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  • 1. Implementing NZC – what does the research tell us? The image cannot be displayed. Your computer may not have enough memory to open the image, or the image may have been corrupted. Restart your computer, and then open the file again. If the red x still appears, you may have to delete the image and then insert it again.Rosemary  Hipkins    Presenta(on  at  Curriculum  Link,  Nelson,  August  16-­‐17,  2011  
  • 2. The  Curriculum  Exploratory  Studies  project  •  What:  A  joint  NZCER  /  University  of  Waikato  project  –  three  years  and   two  stages  •  Aim:  to  provide  informa(on/insights  that  would  be  useful  for  other   schools/  the  Ministry  •  Focus:  How  have  teachers  and  “early  adopter”  schools  worked  to   implement  NZC?    •  How:  Interviews  with  key  individuals  in  early  adopter  schools   2008/2009/2010  •  Four  “mediated  conversa(ons”  with  school  leaders  and  teachers  an   added  component  in  2010    
  • 3. •  NZC  =  outcomes-­‐based  framework  for   learning  (year  1  to  year  13)  •  Sets  the  direc(on  for  learning  but  each   school  must  build  a  local  curriculum  •  Schools  modify  NZC  to  meet  the  learning   needs  of  their  students  and  community  •  A  response  to  learning  challenges  in  the  21st   century    
  • 4. Creating a coherentwhole from the parts is adesign challenge not tobe underestimated!
  • 5. The “front end” The “back end” •  Vision 8 levels •  Values 8 learning areas •  Principles 8 sets of achievement objectives per level •  Key competenciesEffective pedagogy, key competencies, learning to learnThese parts of NZC can help bring the two ends of NZC together –but only if they are NOT positioned as “add-on” features.This is a significant design challenge and subject-specific input is anecessary component
  • 6. Implementing NZC is not a one-off change…. Curriculum changeThe early adopter schools were ready for NZC: early change wasvery rapid
  • 7. Tomorrow’s Schools Charter documents etc 1990s outcomes-based curriculum NQFNCEA Planning and reporting ICT PD Principals’ leadership Inquiry learning learning and support Literacy PD Assess to EHSAS and other Learn Numeracy PD cluster initiatives Ka Hikatia Te kotahitangaNZC did not arrive into an ideas and learning vacuum!Coherence of policy has been an important enabler
  • 8. The  impact  of  NZC  in  the  early  adopter  schools  •  catalysed  high  level  curriculum  change  (vision,  values,  a  focus  on   learning  to  learn  etc)  •  energised  school  professionals  in  ways  that  affirmed  and  sustained  their   commitment  to  learners  and  learning    •  strengthened  con(nual  improvement  processes  supported  by  ongoing   inquiries  into  shared  prac(ce      •  gave  addi(onal  impetus  to  growing  awareness  of  the  importance  of   culture  and  of  the  diversity  of  New  Zealand’s  students    •  consolidated  strengths-­‐based  approaches  to  learning,  in  contrast  to   deficit-­‐based  thinking  about  behaviour  and  achievement    
  • 9. http://cb3blog.files.wordpress.com/2009/12/hypodermic-network.pngDecentralised learning networks have provided an effective supportstructure for complex layers of professional learning and change
  • 10. Enjoying  the  fruits  of  change:  NZC  has  ..  •  S(mulated  conversa(ons  about  valued  curriculum  content  and  ways  to   achieve  greater  coherence  (within  taught  curriculum  and  across  various   professional  learning  ini(a(ves)  •  Prompted  development  of  a  shared  language  and  vision  for  learners  and   learning  •  Increased  student  engagement  and  involvement  in  their  own  learning    •  Re-­‐energised  teachers’  shared  sense  of  moral  purpose:  strengthened   collec(ve  responsibility  for  student  achievement  •  Supported  modest  increases  in  parental  and  community  involvement  in   learning  and  curriculum          
  • 11. Even for schools that were ready andwaiting for NZC, the initial growth stagetook at least two years. Curriculum changeSustainability … is not linear. It is cyclical, for two fundamentalreasons. One has to do with energy, and the other periodic plateaus,where additional time and ingenuity are required for the nextadaptive breakthrough.(Fullan, 2004, p. 14)
  • 12. Vertical learning experiences are cases where a learner makes lots of incremental progress on a scale from low to high skills, as if moving up a ladder. ‘Horizontal’ learning experiences are those where one doesnot make a lot of progress up the ladder of skills, but stays on the initial rungs awhile, exploring them and getting toknow what some of the rungs are and what the ladder looks like. Horizontal experiences look like mucking around, butreally they are ways of getting your feet wet, getting usedto the water, and getting ready, eventually, to jump in and go swimming. (Gee, 2004, p. 60) Not so much a “plateau” as a place of recursive (horizontal) learning…
  • 13. Surface level features – we may do this already or only need to ‘tweak’ We may need to strengthen our practices here Potentially transformative “deep” changes to what we doKey competencies are an interesting case of recursive learning
  • 14. Deepening understandings of Strengthening existing thinking thinking competencies skills Using known “thinking” strategiesAgency, autonomy, thinking disposition Making learning-to- learn links An explicit focus on acts of thinking Thinking about thinking Learning to recognise and Recognising how texts use discipline-specific structure thinking (normative) ways of Asking critical questions thinking about meaning-making
  • 15. To move beyond plateaus requires what Heifetz andLinksy call tackling ‘adaptive challenges’ rather than‘technical solutions’. The difference between the twois that knowledge required for addressing technicalproblems is currently available (it may still bedifficult to implement, but much is known in relationto the problem) while adaptive challenges go beyondour current capacity or current way of operating.(Fullan, 2004, p. 4)
  • 16. An emergent challenge is knowing when youhave reached the limits of your internalresources and need new input to stimulate thenext change cycle
  • 17. Next  challenges:  both/and  thinking  •  Achieving  “connected  knowing”  that  is  both  deep  and  broad  •  Making  cross-­‐curriculum  links  in  ways  that  also  maintain  the   integrity  of  disciplinary  knowing  •  Student-­‐centered  and  a  strong  role  for  the  teacher  •  Connec(ng  “complex  resources”  within  webs  of  rela(onships   and  deep  ideas  (Fullan,  2010)  
  • 18. The “King John” challengeLearning about King John for eightweeks gave one year 7 class in theUK a “sense of the period” thatallowed them to much more quicklyunderstand the implications of thingsthey read about other medieval kingsand queens.Do we short change students withsome of our current inquiry models?What topics are of most importancefor our students to explore in-depth?How do we make space to allowindividual students to developexpertise that continues to deepenover extended periods of time (years,not weeks or months) in a topic of apassionate interest to them
  • 19. Next  challenges:  Rethinking  evidence  of  learning  •  Aligning  high  stakes  assessment  and  deep  curriculum  thinking   about  purposes  for  learning  in  the  21st  century    •  Clarifying  the  difference  key  competencies  could  make  within   learning  areas:  knowledge,  skills  and  being…    How  you  come   to  know  maeers  •  Rethinking  what  can  cons(tute  evidence  of  learning  (new   assessment  processes,  new  ways  of  use  knowledge  and  skills)  •  Ensuring  parents  and  others  in  the  community  also   understand  these  new  learning  conversa(ons  
  • 20. This is a simple model of the dimensions of socio-cultural learning theory.This model underpins at least some parts of the key competencies andeffective pedagogy definitions. What implications can you see for nextknowing/doing challenges?
  • 21. And the last word goes to…The findings of the three rounds of data collection indicate that theimplementation process is usefully viewed as a complex process ofgrowth and change. This journey can start with school engagement ofany aspect of NZC. What is important is that schools persist withtheir development programme engaging with, responding to and callingon the strengths of all those within their wider community.(Final paragraph of full CIES report, 2011).
  • 22. References  •  Fullan,  M.  (2004).  Systems  thinkers  in  ac/on:  Moving  beyond  the  standards   plateau.  No=ngham:  DIES  PublicaGons.  •  Fullan,  M.  (2010).  All  systems  go:  The  change  impera/ve  for  whole  system  reform.   Thousand  Oaks,  London,  New  Delhi,  Singapore:  Corwin/Sage  PublicaGons.    •  Gee,  J.  (2004).  Situated  language  and  learning:  A  cri/que  of  tradi/onal  schooling.   New  York:  Routledge.  •  Hipkins,  R.,  Cowie,  B.,  Boyd,  Sally,  Keown,  P.,  &  McGee,  C.  (2011).  Curriculum   Implementa/on  Exploratory  Studies  2.  Final  Report:  February  2011.  Wellington:   Ministry  of  EducaGon.   hXp://www.educaGoncounts.govt.nz/publicaGons/curriculum/curriculum-­‐ implementaGon-­‐exploratory-­‐studies-­‐2   Thanks to all the wonderful CIES schools, the MOE for funding this project, and the research team for all the learning (especially my co- leader Bronwen Cowie)