Foundations of Teaching and Foundations of Teaching and Learning
Foundations of Teaching and Foundations of Teaching and Learningg Course 1: Introduction Week 4: Continuing to Learn in a Changing World
Lecture 4.2: A world of change
The only human being who welcomes h l change is a baby with a wet diaper
A world fit for learners ‘In an age of great change it is the ‘I f t h it i th learners who inherit the earth while the learned are well equipped to deal with a world that is past’ p (quoted in McGilchrist, Myers, Reid, 1997)
How old is grandma? How old is grandma? She had never heard of: Television Penicillin Polio shots Frozen foods Photocopying Contact lenses Frisbees The pill Yogurt Credit cards C di d Ball point pens Air conditioners Dishwashers Clothes dryers’
Gay rights Computer dating Dual careers Daycare centers Group therapy Fast food FM di FM radios Tape decks CD’s Electric typewriters Word processors Laser beams Mobile phones p Bank machines
How old is grandma? How old is grandma? She had never heard of: “Grass" was mowed “Coke" was a cold drink “P " “Pot" was something your hi mother cooked in “Rock music" was your y grandmother's lullaby.’ "Aids" were helpers in the Principal s office Principal's office “Gay” was a state of happiness “Hardware" was found in a h d hardware store and “Software" t d “S ft " wasn't even a word.
A definition of Insanity insanity: noun, going on doing the same thing and expecting different results
Re inventing knowing Re-inventing If the way we think of change is limited by imagining things very much h lik like th the ones we kknow ((even if 'better'), or by confining ourselves to doing what we know how to implement, then we deprive ourselves of participation i the in h evolution l i off the h ffuture. IIt will ill creep up on us and take us unawares (Papert (Papert, 2004). 2004)
“If you don't know where you are going, any road will take you there." (Alice in Wonderland) “Without a theory of change, we are vulnerable to wandering aimlessly”
Change: Impact, Influence and Leverage
IMPACT
Changes in a condition of well‐being for the children, adults, families or communities directly served by schools, by education and training.
g p , g , y ,p INFLUENCE Changes in policies, regulations, systems, practice or public opinion, advocacy, dissemination of ideas and exemplary practice
LEVERAGE Changes in resourcing, investments and support by public and private bodies and in strategies to improve outcomes for children and families.
Change: Impact, Influence and Leverage
IMPACT
Changes in a condition of well‐being for the children, adults, families or communities , , directly served by schools, by education and training.
Change: Impact, Influence and Leverage
INFLUENCE
Changes in policies, regulations, systems, practice or public opinion, advocacy, dissemination of ideas and exemplary practice
LEVERAGE
Changes in resourcing, investments and g g, support by public and private bodies and in strategies to improve outcomes for children and families. df l
The nature and direction of change
Top down
Bottom up
The power of the collective The best‐performing educational systems all have built their change strategies on systemic approaches that rely on collective professional and institutional (or social capital) development, d i tit ti l ( i l it l) d l t enhanced conditions for teaching and learning for all and more equal educational opportunities for all, and more equal educational opportunities within their education systems. (http://www.pasisahlberg.com/blog/?p 32) (http://www.pasisahlberg.com/blog/?p=32)
A THEORY OF CHANGE 1. The rule of the vital few: A few exceptional p people p p doing something different start and incubate an epidemic. 2. The stickiness factor: Some attribute of the epidemic allows it to endure long enough to "catch", to become contagious or "memorable" memorable . 3. The power of context: The physical, social and group environment must be right g to allow the epidemic p to then suffuse through the population. (Gladwell 1999) (Gladwell,
C AND FLOW O O G THE PACE OF C CHANGE
If you think you’re too small to make a difference, you ve never you’ve never been in bed with a mosquito.
Foundations of Teaching and Foundations of Teaching and Learningg Course 1: Introduction Week 4: Continuing to Learn in a Changing World
Lecture 4.2: A world of change
Lecture 4.2: A world of change
The only human being who welcomes h l change is a baby with a wet diaper
A world fit for learners ‘In an age of great change it is the ‘I f t h it i th learners who inherit the earth while the learned are well equipped to deal with a world that is past’ p (quoted in McGilchrist, Myers, Reid, 1997)
How old is grandma? How old is grandma? She had never heard of: Television Penicillin Polio shots Frozen foods Photocopying Contact lenses Frisbees The pill Yogurt Credit cards C di d Ball point pens Air conditioners Dishwashers Clothes dryers’
Gay rights Computer dating Dual careers Daycare centers Group therapy Fast food FM di FM radios Tape decks CD’s Electric typewriters Word processors Laser beams Mobile phones p Bank machines
How old is grandma? How old is grandma? She had never heard of: “Grass" was mowed “Coke" was a cold drink “P " “Pot" was something your hi mother cooked in “Rock music" was your y grandmother's lullaby.’ "Aids" were helpers in the Principal s office Principal's office “Gay” was a state of happiness “Hardware" was found in a h d hardware store and “Software" t d “S ft " wasn't even a word.
A definition of Insanity insanity: noun, going on doing the same thing and expecting different results
Re inventing knowing Re-inventing If the way we think of change is limited by imagining things very much h lik like th the ones we kknow ((even if 'better'), or by confining ourselves to doing what we know how to implement, then we deprive ourselves of participation i the in h evolution l i off the h ffuture. IIt will ill creep up on us and take us unawares (Papert (Papert, 2004). 2004)
“If you don't know where you are going, any road will take you there." (Alice in Wonderland) “Without a theory of change, we are vulnerable to wandering aimlessly”
Change: Impact, Influence and Leverage
IMPACT
Changes in a condition of well‐being for the children, adults, families or communities directly served by schools, by education and training.
g p , g , y ,p INFLUENCE Changes in policies, regulations, systems, practice or public opinion, advocacy, dissemination of ideas and exemplary practice
LEVERAGE Changes in resourcing, investments and support by public and private bodies and in strategies to improve outcomes for children and families.
Change: Impact, Influence and Leverage
IMPACT
Changes in a condition of well‐being for the children, adults, families or communities , , directly served by schools, by education and training.
Change: Impact, Influence and Leverage
INFLUENCE
Changes in policies, regulations, systems, practice or public opinion, advocacy, dissemination of ideas and exemplary practice
LEVERAGE
Changes in resourcing, investments and g g, support by public and private bodies and in strategies to improve outcomes for children and families. df l
The nature and direction of change
Top down
Bottom up
The power of the collective The best‐performing educational systems all have built their change strategies on systemic approaches that rely on collective professional and institutional (or social capital) development, d i tit ti l ( i l it l) d l t enhanced conditions for teaching and learning for all and more equal educational opportunities for all, and more equal educational opportunities within their education systems. (http://www.pasisahlberg.com/blog/?p 32) (http://www.pasisahlberg.com/blog/?p=32)
A THEORY OF CHANGE 1. The rule of the vital few: A few exceptional p people p p doing something different start and incubate an epidemic. 2. The stickiness factor: Some attribute of the epidemic allows it to endure long enough to "catch", to become contagious or "memorable" memorable . 3. The power of context: The physical, social and group environment must be right g to allow the epidemic p to then suffuse through the population. (Gladwell 1999) (Gladwell,
C AND FLOW O O G THE PACE OF C CHANGE
If you think you’re too small to make a difference, you ve never you’ve never been in bed with a mosquito.
Foundations of Teaching and Foundations of Teaching and Learningg Course 1: Introduction Week 4: Continuing to Learn in a Changing World
Lecture 4.2: A world of change
