NTLT 2013 - Stuart Middleton - Memento Park or 21st Century?
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NTLT 2013 - Stuart Middleton - Memento Park or 21st Century?

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Memento Park or 21st Century?

Memento Park or 21st Century?

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  • The target group are likely to be underperforming and fail at school, pose a potential threat of disengagement, are likely to finish school with little or no qualifications – they are <br /> at risk educationally but not yet in risk. They must of course be interested in a career path that is appropriate to an institute of technology. As a student body they are reflective of the communities of Counties Manukau, from a low decile school and/or a low income family and are in significant numbers first-in-family to undertake tertiary education and training. <br />
  • The target group are likely to be underperforming and fail at school, pose a potential threat of disengagement, are likely to finish school with little or no qualifications – they are <br /> at risk educationally but not yet in risk. They must of course be interested in a career path that is appropriate to an institute of technology. As a student body they are reflective of the communities of Counties Manukau, from a low decile school and/or a low income family and are in significant numbers first-in-family to undertake tertiary education and training. <br />
  • The target group are likely to be underperforming and fail at school, pose a potential threat of disengagement, are likely to finish school with little or no qualifications – they are <br /> at risk educationally but not yet in risk. They must of course be interested in a career path that is appropriate to an institute of technology. As a student body they are reflective of the communities of Counties Manukau, from a low decile school and/or a low income family and are in significant numbers first-in-family to undertake tertiary education and training. <br />
  • The target group are likely to be underperforming and fail at school, pose a potential threat of disengagement, are likely to finish school with little or no qualifications – they are <br /> at risk educationally but not yet in risk. They must of course be interested in a career path that is appropriate to an institute of technology. As a student body they are reflective of the communities of Counties Manukau, from a low decile school and/or a low income family and are in significant numbers first-in-family to undertake tertiary education and training. <br />
  • The target group are likely to be underperforming and fail at school, pose a potential threat of disengagement, are likely to finish school with little or no qualifications – they are <br /> at risk educationally but not yet in risk. They must of course be interested in a career path that is appropriate to an institute of technology. As a student body they are reflective of the communities of Counties Manukau, from a low decile school and/or a low income family and are in significant numbers first-in-family to undertake tertiary education and training. <br />
  • The target group are likely to be underperforming and fail at school, pose a potential threat of disengagement, are likely to finish school with little or no qualifications – they are <br /> at risk educationally but not yet in risk. They must of course be interested in a career path that is appropriate to an institute of technology. As a student body they are reflective of the communities of Counties Manukau, from a low decile school and/or a low income family and are in significant numbers first-in-family to undertake tertiary education and training. <br />
  • The target group are likely to be underperforming and fail at school, pose a potential threat of disengagement, are likely to finish school with little or no qualifications – they are <br /> at risk educationally but not yet in risk. They must of course be interested in a career path that is appropriate to an institute of technology. As a student body they are reflective of the communities of Counties Manukau, from a low decile school and/or a low income family and are in significant numbers first-in-family to undertake tertiary education and training. <br />
  • The target group are likely to be underperforming and fail at school, pose a potential threat of disengagement, are likely to finish school with little or no qualifications – they are <br /> at risk educationally but not yet in risk. They must of course be interested in a career path that is appropriate to an institute of technology. As a student body they are reflective of the communities of Counties Manukau, from a low decile school and/or a low income family and are in significant numbers first-in-family to undertake tertiary education and training. <br />
  • The target group are likely to be underperforming and fail at school, pose a potential threat of disengagement, are likely to finish school with little or no qualifications – they are <br /> at risk educationally but not yet in risk. They must of course be interested in a career path that is appropriate to an institute of technology. As a student body they are reflective of the communities of Counties Manukau, from a low decile school and/or a low income family and are in significant numbers first-in-family to undertake tertiary education and training. <br />
  • The target group are likely to be underperforming and fail at school, pose a potential threat of disengagement, are likely to finish school with little or no qualifications – they are <br /> at risk educationally but not yet in risk. They must of course be interested in a career path that is appropriate to an institute of technology. As a student body they are reflective of the communities of Counties Manukau, from a low decile school and/or a low income family and are in significant numbers first-in-family to undertake tertiary education and training. <br />
  • The target group are likely to be underperforming and fail at school, pose a potential threat of disengagement, are likely to finish school with little or no qualifications – they are <br /> at risk educationally but not yet in risk. They must of course be interested in a career path that is appropriate to an institute of technology. As a student body they are reflective of the communities of Counties Manukau, from a low decile school and/or a low income family and are in significant numbers first-in-family to undertake tertiary education and training. <br />
  • The target group are likely to be underperforming and fail at school, pose a potential threat of disengagement, are likely to finish school with little or no qualifications – they are <br /> at risk educationally but not yet in risk. They must of course be interested in a career path that is appropriate to an institute of technology. As a student body they are reflective of the communities of Counties Manukau, from a low decile school and/or a low income family and are in significant numbers first-in-family to undertake tertiary education and training. <br />
  • The target group are likely to be underperforming and fail at school, pose a potential threat of disengagement, are likely to finish school with little or no qualifications – they are <br /> at risk educationally but not yet in risk. They must of course be interested in a career path that is appropriate to an institute of technology. As a student body they are reflective of the communities of Counties Manukau, from a low decile school and/or a low income family and are in significant numbers first-in-family to undertake tertiary education and training. <br />
  • The target group are likely to be underperforming and fail at school, pose a potential threat of disengagement, are likely to finish school with little or no qualifications – they are <br /> at risk educationally but not yet in risk. They must of course be interested in a career path that is appropriate to an institute of technology. As a student body they are reflective of the communities of Counties Manukau, from a low decile school and/or a low income family and are in significant numbers first-in-family to undertake tertiary education and training. <br />
  • The target group are likely to be underperforming and fail at school, pose a potential threat of disengagement, are likely to finish school with little or no qualifications – they are <br /> at risk educationally but not yet in risk. They must of course be interested in a career path that is appropriate to an institute of technology. As a student body they are reflective of the communities of Counties Manukau, from a low decile school and/or a low income family and are in significant numbers first-in-family to undertake tertiary education and training. <br />
  • The target group are likely to be underperforming and fail at school, pose a potential threat of disengagement, are likely to finish school with little or no qualifications – they are <br /> at risk educationally but not yet in risk. They must of course be interested in a career path that is appropriate to an institute of technology. As a student body they are reflective of the communities of Counties Manukau, from a low decile school and/or a low income family and are in significant numbers first-in-family to undertake tertiary education and training. <br />
  • The target group are likely to be underperforming and fail at school, pose a potential threat of disengagement, are likely to finish school with little or no qualifications – they are <br /> at risk educationally but not yet in risk. They must of course be interested in a career path that is appropriate to an institute of technology. As a student body they are reflective of the communities of Counties Manukau, from a low decile school and/or a low income family and are in significant numbers first-in-family to undertake tertiary education and training. <br />
  • New opportunities <br /> <br /> Not clearing the decks entirely – but working differently within new relationships
  • Transitions, whether they be abrupt or modulated require response not only with regard to preparing students for the exit from school but also for the introduction, induction and socialisation into postsecondary programmes. This requires greater focus in the senior secondary school on the demands of the particular pathways that students are choosing to move down rather than the conventional emphasis on the academic disciplines of the curriculum. It also requires postsecondary providers to be explicit about requirements in terms of academic preparation, to reach out to incoming students and for there to be integration of careers advice if successful transitions are to be effected. <br />
  • The target group are likely to be underperforming and fail at school, pose a potential threat of disengagement, are likely to finish school with little or no qualifications – they are <br /> at risk educationally but not yet in risk. They must of course be interested in a career path that is appropriate to an institute of technology. As a student body they are reflective of the communities of Counties Manukau, from a low decile school and/or a low income family and are in significant numbers first-in-family to undertake tertiary education and training. <br />
  • The target group are likely to be underperforming and fail at school, pose a potential threat of disengagement, are likely to finish school with little or no qualifications – they are <br /> at risk educationally but not yet in risk. They must of course be interested in a career path that is appropriate to an institute of technology. As a student body they are reflective of the communities of Counties Manukau, from a low decile school and/or a low income family and are in significant numbers first-in-family to undertake tertiary education and training. <br />

NTLT 2013 - Stuart Middleton - Memento Park or 21st Century? NTLT 2013 - Stuart Middleton - Memento Park or 21st Century? Presentation Transcript

  • MANUKAU INSTITUTE OF TECHNOLOGY Memento Park or 21st Century? 1 Finally Stuart Middleton Manukau Institute of Technology Invercargill 2013
  • MANUKAU INSTITUTE OF TECHNOLOGY 2 Finally
  • MANUKAU INSTITUTE OF TECHNOLOGY 3 Finally
  • MANUKAU INSTITUTE OF TECHNOLOGY 4 Finally
  • MANUKAU INSTITUTE OF TECHNOLOGY 5 Finally
  • MANUKAU INSTITUTE OF TECHNOLOGY 6 Finally
  • MANUKAU INSTITUTE OF TECHNOLOGY 7 Finally 1,473
  • MANUKAU INSTITUTE OF TECHNOLOGY 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.”
  • MANUKAU INSTITUTE OF TECHNOLOGY 9 Finally 1,473
  • MANUKAU INSTITUTE OF TECHNOLOGY 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!”
  • MANUKAU INSTITUTE OF TECHNOLOGY 11 Finally 1,473
  • MANUKAU INSTITUTE OF TECHNOLOGY 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
  • MANUKAU INSTITUTE OF TECHNOLOGY A basic premise: The essential issues that we face are structural. Therefore the solutions are structural.
  • MANUKAU INSTITUTE OF TECHNOLOGY Plans Fix a Future
  • MANUKAU INSTITUTE OF TECHNOLOGY What do I mean by “structures?” 1. Curriculum 2. Time 3. Pastoral care 4. Age Related Cohorts 5. Sectors (ECE, Middle, Secondary, PSET) 6. Programmes 7. Delivery
  • MANUKAU INSTITUTE OF TECHNOLOGY 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
  • MANUKAU INSTITUTE OF TECHNOLOGY Curriculum 17
  • MANUKAU INSTITUTE OF TECHNOLOGY Time 18
  • MANUKAU INSTITUTE OF TECHNOLOGY Time 1. 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 learning 7. Seat time as the key requirement?
  • MANUKAU INSTITUTE OF TECHNOLOGY 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.
  • MANUKAU INSTITUTE OF TECHNOLOGY Pastoral Care 21
  • MANUKAU INSTITUTE OF TECHNOLOGY Pastoral care How 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?
  • MANUKAU INSTITUTE OF TECHNOLOGY Grouping of students • Age-related cohorts • Sectors 23
  • MANUKAU INSTITUTE OF TECHNOLOGY 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
  • MANUKAU INSTITUTE OF TECHNOLOGY Sectors 25 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
  • MANUKAU INSTITUTE OF TECHNOLOGY Early Childhood Education Primary Intermediate Secondary Is this how students learn? Tertiary Is it in the best interests of students? Current Sectors 26 Different /Separate: • Qualifications • Unions • Curriculum • Sites • Organisation
  • MANUKAU INSTITUTE OF TECHNOLOGY Tricky Transitions 4-5 Major Transitions Perhaps 17 Minor Transitions
  • MANUKAU INSTITUTE OF TECHNOLOGY NEW STRUCTURE 1 : Two Sectors
  • MANUKAU INSTITUTE OF TECHNOLOGY Programmes 29
  • MANUKAU INSTITUTE OF TECHNOLOGY MIT Tertiary High School 30 Finally Challenging the structures: • Dual enrolment • Early access to tertiary programmes • Simultaneous integration of sectors • Working across levels • Multiple qualifications • Teachers from different sectors
  • MANUKAU INSTITUTE OF TECHNOLOGY And the results? School 1 86 89 66 School 2 * 8 77 65 School 3 91 92 80 School 4 99 97 94 School 5 ** 98 99 93 School 6 75 80 74 School 7 * 81 96 79 School 8 91 98 85 School 9 95 98 88 School 10 91 93 84 School 11 * 92 88 76 School 12 85 96 100
  • MANUKAU INSTITUTE OF TECHNOLOGY And the results? School 1 86 89 66 School 2 * 8 77 65 School 3 91 92 80 School 4 99 97 94 School 5 ** 98 99 93 School 6 75 80 74 School 7 * 81 96 79 School 8 91 98 85 School 9 95 98 88 School 10 91 93 84 School 11 * 92 88 76 School 12 85 96 100
  • MANUKAU INSTITUTE OF TECHNOLOGY NEW STRUCTURE 2 : Ways of Working
  • MANUKAU INSTITUTE OF TECHNOLOGY NEW STRUCTURE 3 : School Programme
  • MANUKAU INSTITUTE OF TECHNOLOGY An Issue approached as a structure : Disengagement 35
  • MANUKAU INSTITUTE OF TECHNOLOGY 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 36
  • MANUKAU INSTITUTE OF TECHNOLOGY • Attendance • Academic (on track) • Literacy / Numeracy • Learning Difficulties • School relationships • Bullying / Harrassment • Interest / Motivation • Family • Social Group / Interaction • Support from Teachers
  • MANUKAU INSTITUTE OF TECHNOLOGY Disengagement Process Development of signs Not across the board or even. Spikes represent areas For intervention focus
  • MANUKAU INSTITUTE OF TECHNOLOGY Disengagement Process Example A High Intervention • Attendance • Academic • Interest / Motivation • Teacher support Medium Intervention • School • Family Points of Praise • Literacy / Numeracy • Sound Social Group • No issues of bullying • No learning difficulties
  • MANUKAU INSTITUTE OF TECHNOLOGY Disengagement Process Example B High Intervention • Academic Medium Intervention • Attendance • Interest / Motivation Points of Praise • Many – the rest of the factors
  • MANUKAU INSTITUTE OF TECHNOLOGY Back to Khan….. The world is changing rapidly has changed rapidly. – Khan Academy – MOOCs – Social Media – Use of time Education 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 Middleton Manukau Institute of Technology www.stuartmiddleton.co.nz www.EdTalkNZ.com