Ask: What if, Why must, What's stopping

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challenging conceptions of education and schooling


<ul><li>1.MLS030 (July 2014) What IF John Yeo, National Institute of Education, Singapore. Fostering Diagnostic Confidence in the Creative Problem Solving Process Creative Problem solvingInventive thinking Problem finding Brainstorming Divergent Thinking Convergent Thinking Need to challenge Assumption! </li></ul> <p>2. MLS030 (July 2014) What IF John Yeo, National Institute of Education, Singapore. Fostering Diagnostic Confidence in the Creative Problem Solving Process 3. WHY MUST SCHOOLS/ TEACHERS/ STUDENTS ....? What IF Fostering Diagnostic Confidence INNOVATION PROGRAMME REVIEWING Formulating Challenges: In my current course on Creative Problem Solving, I invited my students who are Heads of Dept to conceptualise a Future School in 2020. From the data thus far, many seemed curtailed and fixated with old notions of schooling and not daring to challenge assumptions, beliefs, systems and structures. Like to invite you to "play along". Question and challenge by first asking- "why must xxx...." or "whats stopping xxx..." (pls do not rationalise or refute any question) 4. CURIOUS MINDS Creative Problem solvingInventive thinking Problem finding Brainstorming Testing IINSPIRING What IF Fostering Diagnostic Confidence in the Creative Problem Solving Process MLS030 (July 2014) John Yeo, National Institute of Education, Singapore. 5. ASKING WhatIF? MLS030 (July 2014) John Yeo, National Institute of Education, Singapore. What IF Fostering Diagnostic Confidence in the Creative Problem Solving Process 6. The guiding force that creates a product is purpose or intent. Perkins, 1981 7. Why must schools have timetable? Why must students go into a school everyday? STRUCTURES 8. Schools are redundant in the future. Why should there be schools at all? Why do schools exist in the first place? STRUCTURES 9. why must government run schools!? STRUCTURES 10. Why should schools be defined by the structures and perceptions of how we used to be taught rather then redefining the educational potential of good learning? STRUCTURES 11. Why must schools operate on the FEAR of failure? Learning 12. Why do teachers teach vs why do students learn? What do teachers teach vs what do students learn? When do teachers teach vs when do students learn? Where do teachers teach vs where do students learn? Who do teachers teach vs who do students learn from? How do teachers teach vs how do students learn? Learning 13. How can learning be more fun? LEARNING 14. Character building and values based education as a means to achieve its ends of meeting the purpose of education.This is based on the assumptions where the following criteria have been met 1. School leaders and core team have travelled wide, long and far enough to know best practices around the world 2. Community recognized the worth of the brand of education it is offering (which is not measured in the short term of the first 5 years by academic results) 3. Parents are worldly enough to know what is the meaning of 'beyond academics' needs of the 2040 global market 4. School have garnered enough support from the parents (monetary and expertise) to run its programs 5. Professionalism among staff that sees life long learning and accountability as part of their personal responsibilities 6. Strong para- educator teams and strong admin team to handle the mundane work which takes away time and energy from creative teachers. 7. ICT-enabled to achieve efficiency and efficacy. LEARNING 15. ASSessment Why cant students decide what forms and what standards they should be assessed if we are truly focused on student-centred learning? 16. ASSessment Why must grades be the overall measure of student learning? Why must school achievement be based on quantifiable results when learning is primarily not quantifiable? Why must quantity be the standard at schools; what happened with quality? 17. ASSessment So, is it literacy(ordinary pass) OR proficiency (merit or distinction) that is driving our assessment goals? Requiring our students to complete stacks and stacks of assignments, spend so much time on practicing incredible amounts of exam papers definitely robs and kills the joy of learning. Why must we spend in inordinate amount of time and effort to drill our students to achieve assessment results in subjects like mathematics and sciences where the pass rate and distinction rates are so high? Why must we expect and require them to complete so many sets of exam papers from their schools and other schools, to have so many preliminary exams, etc... 18. Why aren't we looking more closely at how we are using time in schools? Why must schools be run from 8am to 3pm with the ubiquity of technology? Tech and Time 19. Why cant schools run till the night since some students learn best at night? Why can't subjects be taught in 3-hr blocks? Why must schools operate on the fear of failure? Tech and Time 20. Why must schools have 'teachers'? How might we emancipate teachers and students? Why are teachers civil servants? Why must teachers be subjected to stack ranking? TEACHERS 21. Why should teachers still be organised by departmental level if we are advocating authentic applied learning where students discover relevance in learning and problems of tomorrow are more interdisciplinary in nature? TEACHERS 22. What's stopping teachers from looking at whether they themselves are behaving in waits they expect students to behave? What's stopping teachers from critically examining the ethical justification behind school rules? TEACHERS 23. SUBJECTS Why can't there be greater integration among subjects? Why can't we teach real, proper ethical reasoning in the classroom, as a proper subject, in which students grapple with real ethical issues in an open, critical manner? Everyone seems to agree that we should teach empathy, so why not make Literature, probably the best subject for this, compulsory at primary and secondary levels? 24. SUBJECTS Why are children not given an option to learn what they want to learn? 25. SUBJECTS Why aren't we paying proper attention to how different subjects and programmes are working, or not working, together to achieve educational outcomes? 26. Maybe we should have a randomiser cough up a sequence of curriculum units from an overall multidisciplinary list every week. Then teachers are required to teach those units regardless of content after one week's lead prep time. Also, the teachers will be randomised regardless of subject. Finally, the students will grade the teachers on ability to improvise. . SUBJECTS 27. At the end of the year, all teachers will have learnt a lot, developed transdisciplinary and interdisciplinary sensibilities, and be a lot more creative. Students will also be more flexible! And nobody will be able to overanalyse anything. SUBJECTS 28. why must children be placed in classes according to date of production? STUDENTS 29. Why must schools discourage 'out-of-the- norm' thinking? Why must schools force every child to follow the same learning pace and demand that they learn certain things in a particular order? STUDENTS 30. STUDENTS Why can't students put up a list of the topics they are interested in and teachers conduct their lessons based on that list with more student participation since the topic came from them? 31. STUDENTS Once a child can read, why is there a need to prescribe set curriculum that a child *must* show a high level of mastery before the child is deemed competent? 32. BE CURIOUS: There must be a better way. SHOW EMPATHY: Its not about me. EMBRACE FAILURE: Mistakes are opportunities for learning. Inspiring Curious Minds 33. This thread is poisonous... It's making me why am I subjecting my child to school! it is liberating. This is what education ought to be, liberating... The discourse of whether we are parents, teachers, administrators or academics, we can and perhaps we should, galvanise different communities in order tomove education forward in order to stay ahead of the curve. Your inputs have provide ways we can radically disrupt education. Inspiring Curious Minds 34. click here to start timer 20 minutes 35. Ladder of Abstraction After analysing the DATA, pick the one that YOU feel is the most important to work on. Need not be the challenges/ questions with *hits* With the chosen problem, analyse it again to see if it is really the problem that we want. </p>