Just over a week ago I graduated from the University of Canterbury with
a Doctor of Education. I walked in the graduation parade and later in the week
crossed the stage to receive the actual certificate. I’m incredibly proud of what I
have achieved. When people say a doctoral study is full of highs and lows, they
are right. The highs are high and the lows, well let’s just say I had an amazing
supervisor (Sandra) who on more than one occasion gave me the encouragement to keep going. I’m
incredibly grateful to both of my supervisors, Sandra and Alison, and to my examiners. They provided
me with support, advice, and guidance which helped me to produce a piece of work
that I’m very proud of.
Next steps: now that I’ve had a we bit of a break from writing I am going
to try and write an article or two for publication. I’m also working with GrowWaitaha to turn the Connected Curriculum Learning Design Framework into a usable
teacher resource.
Below is a copy of the abstract for the thesis and if you feel like
taking a look at the actual document, hopefully this link works!
Abstract
Today, we live in a knowledge-based economy and educators need to design
learning which focuses on the ‘knowledge and skills necessary for the knowledge
age and where innovation is a valued commodity (Bolstad & Gilbert, 2012).
Using action research with a participatory component and presented as a case
study, this research examined one high school’s journey as they moved from a
traditionally structured school, based on the factory model of education, to
one that is future-focused. Future-focused learning takes into consideration a
changing understanding of what knowledge is valued by society and the skills
necessary for dealing with uncertainty and change. The New Zealand high school
involved in this research provided the opportunity for teachers to change the
delivery of curriculum from a traditional single-subject mode of delivery to
one that connects the curriculum using a concept-based curriculum, with a focus
on 21st-century skills. The three subject areas connected were Science, Social
Studies, and English at Year 9 and Year 10 (students aged approximately 13–15).
A challenge for the school involved in this research was how to shift to a
future-focused institution and support teachers in changing the design of the
curriculum and pedagogy. There is a range of literature on curriculum
integration but there are limited resources for teachers on how to implement
curriculum integration. This research focused on examining the processes the
school’s Senior Leadership Team undertook to create a learning institution that
is future-focused, which would enable teachers to change their curriculum
design and delivery.
The school involved in this research designed and implemented change by
having a clear understanding of the school’s ‘Character and Culture’, which
then informed the school's systems, pedagogy, and curriculum. Understanding the
Character and Culture of the school was about knowing the people currently
within the institution, who they are as individuals, the strengths and
weaknesses, the diversity of the student population, and the needs of the
students and staff. Each school has its own character, such as the history of
the school, location, and people within the school, which can change over time.
Established schools need to work with the people within the school community to
drive change. Before embarking on changes that affect curriculum, pedagogy, and
systems, the findings of this research indicate that schools should take the
time to understand fully the Character and Culture of the school.
This research not only examined how the Senior Leadership Team created
an environment for change but also how teachers at the school, involved in this
research, plan, and implement a future-focused Connected curriculum for the
subjects of Science, Social Studies, and English. As part of this research,
based on the literature and working with the teachers, the researcher designed
a new pedagogical framework called the Connected- Curriculum Learning Design
Framework. This new Connected Curriculum Learning Design Framework considers
21st-century skills, concept-based curriculum, and specialist-subject
pedagogical content knowledge. It is based on students developing and creating
knowledge by moving students from surface-to-deep to transference of learning
while concurrently developing 21st-century skills by using innovative
pedagogical strategies and a concept-based curriculum. This research captured
the experiences of three teachers involved with the planning and implementation
of the curriculum with a Connected learning class at Year 9 and Year 10.
The two most significant outcomes of this research are the Connected
Curriculum Learning Design Framework and an understanding of Character and
Culture. The Connected Curriculum Learning Design Framework used in conjunction
with practical planning documents provides a method for moving students through
three phases of learning: surface-to-deep-to-transference of learning using
innovative pedagogies. However, before teachers can redesign a curriculum that
is future-focused, it is necessary for a Senior Leadership Team to create an
environment for change, and the teachers involved have a coherent understanding
of the purpose. The understanding of the Character and Culture of the school is
a significant outcome of this research as it provided the ability for the
teachers and the researcher, as the coordinator of the Connected classroom, to
shift from a traditional form of teaching to one that is future-focused.
Schools wanting to make significant change, from a traditional mode of instruction
to one that is future-focused, first need to consider the Culture and Character
of the school undergoing change prior to implementing new pedagogical
approaches. The Connected Curriculum Learning Design framework provides a
pedagogical approach for teachers to design and deliver agentic learning
programs for students, which include subject-specialist learning, curriculum
integration and a focus on 21st century skills.
