1 Visions for the School of Tomorrow – Students´Perspectives How to Handle the Future? Tuomo...
-
Upload
emmeline-mosley -
Category
Documents
-
view
217 -
download
0
Transcript of 1 Visions for the School of Tomorrow – Students´Perspectives How to Handle the Future? Tuomo...
1
Visions for the School of Tomorrow – Students´Perspectives
How to Handle the Future?Tuomo Lähdeniemi, MEd
1.3.2011 Liedon Vanhalinna
2
On Paper, Everything Seems Fine
But,• 8.3 % of pupils at BE-level are in
special education (2008, Statistics Finland)
– During past 15 years the number has septupled
– Inclusion highly problematic in practice
• 8 % of the young (18-24 yrs) haven´t done any post-BE-exams
– Appr. 20 % of 25-29 year old men without any exams after BE
• 7.4 % (> 60 000) of children are child welfare clients (YLE, 2009)
– The number has doupled during last three years
• 16 000 children taken into custody by social welfare authorities (OKM)
• Almost 35 % of youngsters suffer from sleep disorders (Kämppi et al, 2008, OPH)
3
We Cannot Change the Past, But We Can Forecast the Future
Some perspectives
• Everyone is an expert when talking about school
• Building up the school system is based on historical, political and cultural development
• Making change takes decades, the results can be seen only afterwards
• Operational environment is very complicated in many ways, causal connections are difficult to understand
• Long-term commitment on the state and municipal level is a challenge; is there a coherent vision for the future school?
• Nobody knows the future
4
Observation Filters
"Implanting Strategic Management”by Igor Ansoff. Prentice Hall 1984ISBN 0-134-51808-X
1. Surveillance filter defines the area that we observe, e.g. our current situation, contacts and networks. The challenge is that discontinuities usually come from outside of our current mind set.
2. Mentality filter is formed of previous (success) experiences and we have a tendency to filter novel issues off, because they have not been important to us before.
3. Power filter prohibits people to express their ideas to those who possess more organizational power or power based on expertise.
5
Brian Coffman (1997): Growth of signal in a noisy channel
How to Monitor Early Discontinuities?
Zone of highest opportunityand greatest risks
Sig
nal s
tren
gth
Zone of
diminishingreturns
signal
Threshold ofmainstream
awareness
noise
Time
Wisdom of CrowdsFilter Theory
6
Challenge: Defining Space of Opportunity
Muutosvoima
Application of Michael Raynor’s concept of Strategy Paradox (2007)
Change drivers
7
"Committing to change" (146-160) in Conner Daryl R., Managing at the Speed of Change; How resilient managers succeed and prosper where others fail. John Wiley & Sons 1992, 1998 ISBN 0-471-97494-3
Conner, Darryl R. & Patterson, Robert W. “Building Commitment to Organizational Change.” (18-30) Training and Development Journal 36, 4 (April 1982).
Awareness
Interest
Understanding
Acceptance
Commitment
Internalization
Action
Requires personal reflection and sharing with others.
Result
Building Commitment to Developing the School of Future
8
Experts Say – The Educational Trends of the Future
• Electronic education via the Net will enable interconnected learning experiences, choices, and opportunities for billions worldwide
• Educational content will be delivered by new computer, interactive TV, satellite, and Internet technologies
• Interactive online multimedia and multidimensional content will revolutionize learning
• Students and teachers will prefer on-demand virtual learning to traditional school programs
• Virtual Reality scenarios that depict real-world and fantasy experiences will increase the learning impact for all types of education
• Real-time Net chats with other global learners will make virtual education a satisfying social experience beyond the limits of time and distance
Institute for Global Futures 2009
9
Our Web-based Brainstorming Method
”When you think about school, what comes to mind first?”
”How could we learn these even better?”
”Our school succeeds in...” – Evaluation of thoughts
”What kind of knowledge and skills do you need now and in the future?”
” How well does our school manage these aspects? - Barometer
10
When You Think About School, What Comes to Mind First?
4,0% (2328) 6,3% (3683) 7,4% (4319)
12,2% (7094) 3,5% (2050)
16,3% (9430)
7,5% (4375) 38,7% (22470) 3,9% (2275)
11
Sense of Hurry Comes to Mind the Most When Thinking about School
• 39 % of those surveyed chose this picture(43 % of girls, 35 % of boys)
• Pupils talk about their busyness in general, working after school hours, and making it to class and the bus on time, etc.
• Some associate sense of hurry and timetables with school only,others with their life situation and hobbies, as well.
• Work is something you’re supposed to do in school, but I feel some teachers are too demanding. I’m always busy. My teachers give too much homework, so there’s no free time.
• … In school there are exact timetables, so the clock is an essential part of school…
• I’m always stressed out about my assignments. I’m always in a hurry to get somewhere (work, hobbies, friends, events), and then there’s always school work waiting in the queue. I feel I don´t have enough time. Do I have to ditch something and decide what is important and what is not???
12
Co-operation and Friendships
• 16 % of those surveyed chose this picture(18% of girls, 14% of boys)
• Pupils talk about friendhips, social relations, and collaborating with others
• Good spirit and good learning environment is also mentioned quite often
• In school, we have good spirit and good possibilities for learning.• I chose this because here in school you get to meet new people, and you’re developing
your social skills all the time.• Studying in comprehensive school is based on co-operation. When you get along with
others, everything goes well.• Specially friends and good teachers create a positive learning environment.• School prepares us for the future – social relations are one of the most important
aspects of that.• To me, this picture means tolerance. It´s not important how my friends look, as long as
they are nice and friendly.
13
Kielitaito
Matemaattiset taidot
Sosiaaliset taidot
Luku- ja kirjoitustaito
Yleissivistys
Työelämätaidot
Terveys ja liikunta
Kansainväliset asiat
Opiskelutaidot
Teknologia
Käytännön perustaidot
Taideaineet
Ilmaisutaito
Ilmasto- ja ympäristöasiat
Keskittyminen, motivaatio
69,7
71,7
73,7
75,7
77,7
15,6 16,6Dispersion of thoughts and ideasHow
wel
l are
the
se le
arne
d in
our
sch
ool?
What does Comprehensive School Succeed in?
Ability to read and write
Language skills
Mathematical skills
Social skills
Learning skills
Everyday skillsConcentration and motivation
Technology
Art and design
Climate and environmental issues
Health and sports
International issues
Work skills
All-round education
Expression skills
N=58412OPH, 2010
14
Uskonto
Yhteiskuntaoppi Käsityö
Historia
MaantiedeBiologia
Talous
Ruotsi
Valinnaisia kieliä
70,4
72,4
74,4
76,4
78,4
14,8 15,8 16,8 17,8
Evaluation of Some Subjects
Dispersion of thought and ideas
How
wel
l are
the
se s
ubje
cts
lear
ned
in o
ur s
choo
l?
Voluntary languages
Religion
Biology
Geography History
SwedishHandicraftCivics
Economy
15
16
17
Issues Arising from the Pupil Survey
• While policy makers deal with how many hours each subject should be taught, the pupils want a well-balanced school life
– Lack of connection between school and other aspects of pupils’ lives Pupils get a profound learning experience when they can apply school
learning in real life – there’s a huge need for practical learning and implementation
• How to broaden the learning environment outside the classroom?
• Pupils want to participate in developing the school life – content, methods, facilities, etc.
– How to funnel this need in a constructive way?• Pupils use SOME and other technological solutions everyday – why
do they have to ditch these in the classroom?– Teachers fail to recognice the possibilities furnished by the new learning
technologies – from that perspective, our school is a sinking ship. • Pupils need acceptance, feedback and understanding maybe more
than ever.– Pupils need caring and healthy contacts with adults they can trust– Face to face contact is always important
18
The Critical Challenges in Teaching Practice 2009
Dispersion of thoughts and ideas
Est
ima
ted
crit
ical
ness
Group size
Work space and buildings
Mental well-being
Lack of time
Special teaching and pupils
Leadership and leaders
SalaryParents
Developing
Constant changes
Collaboration
Pupils´ problemsSufficiency of resources
Competencies
Extra work
Safety
New technology
N=1332, OAJ, 20009
19
The Critical Challenges in Teaching Practice 2011
N=2547, OAJ, 2011
Leadership
Teaching methods
Group size
Lack of resources
Increasing extra work Special pupils
SalaryLearners of a different level
Difficulties in school-going
Lack of appreciation
Changes and renewals
ParentsUnwanted behaviour
Well-being
Insecurity
Technology Work space
Community well-being
Competencies
Curricula
20
Issues Arising from the Teacher Survey
• How to let the teachers concentrate on teaching, coaching and raising the pupils?– Trivial extra work, administrative duties and spreading of child welfare issues into
schools exhaust teachers´ motivation• Learning difficulties and other problems are well identified – what say the
teachers? – Reasons? Integration? Inclusion? Special teaching in general? Clinics? Resources?
Visions for the future?– Mental health problems among pupils are increasing rapidly, drugs are becoming a
problem• How and when to intervene?• What is the school’s role?
– What happens to a ”normal” pupil in the midst of all these challenges?• How to describe the reality of school life concretely enough for the public?
– Appreciation of teachers work is decreasing – consequences can be radical• Recruitment, salaries, working conditions, serurity etc.
• Leadership is one of the ticking time bombs in our schools– Principals don´t have enough time to stay omboard – administrative tasks take time– Dealing with matters is totally different from dealing with people– How to motivate principals to motivate teachers?
21
Building the School of Tomorrow – What Do We Need?
• Deep and long-term dialogue between politicians, the authorities, teachers, scientists, business people, parents and pupils at the local, regional, national, and international level
• Clarifying the vision: what REALLY is important for us in the future?– VALUES, VALUES, VALUES– Those who complain about the expense don’t understand the meaning
or the value of investing in our children– How to be environmentally responsable and how to raise
environmentally responsable children? – It’s easy to find the change-makers - just look yourself at the mirror!– Talking is important, actions are essential.
22
Web-based services for pro-active leadership
Fountain Park is an expert in pro-active leadership.We bring the wisdom of crows into practice.
We believe that good leadership requires constant dialogue between management and employees, customers and other stakeholders, unlimited by space or time.
The core of our services is the virtual brainstorming method which enables the participants to look forward and co-create new ideas.
The results are used in• strategy work
• developing leadership practices• impacting and influencing