Fremtidens Skole temahæfte 2 på engelsk

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The School of Tomorrow in Gladsaxe Focus leaflet 2 August 2017

Indholdsfortegnelse

We all have a right to a meaningful life............................................... 3 Strategic guiding principles for the School of Tomorrow................... 4 Partnership agreement between the school system of Gladsaxe Municipality and UCC University College............................ 6 Future Classroom Lab ....................................................................... 10 Headmasters in touch with the future................................................12 Innovation centre at Mørkhøj Skole...................................................14 Practice experiments 2 and 3............................................................. 16 Coding Pirates’ entry in Gladsaxe...................................................... 20 Dynamic pupil plans.......................................................................... 22

Editors: Kirsten Haase (editor in chief) / Catrine Guillouët Layout: Catrine Guillouët Translation: More Than Words August 2017

We all have a right to a meaningful life Municipal work aiming at providing each citizen - child as well as adult - with the best conditions for obtaining a meaningful life begins already at our daycare institutions and schools. Our capable employees and leaders there work with educational methods to meet that purpose.

Visible learning

Within educational matters, we have now spent a number of years working with what we call visible learning. Visible learning is a number of methods which, among other things, ensure that the pupils always know what they are to learn, how to learn it and what their next step will be. Visible learning provides the pupils with a number of learning strategies so that they know what to do when they get stuck.

Pupils, teachers and social educators get the tools to give each other feedback, and the educational staff at the schools learn how to follow each student’s academic development.

We initiated the work with visible learning together with the school reform in 2014, and the schools have come a far way since then. We have just seen the first results of the pupils’ academic development, and I am proud of the fact that the pupils at Gladsaxe’s schools demonstrate development that - compared with the national average - is equivalent to all pupils having received 6 months of additional teaching between the 2nd and 8th class.

Lifelong learning

The educational practice that we have developed in recent years is the result of i.a. collaboration with the municipalities of Gentofte and Rudersdal (previously also Lyngby-Taarbæk). Furthermore, Gladsaxe has a number of other collaborators, locally as well as globally. We are far from those times when teacher, management or social educator training was sufficient on its own. Our common wish for all children and young people to learn more requires for employees, managers and administration to continuously develop, try something new and learn.

Lifelong learning should be a key concept to everyone at the schools if we are to ensure that our school leavers will leave school with the competencies necessary to prosper and to do well in private as well as at the future labour market.

Future competencies

During the spring of 2016, we had a long process during which employees, managers, parents, politicians, professional bodies and other stakeholders discussed future competencies and the learning environments of the schools. Based on that process and the many important presentations, Børne- og Undervisningsudvalget (the Children’s and Education Committee) is in the process of writing strategic guiding principles based on which we will join forces to develop our schools in the years to come.

The work with obtaining knowledge and experience with which we can develop the School of Tomorrow has begun, and this focus leaflet contains information about the first practice experiments, our new innovation centre at the school of Mørkhøj Skole and much more.

Enjoy your reading.

Kind regards, Trine Græse Mayor

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Strategic guiding principles for the School of Tomorrow At a meeting on 21 June 2016 (item 63), Børne- og Undervisningsudvalget initiated work with the School of Tomorrow.

The first part of the process is the development of a number of strategic guiding principles which our schools are to develop. The second part is a review of the physical frames of the schools with a view to organising all of our schools over time in a way so that the frames support the pupils’ academic development and the competencies they will need in the future in the best way possible.

Committed children, young people and adults’ dialogue created guiding principles

Parents, children and young people, employees, managers, politicians, local collaborators, upper secondary educations and others took part in a number of meetings, workshops, board meetings and other events during which they offered relevant input for the future work with the strategic guiding principles. At first, the dialogue between the committed children and adults led to the wording of eight strategic guiding principles that were submitted for comments to i.a. parents’ committees, pupils’ councils, professional bodies and co-determination committees (MED-udvalg).

We received 30 comments with many important points that will now be included in the further development work with the strategic guiding principles which Børne- og Undervisningsudvalget will discuss at their meeting on 31 August 2017.

The eight guiding principles that were submitted for comments are the following:

1. Children and young people learn the competencies of the future 2. Learning environments are created jointly and are flexible 3. Digital learning environments support learning and digital culture 4. Professional education and collaboration between educational staff in practice 5. Better use of the facilities at school 6. Schools collaborate in and with the local area 7. Diverse learning environments in professional balance 8. Practice experiments as the arena for developing schools

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Guiding principles and the physical learning environment of the schools

The guiding principles should not only be used to set the direction and strengthen the professional quality at schools but should also be included in a future process in which all schools will work on developing the physical frames, at first through defined experiments which are to provide more knowledge about things that work.

Later on, a plan should be prepared, stating the changes to be made in the physical learning environment of the schools. The physical frames of schools must support the pupils’ learning and well-being, support the professional quality and allow for pupils to practice and develop the competencies they will need at the upper secondary educations, in their private lives and at the labour market.

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Partnership agreement between the school system of Gladsaxe Municipality and UCC University College - about the School of Tomorrow in Gladsaxe Gladsaxe Municipality and UCC University College entered into a strategic partnership agreement with a shared interest in strengthening teacher and social educator training.

The target is to ensure competent employees and managers who can contribute to developing the future Danish Folkeskole (municipal primary and lower secondary school). Furthermore, we have a shared wish in securing ongoing competency development of the current employees and managers at the schools so that our Folkeskole will have and can recruit the talented teachers and social educators they need.

UCC contributes with important knowledge from research in practice. Having access to practice is therefore important to UCC in order for them to develop the knowledge on which their educations will build but also to develop knowledge of the needs that exist in practice.

UCC University College - is one of Denmark’s largest providers of teacher and social educator training and supplementary and further training within the school area.

If a better context can be created between the knowledge base and practice of the educations, the future teachers and social educators will also be more skilful.

Chief Executive for Børne- og Kulturforvaltningen (the Children and Culture Administration) in Gladsaxe Municipality, Thomas Berlin Hovmand, and Director of Academic Affairs at UCC, Tove Hvid Persson, sign the partnership agreement

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The purpose of the partnership agreement

One of the purposes of the partnership agreement is to develop strategic collaboration between the school system of Gladsaxe Municipality and UCC with a common focus on qualifying the students at UCC in the best way possible. Another purpose of the partnership is to support development of the school area in Gladsaxe in a number of specific areas. Developing the work with the pupils’ competencies of the 21st century (see page 16) is particularly important, including the work with the pupils’ versatile personal and social competencies.

The partnership agreement has a number of purposes that all build on the development of the competencies of the 21st century. Each purpose is mutually dependent and cannot be separated although we do so below.

The first purpose is about creating a common management framework in relation to the competencies of the 21st century. That part is theoretic as well as practical. Part of the training is hands on in the Future Classroom Lab at UCC. More information is available on page 10.

The second purpose is to ensure shared development of the work with the competencies of the 21st century across schools in Gladsaxe through management and various processes building competencies.

The third purpose is for the schools in Gladsaxe Municipality to develop learning environments that promote development of the competencies of the 21st century among the pupils, and the fourth purpose is to create knowledge on ways to interpret the competencies of the 21st century in a Danish primary school context and on how the competencies of the 21st century can be translated from an educational ideal into educational practice.

Therefore, the purposes of the partnership highly rest on the competencies of the 21st century but also on courage to experiment with the School of Tomorrow and with that new educational practice forms on the way to the pupils’ learning, well-being and versatile personal and social development.

Headmasters from Gladsaxe practising their creativity, collaboration and other competencies of the 21st century during a workshop at UCC

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Focus on real-life challenges

Children in the Danish Folkeskole must be as skilful as at all possible. The Danish Act on primary and lower secondary education (Folkeskoleloven) focuses on new learning perspectives and especially on subject-professional competencies. The Folkeskole must offer learning processes that provide children and young people with competencies necessary to participate and take responsibility in a democratic society just as they need a number of competencies to succeed in the upper secondary educations, in the wider educational system and in their working life.

After the Folkeskole, the pupils must be competent collaborators who can work with complex knowledge and problem solving of real challenges. They must be able to communicate effectively and be capable of planning and completing tasks alone or with others, and they must be able to give and receive feedback.

Last but not least, they need to use their competencies in a complex and accelerating development of new digital tools.

The technological development in particular gives possibilities as well as challenges compared to the way we used to educate children and young people in Denmark. We would like to be at the forefront of that situation. We also know that the pupils’ level of competence on its own can be decisive for whether they perceive the subjects at school as meaningful.

We believe that when we have professional and preferably interdisciplinary focus on real-life challenges and problems and when we create a common language for the school teachers and social educators, we can create learning environments that provide the pupils with the necessary competencies.

We believe that there is a huge potential in working with learning processes that: •• Work with knowledge across disciplines •• Form part of collaborating and committing communities •• Innovate existing or new problems •• Understand and use digital solutions within all these areas which we call the competencies of the 21st century The Folkeskole is currently under a massive pressure to effect changes and to restructure, and that challenges and makes new demands on professional competencies, well-being and working environment.

During the autumn of 2016, employees, managers, the administration, parents, boards, professional bodies and other key stakeholders around the schools of Gladsaxe therefore entered into a dialogue about future competencies. On that basis, Børne- og Undervisningsudvalget of Gladsaxe Municipality is in the process of wording a number of strategic guiding principles (see page 4). UCC will be a central partner in the knowledge development that is necessary in order for us to succeed in meeting the strategic guiding principles.

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Future Classroom Lab

Written based on interviews with Tobias Heiberg and Andreas Binggeli from UCC. The Future Classroom Lab is part of the EU cooperation programme European Schoolnet. UCC (with which Gladsaxe Municipality has entered into a partnership agreement - more information is available on page 6) has been appointed by the Danish Ministry of Education to manage the Danish ambassadorship for Future Classroom Lab where the vision is to find new ways to understand and work with technologies in education. As one of the first schools in the country and inspired by UCC, Mørkhøj Skole arranged their own Future Classroom Lab (see page 14).

The teacher education UCC at Campus Carlsberg in Copenhagen offers a line called Future Classroom Teacher. This is an education for students who integrate their future working lives into the future and who want to experiment with new technology. This is a possibility for students who want to know and understand how technology influences pupils’ culture and how they can use it to develop the competencies that are in demand at the School of Tomorrow. In Future Classroom Lab, the pupil is the centre of the process, and the teacher’s job is to facilitate a direction, support by means of a professional framework and assist with materials.

Technology only when relevant

Various technologies are included such as virtual reality, 3D printers, laser cutters, robots and smart boards in a learning environment that links social education, didactics, technology and organisation.

Teaching is interaction between the five learning zones of the lab: •• Presentation zone •• Examination zone •• Feedback zone •• Development zone •• Production zone 10

The students learn to facilitate iterative processes during which work with problem solving, development of new ideas and production of prototypes is being done and during which ongoing feedback results in a deeper level of reflection and ensures that the process constantly points to a solution of the specific problem. They learn to include technology as an effective tool in problem solving, but they also learn to assess whether a specific problem is best solved with or without technology. It is easy to be dazzled by technologies and their incredible possibilities, but using analogue methods is sometimes an advantage. At the Future Classroom Teacher line, technology is only included when it qualifies a work process, and the students learn to take a critical, creative and self-evaluative stance - competencies that they will pass on to their future pupils.

Competencies of today

Future Classroom Lab is a suggestion of the way that the future structure and culture of education could look. We really could call it the educational structure of today since we are far into the 21st century and the need for the competencies of the 21st century (see page 16) is already present. When we in Gladsaxe Municipality - being part of the School of Tomorrow - rethink the learning environments that we offer our children and young people, it is based on a current need for pupils to think creatively, critically and innovatively, to become good at collaborating and communicating and to develop into democratic fellow citizens.

Research as well as experience tell us that the development of these competencies is restricted in traditional classrooms with tables and chairs in straight lines and the teacher behind the desk and that there therefore is a need to think of the school in new ways that are better at taking the development of the competencies of the 21st century into account.

A break with the traditional school culture

If we ‘tilt’ the learning environment and to a greater extent start working to solve professional or realistic problems, let the teacher step back a little and let the pupils be the centre of their own learning, we will achieve deeper levels of collaboration, competent communication, technological management and so on.

The challenge is breaking away from the traditional school culture and not being afraid of venturing into new ways to think of school. Writing a strategy document and talking about our ideals is not enough: We need to not be afraid of acting rather than merely stating, taking action and ensuring that learning processes that differ from traditional school thinking can be tested and experimented with in learning environments such as Future Classroom Lab. We should not be afraid of challenging and influencing culture and show the good examples of the School of Tomorrow.

In Gladsaxe Municipality, our work with the School of Tomorrow has come a far way when it comes to acting, among other things through the practice experiments at Bagsværd Skole and Mørkhøj Skole’s Future Classroom Lab. The ambition is to balance between a structured focus on learning outcome and the wish to reintroduce the purpose of the school - and to build up learning cultures that support the purpose.

The partnership agreement between Gladsaxe Municipality and UCC provides a unique possibility for a mutual source of inspiration and development to arise between education and profession. UCC give us their suggestion of how to find new ways to make an education that develops the profession while we in Gladsaxe Municipality test and offer a picture of the way it works in practice.

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Headmasters in touch with the future The headmasters from the schools in Gladsaxe are literally in touch with the future when they participate in the development process arranged by teachers from the teacher education ‘Future Classroom Lab’ at UCC University College.

The development process consists of theory as well as practice, and all participants will be prepared to be at the head of the school development that is necessary in order for Gladsaxe’s children and young people to have the professional skills and competencies required in the future as a citizen, in the private life and at the labour market.

The education contains theories of that development of society, the culture ideals, the legislation and so on that created the school we currently have. Furthermore, it focuses on the significance that technological development has on society’s current rate of change and changed competency needs.

Obviously, the biggest focus is on understanding how we can boost the pupils’ learning potential and motivation for learning at the schools through the work with the competencies of the 21st century and the use of technologies at the schools.

Game-based learning, simulations in Virtual Reality (VR), Augmented Reality (AR), 3D printers, the use of animated images, programming, access to tools for analysis and many more of the possibilities provided by technologies are tested by the headmasters.

The entry of social media, children and young people’s changed roles from consumers to co-producers and producers of content on social media and the Internet provide possibilities as well as challenges at school.

Everything is tested, discussed and put into perspective.

gladsaxe

The education of the school management is part of the partnership agreement between UCC and the school department of Gladsaxe Municipality (more information is available on page 6). We have a common wish to become as good as possible to ensure that the pupils at the Folkeskole will learn to work in a qualified way with various knowledge forms and technologies in a world that is increasingly complex.

We also need to make sure that the pupils will be digitally educated and know how to communicate, collaborate, find and share knowledge but also know the rules of the Internet and learn how to navigate safely in the virtual world.

Pupils must learn how to influence and contribute as fellow citizens, and they must know how others try to influence them and when and how their behaviour on the Internet is monitored and by whom.

e.dk

Innovation centre at Mørkhøj Skole In April 2017, Mørkhøj Skole opened its new Future Classroom Lab, also called the innovation centre or the learning centre, at the old school library. The learning centre is inspired by UCC’s Future Classroom Lab where a Future Classroom Lab Teacher line is now offered as a new initiative (see page 10).

Digital and analogue problem solving

It is possible to work innovatively with developing new ideas and solving problems at the learning centre. The pupils’ competency development is in focus, and communication, collaboration, critical thinking, problem solving and creativity are merely some of the competencies brought into play.

The centre has been split up into various learning zones: a presentation zone, a feedback zone, a coding and innovation zone, a creative zone and various production zones in which the pupils make prototypes on 3D printers, in virtual reality or analogously by scissors and paper.

They learn to use a specific problem as basis, find possible solutions, do research, analyse, test and receive feedback so that they can constantly improve and develop their ideas.

Knowledge, proficiency and competencies

The future labour market will look quite differently compared to the way we know it today. Technology plays an increasingly more important part, and companies already now ask for competencies quite different from the way they were just a few years back.

That makes new and other demands on schools than previously where focus was primarily on knowledge, proficiency and skills. Today, development of the competencies of the 21st century (see page 16) is a prerequisite just as important in order to do well in the future, and the ability to use technology as a tool is a must.

Technological development happens faster than we have time to educate ourselves, and we generally need to accept that we will always be a step behind. We therefore have to practice being curious, inquisitive and testing - which is precisely what the learning centre allows the pupils at Mørkhøj Skole to do.

Problems from the real world

In addition to having given financial support to the learning centre, the coating company Dyrup has offered to accept visits from the oldest pupils at Mørkhøj Skole. The plan is for the pupils in the oldest classes to visit the company and be presented to current challenges - for example how to code or program a conveyor belt to run in a specific direction - after which they go back to school to work with possible solutions at the learning centre.

The pupils gain insight into real-life problems at a real workplace, and they gain knowledge of a rapid developing labour market with an increasing demand for the competencies of the 21st century.

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Practice experiments 2 and 3 As part of the development of the School of Tomorrow, Gladsaxe Municipality wanted to look into the way that work with a digitally supported learning environment can develop pupils’ in-depth learning of the competencies of the 21st century. A number of practice experiments has therefore been initiated, and the first one was launched in the autumn of 2016 in the 4th class at Bagsværd Skole.

In the spring of 2017, practice experiments 2 and 3 were held (also at Bagsværd Skole) in the 2nd and 7th classes, respectively.

The competencies of the 21st century

The competencies of the 21st century’ describe the competencies that the future citizens must have to do well as democratic fellow citizens who contribute positively to the development of society.

A number of governments from western countries have described and incorporated these in their educational strategies, and we, Gladsaxe Municipality, use the competencies that create detailed understanding and that teach the pupils to learn as our basis: •• Citizenship •• Creative and innovative thinking •• Communication •• Critical thinking and problem solving •• Collaboration •• Character education 16

Second practice experiment: Problem solving and innovation with technology The practice experiment in 7th class lasted two weeks with a project week about Red Cross in between.

Prior to the practice experiment, the teachers and social educators of each class were introduced to the working method and some of the technologies that were to be used.

During the first week, the pupils were presented to i.a. media technology, coding, 3D modelling and 3D printing and had the opportunity to become familiar with the technologies. During the Red Cross week, they worked with topics such as refugees, humanity and citizenship, and during the second week of the practice experiment, they had to take their basis in specific problems from the Red Cross week and find possible solutions to some of the problems the world is currently facing - and bring the technologies into play in the problem solving.

The learning environment at the class was transformed from traditional classroom environments into three interrelated workshop zones. The three zones had different purposes and provided the pupils with various possible actions which again brought learning technologies into play.

With those types of learning environments and innovative working processes, the vision is to train the pupils to become democratic fellow citizens with focus on the competencies of the 21st century. An iterative working process during which the pupils: •• use a specific problem as their basis •• find solutions •• do research and analyse •• test •• receive feedback •• try again, adjust and refine the product - is key to the development of the competencies of the 21st century, and the pupils learn to use the various technologies as tools when relevant.

Pupils as well as employees gained much useful experience during the practice experiments. The work with innovation and problem solving is new to most and requires practice and several processes of the same type. In the beginning, real-life problems from school, home and the local environment are preferable something the pupils know and can identify with.

The teachers’ role which was more about facilitating and examining compared to the traditional teacher role can be motivating as well as a challenge to pupils and teachers.

Third practice experiment: Play and learning with technology The practice experiment lasted one week for the 2nd class. Robots, 3D printing, film production and collaboration among classes set the framework for learning, and the topic was ‘Play and learning with technology’. Play was a key part of the practice experiment among the youngest pupils as it is a strength among the youngest pupils. They are not afraid of experimenting and do not let the lack of prior knowledge stop them.

The class division was broken up, new groups were formed, and each day, the pupils were linked with one of the four workshops where they coded robots with pens or iPads, modelled and printed figures in 3D or made films and feature stories at the media workshop.

The purpose of presenting the pupils to various technologies is to teach the pupils to use technology constructively to solve problems, independently as well as in cooperation with others. When the students for example make tracks with inlaid colour codes for the little Ozobots and the little robot moves around itself instead of speeding up as planned, they practice finding the fault, adjusting it and then try again.

It is the experimenting way of thinking that is in increasing demand at the upper secondary educations and at the labour market, and the pupils will benefit much from that way of working and thinking. Even though you do not know in advance how to solve a problem, you know how to approach the task and find the answers.

Teachers and social educators received no introduction in advance as we wanted to examine the effect of teachers learning the technologies at the same time and together with the pupils.

”Technologies develop faster than man can follow, and teachers need to learn together with the pupils and accept that they cannot always be at the forefront of things. The practice experiment proved that that is possible.”

Mads Brink Müller, digital learning agent

in Gladsaxe Municipality

We are working on the evaluations of the three practice experiments implemented. More information will be available in the next focus leaflet.

Click here to find more information about practice experiment 1 18

Coding Pirates’ entry in Gladsaxe Children and young people at our schools currently need to be able to manage a number of competencies digitally. In addition, they also need to be able to understand and use digital tools and methods in their everyday lives. Therefore, Gladsaxe Pædagogiske Videncenter (Gladsaxe Educational Knowledge Centre) and Gladsaxe Bibliotekerne (Gladsaxe Libraries) invited Coding Pirates to come to Gladsaxe.

The way to new competencies through play

Coding Pirates is an association whose purpose is to promote children and young people’s creative IT skills and teach them to become active producers through IT rather than passive consumers of IT. The crew behind Coding Pirates is a mix of IT professionals, teachers, programmers, researchers and entrepreneurs, but they have in common that they want to create a technological play, learning and workshop facility for children and young people across age, gender, culture and abilities. Find more information about Coding Pirates at their website.

The link is at the bottom of the page.

Coding Pirates was founded by prior teacher Martin Exner and offers weekly club evenings where participants can learn about programming, technology construction, building simple robots, game development and much more. Focus is not only on technology but very much on being innovative and creative.

The pirates work to find creative solutions to a specific challenge and play their way to some of the competencies which many researchers in education and business and futurologists point out as being necessary in future.

Coding Pirates in Gladsaxe

Gladsaxe Bibliotekerne are far into the process of starting a local Coding Pirates association in the municipality, and the recruitment of volunteers has been going on on an ongoing basis from the beginning of 2017 and until now. The first general meeting will be on Saturday, 26 August 2017 at noon until 12.30 pm at Gladsaxe Hovedbibliotek (central library). You can also meet Coding Pirates on the Gladsaxe Day.

Easter Camp

The first coding pirate camp was held in Gladsaxe on 1 April 2017. Children tested their skills on the programmes Scratch and Scratch Junior and also had to programme the little blue BeeBots to run in a specific direction. There were various other camps throughout the summer, and there are reports indicating great enthusiasm from all camps.

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Workshops for the employees of the municipality

The teachers and social educators in the municipality were also offered a workshop in technology and programming. Martin Exner taught programming processes, and the youngest classes gained insight into the so-called Coding Pirates game, coding logics, problem solving and the programme KODU Game Lab where pupils can make their own 3D games. Employees in the intermediate stage learned to work in Scratch, programming of arcade games and Lego WeDo, and in the oldest classes, teachers worked with mathematics in music construction, Sonic Pi, textual coding and music programming.

More information about Coding Pirates and programming in teaching is available at:

codingpirates.dk and kreakode.dk

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Dynamic pupil plans Skoleportalen is Gladsaxe Municipality’s digital learning platform. Your children and some of you parents as well have already used Skoleportalen for a while, but the new thing is that we now no longer have pupil plans and year plans in paper form but exclusively prepare and distribute them digitally through Skoleportalen.

Skoleportalen is used to prepare learning targets, rubrics, pupil plans, year plans, education programmes and portfolio.

All adults in contact with the child can follow

As of this school year (2017/2018), year plans and pupil plans will be prepared and available at Skoleportalen, and pupils, parents, teachers and social educators can continuously follow each child’s learning development.

At Skoleportalen, pupil plans will be continuously updated compared to previously when teachers wrote them as status once a year. During the school year, the plans are supplemented with evaluations from the education programme, notes from meetings between the pupils and teachers or social educators and assignments.

We are well underway

The work with Skoleportalen continues to be a process during which we have to find out for each school how Skoleportalen can support the learning of each child in the best possible way. The ways each teacher and social educator uses Skoleportalen at the schools will vary.

Skoleportalen will not replace Skoleintra. Ongoing information and the daily dialogue between the homes and the school will continue to be on Skoleintra unless you receive other information from your school.

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gladsaxe.dk

gladsaxe.dk

Gladsaxe Municipality The School Department,Team Learning and Communication Rådhus Allé 7 DK-2860 Søborg gladsaxe.dk/fremtidensskole Phone: +45 30 54 07 77 Mail: bkdkha@gladsaxe.dk