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Embed code for: ChildCentredInnovationCORE
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What is child-centred innovation?
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Managing change is a critical feature of professional learning and development.
Sometimes, professional learning can feel disjointed, imposed and/or lacking in relevance.
Sometimes, if you do not have an immediate opportunity to apply new learning, the learning is lost or forgotten.
If learning is shallow*, opportunities for personal growth can be limited… or lost altogether.
*Click here to explore the distinctions between shallow, deep and profound learning
By aligning professional development to the needs of the children and young people in your classes, and the outcomes you wish to secure for them, it gives you an immediate opportunity to apply your new learning.
Consider three overlapping domains that define school-based learning.
We would rather put children as individuals at the heart of everything you do.
This can apply to all children, not just those with SEND (Special Educational Needs and Disabilities).
Developing ability and capability
It’s not just about knowledge: it is also about how children and young people use and apply their knowledge by:
Describing a progressive framework that helps children rehearse and develop transferrable core thinking skills (critical thinking, learning to learn, and learning to apply learning).
Supporting and nurturing the development of independence (at any age)
These points are particularly important if a young person has a degree of learning difficulties.
As a teaching professional, you will sometimes need to tailor approaches and resources to meet the specific needs of individual children.
However, every young person can benefit from this personalised approach.
It is not only about what children can do. We want the teacher to grow too!
The Achievement for All coaching model helps professionals to develop reflective practice, either individually or in collaboration with colleagues.
After all, this is a guiding principle behind the Microsoft Educator Community as well!
Looking beyond “prescribed content”
Looking for opportunities to develop a “joined up” curriculum experience that accelerates learning across the curriculum (meeting the needs of vulnerable /disadvantaged/ SEND learners
Project-based learning as a route to personalisation and meeting learner needs
School organisation and innovation enabling…
Informal and non-formal learning opportunities, within and beyond the classroom
By considering the needs of individual children, then focussing professional learning and development on:
School curriculum and organisation, and by
Articulating, understanding and sharing standards for progressive personal competency
We will produce an upward spiral of knowledge and skills, for children, for staff and for schools.
We call this child-centred innovation.
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What are the differences between shallow learning, deep learning and profound learning?
Achievement for All believes that the coaching approach supports the shift from shallow learning to profound learning
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Memorisation and replication of information; uncritical of facts; rote learning; seeing information as unrelated and isolated themes; passive; emphasis on coverage of content; assessment summative… content quickly forgotten. Controlled by the teacher with a compliant and dependent learner.
Focus on the creation of knowledge through demonstration of understanding; analysis and synthesis of facts to create conceptual models and frameworks; integrate prior learning; cross-reference to other themes and subjects; active learning; assessment formative and negotiated; deep learning controlled by the learner; teacher as facilitator, coach, co-constructor of knowledge.
Where knowledge becomes wisdom (intuitive and fundamental to the identity of a person); capacity to create new meaning in changing situations and contexts; developing a holistic awareness of the relationship between themes, subjects, principles and practice; assessment is through personal authenticity and integrity; The coach becomes the guide, inspiration, critical friend, counsellor