leading curriculum change 2009 derek wenmoth. leading curriculum change 2009 derek wenmoth a case...

2009 Derek Wenmoth

Leading Curriculum Change

2009 Derek Wenmoth


A case for change…

• “schools frozen in time…”• “a yawning chasm …separates

the world inside the schoolhouse from the world outside.”

• "achievement gap" between social classes

• fewer than half of high school students are enrolled in a foreign-language class

2009 Derek Wenmoth


Future School…?

• What would students learn?

• How would they learn?

• When would they learn?

• Who would they learn with?

• What would they learn on or with?

• Where would they learn?

• How will they/we know what they’ve learned?

• Who decides?

• Etc…

2009 Derek Wenmoth


Setting the scene

• What is one thing you’d like to see changed in your school/organisation that you would improve the opportunities for learners to learn?

• Why is this important?

2009 Derek Wenmoth


School Level barriers

Prof. Hedley Beare

egg crate classroomsegg crate classroomsset class groups based on ageset class groups based on age

period-based period-based timetabletimetable

linear linear curriculumcurriculum

division of all human knowledge into “subjects”division of all human knowledge into “subjects”

division of staff by “subject”division of staff by “subject”

allocation of most school tasks to teachersallocation of most school tasks to teachers

assumption that learning is geographically boundassumption that learning is geographically bound

notion of stand-alone notion of stand-alone schoolschool

limiting ‘formal schooling’ to limiting ‘formal schooling’ to years 0-13years 0-13

2009 Derek Wenmoth


Changing schools…

“Schools may be the starkest example in modern society of an entire institution modelled after the assembly line. This has dramatically increased educational capability in our time, but it has also created many of the most intractable problems with which students, teachers and parents struggle to this day.

If we want to change schools, it is unlikely to happen until we understand more deeply the core assumptions on which the industrial-age school is based”

(2000, Peter Senge)

2009 Derek Wenmoth


Theory Gap

“The difference between our espoused theory and our theory-in-use is becoming distressingly noticeable.”

Chris Agyris & Donald Schon

2009 Derek Wenmoth


Our Beliefs

• Our beliefs are the truth• The truth is obvious • Our beliefs are based on real data• The data we select are the real data

Challenges:• Understanding the “current realities”• Understanding the thinking of others and myself

2009 Derek Wenmoth


Mental Models

Mental models are the assumptions & stories which we carry in our minds of ourselves, other people, institutions, & every aspect of the world.

Differences between mental models explain why two people can observe the same event and describe it differently; they are paying attention to different details.

2009 Derek Wenmoth


The Ladder of Inference

I adopt beliefs about the world

I draw conclusions

I make assumptions based on the meanings I’ve added

I add meanings (cultural and personal)

I select data from what I observe

Observable ‘data’ and experiences

The reflexive leap (our beliefs affect what data we select next

time)

I take action based on my beliefs

Argyris & Schon, 2000

2009 Derek Wenmoth


What we want young people to learn

• Learning to learn– Curriculum based on knowledge alone

does not equip students for further learning

• Shifting balance of values, competencies, knowledge, and skills

• Integration of skills, competencies and

knowledge – emphasis on application

2009 Derek Wenmoth


Essence of curriculum reform

Is not…..• new documentation• new resources

But it is..• Teachers changing their teaching practice

– if teachers continue to do what they always did before, the new/revised curriculum will have no effect

2009 Derek Wenmoth


What Experience and Research tells us1

• Teachers do not change their practice because they are told to.

• Teachers change when:– They have opportunities to practice– They have opportunities to reflect on the success of

their changed practice– They can share experience and methods with

professional colleagues– They are supported with appropriate tools

1 http://www.educationcounts.govt.nz/publications/series/2515/15341

2009 Derek Wenmoth



Within the ‘jigsaw’ of Within the ‘jigsaw’ of things to consider when things to consider when leading curriculum change leading curriculum change establishing clarity around establishing clarity around what the expectations are what the expectations are is an important first step.is an important first step.

2009 Derek Wenmoth


What drives your process?

• Whole school scan – where are you at?

• School Vision and values?• Pedagogical practice?• Student achievement data?• ICT?• Assessment?• Community opinion?

2009 Derek Wenmoth


Values, Beliefs, Principles and Practices.

Julia Atkin 2007

2009 Derek Wenmoth


Values & Beliefs

2009 Derek Wenmoth


The big idea

• An Educational Positioning System• Using a “map” metaphor - 3

purposes:– Shows you where you are in relation to

other features on the ‘landscape’– Allows you to ‘see’ where you may want

to move to– Enables you to develop an action plan to

prioritize and chart your route to your selected destination

• Uses a teacher’s own experience as the basis of reflection and feedback.

2009 Derek Wenmoth


An educational positioning system

Julia Atkin 2007

Philosophical Frameworks:deep exploration of the fundamental nature of educative purpose, learning, knowing and knowledge

Techniques, Strategies, Structures: the tools to implement the philosophical frameworks including the design of the use and allocation of people, time, space and place

Community & Culture: the development of a learning culture and learning community

2009 Derek Wenmoth


Four Tests

The responses within each dimension can be interrogated according tothe following four tests:

Robustness – processes up to the taskAre the processes robust enough?

Collectivity – participation and contributionWho is participating and to what extent?

Complimentarity – relationships of the parts to wholeIs the application consistent, across everything?

Congruence – the desired effectWhat is the relationship between theory and practice?

2009 Derek Wenmoth


School analysis view

Provides a “birds eye view” of the feedback across all 18 dimensions.

The colours in each segment represent the strengths and weaknesses in each dimensions, depending on how far from the centre the colour bar reaches.

2009 Derek Wenmoth


Slider view

Provides an interactive interface where the feedback can be investigated and different scenarios explored.

Provides an interactive interface where the feedback can be investigated and different scenarios explored.

2009 Derek Wenmoth


CBAM

2009 Derek Wenmoth


Reflecting on action


2009 Derek Wenmoth

More information

For more information see:

http://eps2.core-ed.net/

Or contact CORE Education Ltd:

http://www.core-ed.net

Or Contact:

[email protected]

leading curriculum change 2009 derek wenmoth. leading curriculum change 2009 derek wenmoth a case...

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