Transforming Education Through Innovations in Schools
Penny Milton, Canadian Education Association SiG@Waterloo, June 2nd 2010
Learning ---> Innovation The Rich Get Richer New Knowledge Digital Knowledge knowledge inequities magnified
technology inequities magnified
ingenuity inequities magnified
Divide Divide The developmental pathway From: Marlene Scardamalia, What are the conditions for learning that need to be in place for children to reach their full potential? Presentation to CEA, May 18, 2005
Divide
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“Social innovation is a complex process of introducing new products, processes or programs that profoundly change the basic routines, resource and authority flows, or beliefs of the social system in which the innovation occurs. Such successful social innovations have durability and broad impact.� Frances Westley & Nino Antadze. 2009. Making a Difference: Strategies for Scaling Social Innovation for Greater Impact. Social Innovation Generation@Waterloo. http://www.sig.uwaterloo.ca/highlight/making-a-difference-strategies-for-scaling-innovation-forgreater-impact
CEA’s strategy: • Work through education relationships not bureaucracy • Create a new conversation • Claim our convictions • Generate ideas that resonate with educators, students and parents • Measure the ‘unmeasurable’ • Build a network and mobilize • Discover what’s next
Relationships….
A new conversation‌.
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Multi-dimensional concept of engagement Social
Institutional
Intellectual
A sense of belonging and Participation in the formal A serious emotional and participation in school requirements of cognitive investment in life. schooling. learning, using higherorder thinking skills (such (e.g. school clubs, teams, (e.g. attendance, credit relationships) accumulation, homework as analysis and evaluation) to increase completion) understanding, solve complex problems, or construct new knowledge.
New measures: • Intellectual Engagement Serious Cognitive and Emotional Investment in Learning
• Instructional Challenge Relationship between the challenge presented to the student and the student’s skills to accomplish the work
Note: Social and Institutional Engagement measures were not fully developed in Year 1, and so indicators are reported.
Instructional Challenge
‘anxiety’
‘apathy’
‘flow’
‘boredom’
Instruc(onal challenge for language arts in secondary schools (8427 students)
Instruc(onal challenge for mathema(cs in middle schools (8203 students)
Do Schools Make a Difference?
What have we learned? • The most energized schools are those that are involving the students in data analyses and school planning • The ideas are ‘sticky’ • On the ground engagement with districts is critical for sense-making • Some districts/schools now include targets and findings in their accountability reports • Teams are learning from each other
Where next? Community of engagement – currently participating schools that are working on embedding the key ideas in daily practice Community of interest – previously uninvolved districts and schools beginning to explore the ideas Community of practice – direct engagement with a very few schools committed to ‘disciplined innovation’ to create new models for adolescent learning but the networks are porous… With existing and new partners
Interest
Practice Engagement
And the impact on CEA? • A new mandate • Five programs of work: Engaging Learning Engaging Teaching Engaging School and Community Engaging Members Engaging Canada
Complex organizations need adaptive strategies and the school is a complex organization.
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Only if necessary for the conversation
Science
Reading
Mathematics
Finland
Korea
Chinese Taipei
Alberta
Finland
Finland
Hong Kong-China
Hong Kong-China
Hong Kong-China
British Columbia
Alberta
Korea
Ontario
Ontario
Quebec
CANADA (3rd)
British Columbia
Netherlands
Chinese Taipei
CANADA (4th)
Alberta
Estonia
Quebec
Switzerland
Japan
New Zealand
CANADA (6th)
Quebec
Ireland
Ontario
New Zealand
Manitoba
Macao-China
Australia
Newfoundland & Labrador
Liechtenstein
Measuring up: Canadian Results of the OECD PISA Study 2006. http://www.pisa.gc.ca/publications_e.shtml
Achievement
Socio-economic status
The Current Frame