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    • 1 Valerie Hannon
    • 2 Sharing Learning Vehicle
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    • 10 Ko taku muri, taku mua
  • Sprints: 11 - 20
    • 11 Learner Focused Solutions
    • 12 Cultural Diversity
    • 13 Cultural Responsive Assessment
    • 14 Place Based Education
    • 15a Critical Thinking
    • 15b Critical Literacy
    • 16a Defining Digital Fluency
    • 16b Digital Literacy
    • 17a Technology as Enabler of Pedagogy
    • 17a Technology, Values and Culture
    • 17b Ethical Cultural Learning
    • 18 Building Sustaining Collective Leadership
    • 19a Map of Optimal Learning Spaces
    • 19b Map Learning Space Plan
    • 19c Building and Sustaining PLCs:
    • 20 Defining Digital Fluency
  • Sprints: 21 - 30
    • 21 Digital Tech PD
    • 22 Technologies and Learning Approaches
    • 23 Technology Integration Models
    • 24 Defining and Defending My Topic
    • 24b Scaffolding
    • 25 Complexity in Education
    • 26 Introduction to Methodology

 Valerie Hannon - Thrive

Thrive - Valerie Hannon
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thrive_summary.pdf
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Future of Learning
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Place Based Learning
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​THRIVE
- Valerie Hannon

Valerie contends that it all starts with our story - so we need to ask what is our story as a school?
Our stories about our planet, our community/school, our family/ourselves

In addressing What Is The Purpose of School, Valerie is starting with WHY, which is what Simon Sinek teaches we must always do.
Valerie contends our great purpose must be Learning to THRIVE in a TRANSFORMING world - she states we are on the cusp of change so great that there has never been a time of greater promise or greater peril.

Three key challenge areas - requiring disruptive thinking
Our Planet
  • The sixth great extinction
  • The anthropocene age
  • Climate change
Apotheosis of technology
  • Robotics
  • AI - Artificial Intelligence
  • Global Connectivity
                 Big Mind
                 Big Data
                 Outsourcing
Our evolution as a species - evolution in our own hands
  • Genetic engineering
  • Convergence of human bodies with artificial intelligence
  • Human enhancement technologies (HET)

Valerie cites research showing 44% of low-education workers’ jobs at risk by 2030 - BUT we I contend need to view that “education” as much more than just academic learning

So how do we thrive in light of these huge shifts

Thrive in 
  • Planetary Global
  • Societal community
  • Inter-personal human to human
  • Intra-personal - you as an individual

What does thriving at these four levels mean for education?

Planetary Global - learning goals need to focus on
  • Learning to live sustainably - core, central to everything endeavour
  • Protecting the earth’s ecosystem - reverencing the planet (Papatuanuku)
  • Acquiring Global Competence
  • Empathy
  • Culturally responsive practice
Societal Community- learning goals need to focus on
  • Navigating a disrupted and uncertain landscape of work (importance of KCs and KTs), where the (desired or planned for) career is likely to be hugely disrupted
  • Flexibility of thinking and responding
  • Social Emotional Learning 
  • The ability to learn, re-learn, un-learn and LOVE learning 
  • Reinventing a participative, authentic and meaningful democracy
                   Equity of voice
                   Equity of opportunity

Inter-personal - Relational - learning goals need to focus on
  • Growing great relationships, which make for good lives
  • Growing and fostering Empathy
  • Making, keeping and growing friendships
  • Connecting with others - especially older generations
  • Structured play based learning
  • Respect for all

Intra-personal - learning goals need to focus on
  • Learning who I am in the world - my story
  • Learning my purpose
  • Being able to be calm and silent
  • Learning to be mindful rather than mind-full

From here, as a teaching staff we will reflect on and discuss 
What does it mean to thrive for our children in our school?

This will in turn inform our Strategic Planning and direction for 2020

Vision

Thriving People in a Thriving Land

Mission

Love  Ourself
Love Others
Love Our land

Purpose

Love to Learn to Lead
We Love to Learn, so we can Learn to Lead, so we can Lead with Love
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  • Home
    • Executive Summary
    • Critical Essay
    • Project Report
  • @ Ash
  • MCE
    • Assignments
    • NEW Action Research Outline >
      • PAL Model Evolution
      • Appreciative Inquiry
      • PALS Teacher Learner Model
      • PALS - Discovery to Delivery
    • Published
    • Readings
  • Sprints: 1 - 10
    • 1 Valerie Hannon
    • 2 Sharing Learning Vehicle
    • 3 Who - Why - Where To
    • 4 The Three Gogies
    • 5 Mahi Tahi
    • 6 Ideas for Change
    • 7 Critique 8201.1
    • 8 Broadening Horizons
    • 9 Future Leadership
    • 10 Ko taku muri, taku mua
  • Sprints: 11 - 20
    • 11 Learner Focused Solutions
    • 12 Cultural Diversity
    • 13 Cultural Responsive Assessment
    • 14 Place Based Education
    • 15a Critical Thinking
    • 15b Critical Literacy
    • 16a Defining Digital Fluency
    • 16b Digital Literacy
    • 17a Technology as Enabler of Pedagogy
    • 17a Technology, Values and Culture
    • 17b Ethical Cultural Learning
    • 18 Building Sustaining Collective Leadership
    • 19a Map of Optimal Learning Spaces
    • 19b Map Learning Space Plan
    • 19c Building and Sustaining PLCs:
    • 20 Defining Digital Fluency
  • Sprints: 21 - 30
    • 21 Digital Tech PD
    • 22 Technologies and Learning Approaches
    • 23 Technology Integration Models
    • 24 Defining and Defending My Topic
    • 24b Scaffolding
    • 25 Complexity in Education
    • 26 Introduction to Methodology