6 stuart middleton friday 4 oct - 11 am

transcript

MANUKAU INSTITUTE OF TECHNOLOGY

Memento Park or 21st Century?

by ATC when to resume normal position reporting practices. Finally

Stuart MiddletonManukau Institute of Technology

Invercargill 2013

Salman Khan“Between the old way of teaching and the new, there’s a crack in the system, and kids around the globe are falling through it every day. The world is changing at an ever faster rate, yet systemic change, when it happens, move glacially and often in the wrong direction; every day – every class period – the gap grows wider between the way kids are being taught and what they actually need to learn.”

Bill Gates“We used to worry about kids dropping out of school and say that we have to do something about it – it’s hurting them!

Now we worry about kids dropping out of school and say that we have to do something about it because it’s hurting us!”

The old scratched record….• Disengagement from / Dropping out of high school• NEETs as a feature of our community• Low achievement for too many students• Failure of students to gain basis skills• Failure rates in postsecondary programmes• Youth unemployment / Youth Employability• Difficult students resisting out best efforts

A basic premise:

The essential issues that we face are structural.

Therefore the solutions are structural.

Plans Fix a Future

What do I mean by “structures?”

1. Curriculum2. Time3. Pastoral care4. Age Related Cohorts5. Sectors (ECE, Middle, Secondary, PSET)6. Programmes7. Delivery

What do I mean - the solutions are structural?

• We are working hard to change an old model into something new or to contain new ways of working into a broken frame

• There is no evidence that this will succeed

• All our ideas for progress are trapped by this approach

Curriculum

Time1. Length of courses?2. Time tables?3. The teaching day?4. The availability of assistance?5. Linear progression….

a) Year based cohorts?b) End-on qualification levels?

6. Face-to-face teaching : Self-directed learning7. Seat time as the key requirement?

What no classes on Wednesday?

Albany Senior High School Impact Project Approach

•On Wednesday there are no formal classes•Students undertake an impact project•They follow their interests, aptitudes and fascinations

•It’s real learning in a real world.

Pastoral Care

Pastoral careHow well equipped are teachers to deliver pastoral care?Have the requirements of students in this regard increased and/or changed over time?How effective is the class grouping / form teacher approach?What role do school assemblies play?Do modern students really buy-in to all the symbolic stuff of schooling?How effective in this regard is our relationship with the community?

Grouping of students

• Age-related cohorts

• Sectors

Age Related Cohorts

• Years separated by Xmas holidays• Grouping by number of birthdays• Year-end roll over• Equating qual. levels with year levels• school leaving age etc

Sectors

Finally

• Accidental development of sectors• Based on expansion• Unrelated to development / learning• Destroy seamlessness• Move some too quickly, others too slowly• Is it time to reconsider sectors and have a

planned approach?• Create those difficult transistions

Early Childhood

Education

Primary

Intermediate

Secondary

Is this how students learn? Tertiary

Is it in the best interests of students?

Current Sectors

Different /Separate:•Qualifications•Unions•Curriculum• Sites•Organisation

Tricky Transitions

4-5 MajorTransitions

Perhaps 17Minor Transitions

NEW STRUCTURE 1 : Two Sectors

Programmes

MIT Tertiary High School

Finally

Challenging the structures:

•Dual enrolment•Early access to tertiary programmes•Simultaneous integration of sectors•Working across levels•Multiple qualifications•Teachers from different sectors

And the results?School 1 86 89 66School 2 * 8 77 65School 3 91 92 80School 4 99 97 94School 5 ** 98 99 93School 6 75 80 74School 7 * 81 96 79School 8 91 98 85School 9 95 98 88School 10 91 93 84School 11 * 92 88 76School 12 85 96 100

NEW STRUCTURE 2 : Ways of Working

NEW STRUCTURE 3 : School Programme

An Issue approached as a structure :

Disengagement

A NEW WAY OF LOOKING AT:Disengagement / Dropping Out• Process not an event• Pastoral care needs to follow students• Home relationships critical• Disengagement is made more likely

by school structures, sector organisation, and a focus on age cohorts.

Disengagement Process

Indentifiers

Stages

Interventions

The key signs of disengagement

• Attendance• Academic (on track)• Literacy / Numeracy• Learning Difficulties• School relationships• Bullying / Harrassment• Interest / Motivation• Family• Social Group / Interaction• Support from Teachers 38

• Attendance• Academic (on track)• Literacy / Numeracy• Learning Difficulties• School relationships• Bullying / Harrassment• Interest / Motivation• Family• Social Group / Interaction• Support from Teachers

High Intervention•Direct discussion•Mitigation put in placeMedium Intervention•Discussion•Plan for improvementLow / No InterventionPoints of Praise

Conventional view of Disengagement

Even movement from being engaged to being disengaged

Development of signsNot across the board oreven.

Spikes represent areas For intervention focus

Disengagement ProcessExample AHigh Intervention•Attendance•Academic•Interest / Motivation•Teacher supportMedium Intervention•School•FamilyPoints of Praise•Literacy / Numeracy•Sound Social Group•No issues of bullying•No learning difficulties

Disengagement ProcessExample BHigh Intervention•Academic

Medium Intervention•Attendance•Interest / Motivation

Points of Praise

•Many – the rest of the factors

Delivery

DeliveryBack to Khan…..The world is changing rapidly has changed

rapidly.– Khan Academy– MOOCs– Social Media– Use of timeSchooling was designed in the 19th Century, delivered by those born

in the 20th Century to students who are born in the 21st Century. Whose structures are we reflecting in the way we work?

Manukau Institute of Technology

Stuart MiddletonManukau Institute of Technology

www.stuartmiddleton.co.nz

www.EdTalkNZ.com