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Making Connections

ECD Local Partnerships: Collective Action
by

Martin Westwell

on 30 July 2014

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Transcript of Making Connections

http://ow.ly/tzvqI
Making Connections
Leaders of Learning
Prof Martin Westwell
martin.westwell@flinders.edu.au
An ARC Special Research Initiative
Shinobu Yamaguchi,
Tokyo Institute of Technology
Japan
Japan
Sheela Nair Gopala Nair,
Ministry of Education
Malaysia

Misook Lee,
Korea Institute of Curriculum and Evaluation
South Korea

Kerry Kennedy,
Institute of Education
Hong Kong
Deepika Sharma,
Learning Links Foundation
India
Fe A Hidalgo,
The Foundation for Upgrading the Standard of Education
Philippines
Swee Noi Tang,
Raffles Institution
Singapore
Javzan Sukhbaatar,
Institute of Finance and Economics
Mongolia
Mongolia
Daniel Hastings
Professor of Engineering Systems and Aeronautics and Astronautics
MIT
... there is a growing concern [in the region] that education systems are focusing on the accumulation of academic... skills
at the expense of the more elusive and hard-to-measure transversal competencies
.
frequency of use
http://ow.ly/tmPeI

The accumulation of these competencies, which include…
communication
with others,
innovative thinking
,
respect
for diversity and the environment,
conflict resolution
,
team work
,
problem solving
and so on...
.
...., is not only important for students to be
adequately prepared for the world of work
, but is also paramount in ensuring future generations are equipped to live
meaningful
,
sustainable
and
responsible
lives in a rapidly changing and interconnected world.
http://www.thomaskalak.com/THOMAS_KALAK_01.html
pervasively

frequently

regularly

occasionally

hardly ever

never
knowledge and know-how
transversal skills
professional
skills
implications: e.g., MOOCs
"Zest for Living"
Balance between
acquisition of
knowledge/skills &
sense of judgment /
critical thinking
Need for coping
with rapidly changing
environments in
knowledge-based society
Need for strengthening
ability to “think”,
“express” and “make
decisions”
1. Curriculum change









2. Increase in lesson hours & contents



3. Balance between acquisition
of knowledge/skills &
sense of judgment /critical thinking


4. Collaboration among schools,
families and communities
To foster abilities to think, express and make a decision
To learn more about Japanese culture and tradition
To enrich moral education
To keep students healthy
To cover current social and global issues for teaching and learning
Japanese language, Maths and Science
To cover current social and global issues for teaching and learning
To increase experience-based learning opportunities
To foster math and science skill
To increase foreign Language education opportunities
In your opinion what skills and competencies are important to develop in your students?
103/103 teachers
14/14 project teachers
What do you suggest the Government
(or others) could do to support teachers to develop students' non-cognitive skills?
100/103 teachers; 14/14 project teachers
c.f. Japan

"fast thinking"
impulsive
not using
executive function
stop-and-think
skills
undergrad
grad school
job
somewhere else
did not learn
works well in simple systems
fails in
complicated
or complex
systems
http://ow.ly/tzvAW
21st Century Learners Demand Post-Industrial Education Systems
Dirk Van Damme, OECD
thinking fast
thinking fast
"...drop the notion that autonomy is a goal in itself.
Improving learning should always be the objective.
It's what we do with
autonomy that counts
Autonomy
and
empowerment
are often used interchangeably and
this is a
mistake
.

The evidence is clear that in Australia and other countries with large shares of
highly-autonomous private schools.....have not been empowered
.
"
rash got
better
rash got
worse
use skin cream
use skin cream
DID
DID NOT
223
107
75
21
fast thinking?
stop-and-think
75%
83%
(~40% of 1111 US adults)
increase
in crime
ban concealed handguns
DID
DID NOT
223
107
75
21
numerate cohort
ban concealed handguns
decrease
in crime
numerate cohort
decrease in crime
increase in crime
stop-and-think
not engaged
unless data disagrees with pre-judgement
right
left
gun bans don't work
gun bans
do work
when fast
thinking makes it
seem that a gun
ban leads to...
Kahan, D. M., Peters, E., Dawson, E. C., & Slovic, P. (2013). Motivated Numeracy and Enlightened Self-Government. Yale Law School, The Cultural Cognition Project, Working Paper, (116).
What pre-judgements influence our own decision-making?
How would
you know?
e.g., deprivatising practice,

value of diversity
" "
" "
Pisapia (2005, 2009, 2012)
(e.g., Educational Management Administration & Leadership)
"
successful [education] leaders
working in complex, ambiguous or chaotic environments think more strategically than less successful leaders in those same environments"
"Leaders who find themselves in such
messy, chaotic, complex environments

fail
for a number of reasons:
They are trained and rely upon a
linear thinking mindset
that
does not work
in situations characterised by ambiguity and complexity.
Their
concept of change is also linear.
Therefore, they
overuse quantifiable parameters
in the change process and seek to rationally plan their way to success
They
do not connect vital concepts
of necessary organisational changes to the minds and spirits of their followers.
They use a
limited set of leadership actions
to influence followers to join in a common cause. Therefore, they are effective only when conditions match their
one-dimensional set of leader actions
.
Leaders today are surrounded by paradoxes:
change and stability
linear and non-linear thinking
localism and globalism
e.g.,
stop-and-think
Therefore, they are unable to benefit from
empowerment
and self-management.
fast
common characteristic of less successful
education leaders:

in complex environments
Pang & Pisapia (2012)
"...does one move to higher levels of responsibility
because
they have these
strategic thinking skills
or because do they
acquire them
once they are selected?





It’s our assumption that
both factors are at play
in this finding."
principal
deputy
coordinator
systems
thinking
reflection
reframing
The Strategic Thinking Skills of Hong Kong School Leaders: Usage and Effectiveness
223
298
X 100 =
|
107
128
X 100 =
|
Prof Bill George
Professor of Management Practice Harvard Business School
"Can't we all finally agree that the great man is dead?"
Heroic model of leadership seems no longer sufficient
"Great man" of history
Heroic Leader
Jesus Christ
Mohammad
Attilah the Hun
Elizabeth I
Hitler
Stalin
Margaret Thatcher
"ability to see systems holistically, understanding properties, forces, patterns and interrelationships."
"ability to weave logical and rational thinking ... to make judgements... and create principles that guide future actions."
"ability to switch attention across multiple perspectives, mental models [etc] to generate new insights and options for actions."
e.g., Mannix, E. & Neale, M. A. (2005).
Psych Sci in the Public Interest
,
The promise and Reality of Diverse Teams in Organizations
e.g., Phillips, P. W.
et al.,
(2004)
J. Exp. Social Psych.,

Diverse groups and information sharing:
the effects of congruent ties
benefits of information diversity
different people
different information
different perspectives
more innovation
"mere presence of diverse information may not guarantee such benefits"
site leaders
teachers
SSOs, ECWs
etc
leadership
team
groups of leaders
nature of the relationships
social ties
shared values
shared intent
shared ownership
in-group
(not the in-crowd)
find your
"in-groupness"

must be
strategic
EFs - pedagogy - AC
ways of making kids think
more likely to invest in second time as
"in-groupness" develops
(not a checklist!)
thinking slow
fast
fast
fast
fast
industrial
thinking
autonomy &
empowerment
martin.westwell@flinders.edu.au
@martinwestwell
@martinwestwell
UNESCO (Bangkok) 2012
Education beyond 2015
"data driven"
to
evidence informed
Molenberghs, P.
et al.,
(2013)
Human Brain Mapping

Seeing is believing: Neural mechanisms of action-perception are biased by team membership
can be changed
READY
GO
who was
faster?
neural basis for
in-group bias
in-group member
- lattitude
-
willingness to mimic
- benefit of doubt
- value input (congruence)
- big picture/strategic

systems thinking
(i.e., not limited to tactics/actions)
general
capabilities
"essence"
proficiencies, concepts, etc
will change over time
use the system to support the development of your "in-groupness"
Full transcript