumptions about:assumptions about:

What is most worth teachingWhat is most worth teaching

What it means to be a learnerWhat it means to be a learner

What it means to be a teacherWhat it means to be a teacher

Tyrannosaurus rexTyrannosaurus rex or or Hadrocodium wuiHadrocodium wui

Must forge meaningful links Must forge meaningful links with classroom teachers, both with classroom teachers, both in in whatwhat we believe is most we believe is most important to teach but also important to teach but also howhow we teach and design we teach and design learning experiences for learning experiences for childrenchildren

QuestionsQuestions

Program Development & Program Development & Evaluation:Evaluation:

How will we evaluate the overall How will we evaluate the overall effectiveness of our AE effectiveness of our AE programs?programs?

Who will do this and how will we Who will do this and how will we make it happen in an ongoing make it happen in an ongoing way?way?

What What do do we do?we do?

What do you know/believe/hope What do you know/believe/hope students learn as a result of students learn as a result of participating in your ________ participating in your ________ program?program?

How do you know?How do you know? How much do you think this learning How much do you think this learning

transfers beyond your teaching transfers beyond your teaching context?context?

How do you know?How do you know?

Learning DesignsLearning Designs

What do you know to be true about What do you know to be true about how children learn in academic or how children learn in academic or school contexts?school contexts?

classesclassesco-curricular — co-curricular — sports, after sports, after

school, your program school, your program

residentialresidential What are some principles of What are some principles of

learning that you have come to learning that you have come to believe best cause students to learn? believe best cause students to learn?

Some ConfusionsSome Confusions

Taught with the learned curriculumTaught with the learned curriculum Student enthusiasm and Student enthusiasm and

excitement with enduring and excitement with enduring and transferable learningtransferable learning

Feedback from the few versus the Feedback from the few versus the walk-away learnings of allwalk-away learnings of all

Belief that we do it right and they Belief that we do it right and they don’tdon’t