Educational transformation is about System, not structures
0 likes37 views
The document discusses the need for a systems thinking approach in education, advocating a shift from traditional structures to a more holistic understanding of learning environments. It emphasizes the challenges faced by New Zealand's education system, including declining performance and inequity, and highlights the lack of support and adequate training for teachers. The author calls for rethinking various components of the education system to better prepare future leaders and innovators.
Educational transformation is about System, not structures
- 1. Inspiring the next generation of leaders, thinkers and problem- solvers [email protected] @dwenmoth www.futuremakers.nz http://www.futuremakers.nz/blog It’s about System not Structure Learning Spaces Aotearoa 2024 Friday 9 August Te Auaha, NZ Institute of Creativity
- 2. • Many education reforms swing wildly between extremes, searching for a silver bullet solutions to wickedly complex problems. In the midst of this turmoil we need to shift from focusing purely on structures such as curriculum, timetables and classroom design, to embracing a broader, systems thinking approach. • This mini-talk explores the landscape of change in education, and looks at practical ways to cultivate a systems thinking approach to transforming the experience of schooling. • 50 minutes • https://futuremakers.nz/2024/05/18/understanding-systemness/ • https://futuremakers.nz/2024/06/22/bringing-back-the-inkwells/ • https://teachbetter.com/blog/transforming-learning-space-20-questions-educators-should-ask/
- 3. “Lack of central guidance and support is unnecessarily increasing workloads and inducing stress and distrust of national reforms among principals and teachers.” (OECD, page 118) https://read.oecd-ilibrary.org/economics/oecd-economic-surveys-new-zealand-2024_603809f2-en#page82
- 4. Competing philosophies Philosophy A Philosophy B Education Broken, but can be fixed (quickly) Long term investment in the future Technology Drives change Enables, supports and accelerates change Teachers Another problem to be fixed Supported professionals Learners The future workforce More than just the future workforce Innovation Flourishes in all directions Got to be scalable and sustainable Success Input targets and attainment Wider long-term benefits Curriculum Don’t trust teachers - ‘package’ it up Guidance and support for teachers
- 5. Competing philosophies Philosophy A Philosophy B Education Broken, but can be fixed (quickly) Long term investment in the future Technology Drives change Enables, supports and accelerates change Teachers Another problem to be fixed Supported professionals Learners The future workforce Future citizens Innovation Flourishes in all directions Must be scalable and sustainable Success Input targets and attainment Wider long-term benefits, personal and society Curriculum Don’t trust teachers - ‘package’ it up Guidance and support for teachers
- 7. Our system is performing below potential. Student achievement is declining and equity is not improving, and outcomes are far too variable even in the same school. https://read.oecd-ilibrary.org/economics/oecd-economic-surveys-new-zealand-2024_603809f2-en#page82
- 8. Key findings... • New Zealand has a deep pool of highly talented and motivated teaching individuals, but the system is performing below potential. • Declining education performance and ongoing inequity are a serious threat to NZ’s prosperity. • Support elements are lacking, including a sufficiently detailed curriculum and efficient assessment tools. • National reforms have put NZ teachers under ‘above average’ stress. • The MoE operational capacity has been pared back too far. • The education system’s significant assets could be leveraged more. • New principals are not receiving enough training. • Time actually spent on teaching and learning is below OECD average. • Centres of excellence operate too much in isolation and lack support has fostered distrust. • NZ is the world leader for preparing teachers for a multicultural environment. https://read.oecd-ilibrary.org/economics/oecd-economic-surveys-new-zealand-2024_603809f2-en#page82
- 9. Points of failure in our system... • New Zealand has a deep pool of highly talented and motivated teaching individuals, but the system is performing below potential. • Declining education performance and ongoing inequity are a serious threat to NZ’s prosperity. • Support elements are lacking, including a sufficiently detailed curriculum and efficient assessment tools. • National reforms have put NZ teachers under ‘above average’ stress. • The MoE operational capacity has been pared back too far. • The education system’s significant assets could be leveraged more. • New principals are not receiving enough training. • Time actually spent on teaching and learning is below OECD average. • Centres of excellence operate too much in isolation and lack support has fostered distrust. • NZ is the world leader for preparing teachers for a multicultural environment. https://read.oecd-ilibrary.org/economics/oecd-economic-surveys-new-zealand-2024_603809f2-en#page82
- 10. Focus on structures... • Allocation of most tasks to teachers • 9-3 school day • Division of human knowledge into ‘subjects’ • Set class groups based on age • ‘Egg-crate’ classrooms • Notion of a stand-alone school • Division of staff by ‘subjects’ • Period-based timetable • Limiting formal schooling to years 0-13 • Linear curriculum 1996, Prof. Hedley Beare
- 12. Ripple Effect Challenge Photo by Linus Nylund on Unsplash Your team has been given the task of redesigning the school's main entrance and reception area. Identify at least five ways this seemingly simple change could impact different aspects of the school ecosystem beyond just the physical space. Consider effects on: Student behaviour and well-being Parent and community engagement Administrative processes Teaching and learning activities School security and safety Environmental sustainability Long-term adaptability of the space
- 13. The Ripple Effect Feedback: • Share your most insightful or surprising "ripple effects" • How does this exercise demonstrate the interconnectedness of school systems?
- 14. “Many education reforms swing wildly between extremes, searching for a silver bullet solutions to wickedly complex problems. In the midst of this turmoil we need to shift from focusing purely on structures such as curriculum, timetables and classroom design, to embracing a broader, systems thinking approach.”
- 18. “This new paradigm of education requires a complete rethinking about every aspect of the entire education system, from the definition of quality to accountability measures, from curriculum to pedagogy, from learning settings to evaluation and assessment and from selection to credentialing.” Yong Zhao