st
21 Century
Learning
at TGC
Sabbatical Report by
Pauline Cowens
philip.chircop@me.com
FIRE
What makes a fire burn
is space between the logs,
a breathing space.
Too much of a good thing,
too many logs
packed in too tight
can douse the flames
almost as surely
as a pail of water.
So building fires
requires attention
to the spaces in between,
as much as to the wood.
When we are able to build
open spaces
in the same way
we have learned
to pile on logs,
then we come to see how
it is fuel, and the absence of fuel
together, that make fire possible.
We only need to lay a log
lightly from time to time.
A fire
grows
simply because the space is
there,
with openings
in which the flame
that knows just how it wants to
burn
can find its way.
Fire, a poem by Judy Brown taken
from Teaching With Fire:
Poetry that Sustains the
Courage to Teach
Critical Attributes of 21st Century Education
Integrated and
Interdisciplinary
Global Classrooms,
Globalization
Technologies &
Multimedia
Student-Centered
21st Century Skills
Project-Based &
Research-Driven
Relevant, Rigorous
and Real-world
Adapting to and Creating Constant
Personal and Social Change, and
Lifelong Learning
Multiple Literacies for the 21st Century
The Arts and
Creativity
Financial Literacy
Ecoliteracy
Cyberliteracy
Media Literacy
Social/Emotional
Literacies
Physical Fitness and
Health Literacies
Globalization &
Multicultural
Literacy
Futureschools project, Singapore , http://wp.me/P16Iyp-46,
Crescent Girls School, http://www.crescent.edu.sg/
Crescent Academy for Digital-Age Learning
Crescent Academy for Digital-age Learning (CrADLe) is an initiative spearheaded by Crescent Girls' School (Crescent).
Crescent Academy for Digital Learning
• Guide and provide support for schools that are
keen to embrace digital age learning
• Facilitate the professional development of
teachers in the meaningful infusion of technology
to develop 21st century competencies, including
self-directed and collaborative learning
• Transfer the learning of Crescent Girls' School's
ICT journey to other schools
• Help develop Singapore as a worldwide showcase
of digital-age learning
Overseas Family School, Singapore
https://www.ofs.edu.sg/
Suzanne Bentin and Pat Keenan
An independent K-12
International School
with a student enrolment
of about 3650
Ed Wickins, Principal
King George V School,
Hong Kong
http://www.kgv.edu.hk/
Brother Steve, La Salle
College, Hong Kong
http://web.lasalle.edu.hk
Principal Takao, Kunei Girls’
High School, Osaka, Japan
http://www.kun-ei-h.ed.jp/
And Courtney Wright 
Seven survival skills advocated by Tony Wagner in his
book, The Global Achievement Gap:
Critical Thinking and Problem Solving
Collaboration across Networks and Leading by
Influence
Agility and Adaptability
Initiative and Entrepreneurialism
Effective Oral and Written Communication
Accessing and Analysing Information
Curiosity and Imagination
Future:
Not do we use IT but how do we use IT. Every
subject different but can all identify something?
Eg ipods drama/ dance, calculators maths,
probes science, KAMAR admin etc,
Audit how students are supported with ITs, how
parents are supported –portals, report evening
etc., how teachers are supported.
Checking experiences
Do an IT audit profile around a Year Nine
student and check for coverage and gaps in
different combinations of subjects – ensure
there are no gaps where a student avoids
exposure to Its
Also audit and redesign website for simplicity
and reflection of school values and systems.
Future
IT leadership in technologies – so students identify
what they can lead in in media, English – to create
the on-line environment for other students and for
themselves –
IB personal project model for investigation /
reporting back. Genuine student leadership within
the curriculum – designing the way they want to go
/to learn.
Opening up Modern Learning
Modern Learning spaces
SNUP Upgrade
Peer tutoring
Viewing windows in every classroom
Culture differences – Indian / Scandinavian
Pledge tree
Climate, Publicity, Community
Futaba Classroom Games for
Kids, by INKids,
introduced a powerful concept engaging multiple
players in fast paced games for the classroom or
home.
These games, which vary in content, can be set to a
specific skill or set to randomly display a mix. All by a
simple visit to the settings menu.
Presently they have a pre-k section with animals,
shapes, transportation, and “things.”
Gaming
There is a K-3rd grade math section, geography, and
Dolch sight words.
Also, they offer First Spanish Words and Japanese
for beginners to learn the language. You can easily
add your own content and create your own game
based on any theme you choose.
This is an amazing option for teachers to implement
and customize to whatever they are studying.
Closer Future
IT Leadership group in school, for professional
development, systems development,
staff professional development for 2015 in on-line
learning / blogging
teacher / student input into group
individual learning plans / individual timetables
IT Champions
Closer Future
Twilight / lunchtime sessions
department development plans contain IT section,
where are / where going
4D room
portals with videos / notes, classroom time for
discussion, development of ideas
students set own targets
implement BYOD into Year 12 first
Opportunities
Transitioning to open learning environments
Have capacity on site for 350 + extra students
Our local intermediate identifies girls working at
curriculum level 5 and 6
Could enrol those students into special
programmes from Year 8
Closer Future
Cross- curricular Communities on-line,
Houses, councils etc could include pre-enrolees and also
alumni (and PTA!)
Future(s) focussed staff PD group
Group to scout the horizon, read the research, share the ideas
review the curriculum, working in tandem with the IT group
provide support for direction, evaluate changes
recommend both curriculum and professional development
opportunities
Summary
• For Information Technology common
technological skills are needed but their
acquisition is affected by differences in ability to
learn, motivation and direction for both staff and
students.
• Professional development for staff is critical,
capacity and confidence building
• For the Principal leading public (students and
families) and staff perception and development
of school culture, and also school climate is
paramount and requires time, planning, creative
and strategic thinking
Summary continued:
• A digital environment gives value to
specialist teams within, across and outside
of school, focussed on staff / student
capacity building as well as systems
development.
• Principals networking between schools in
different geographical locations is now
seamless and as a professional development
strategy around change is a powerful
support tool.