His diagram of "our theory of action" has student learning at its core - and will fit well with my "Changing and staying the same" and references to John Hattie's work tomorrow.
The diagram centres on student learning, then (moving outward concentrically) to teachers teaching, then teacher learning to school learning to system learning.
In situ, in context provision of learning for teachers is implicit in this approach.
If personalisation of learning for students is to be aimed at, then we must provide the same opportunities for teachers.
Likewise, the architecture of the classroom needs to be flexible.
He refers to the literature re-inforcing his proposal that the school as a whole needs to learn, stating that, even if leadership is good, it won't matter unless the whole is on track.
He is referring here to the work of a variety of people, including Stephen Heppell who pushes the idea of architecture and the structure of the day defining learning.
Marist brothers Parramatta are beginning a structure with year 11 in 2010 called "151" - one hour at the beginning of the day, 5 hours of project work, then 1 hour closing.
The one hour sessions are structured, the others aren't
No other timetable.
w5 = a4 - t2
where and when you learn determines where and when you will learn. He talks about where and when as variables, but they are really constants: the student and his/her readiness to learn is the variable?
w = who learns what, with whom, when and where
a= anywhere, anytime, any place, any device
t = time-table
This is contrived, but it makes you think, and the powers indicate the relative importance (if you did Maths at school, and not Arithmetic ;-)
Does it reflect reality? Probably. Certainly the reality that exists outside the traditional classroom walls, but it requires a shift in power doesn't it?
Therefore decisions such as every school with high speed wireless networking are a given.
Strategic alliance between all Catholic schools in Australia gives VPN access, (but is really to grow bargaining power for bandwidth)
St Marks at Stanhope Gardens (interestingly located in a street called Perfection Avenue) is where this keynote is being delivered.
This has moved from a divided primary/secondary design to a shared resource model, sacking the architect and revisioning the plan based on learning principles.
He speaks of nouns and verbs, I wasn't clear here, but seems to re-inforce the idea that teachers do stuff (nouns).
Some resonance with Mark Prensky's ideas.