trends and futures
play

Trends and futures Planning for complexity Were going to talk about - PowerPoint PPT Presentation

Trends and futures Planning for complexity Were going to talk about GOALS FOR PEI Divergence Complexity Goals TRENDS IMPACTING EDUCATION The Anatomy of a Trend OECD Trends Report Our Trends FUTURES THINKING What is it for?


  1. Trends and futures Planning for complexity

  2. We’re going to talk about… • GOALS FOR PEI Divergence Complexity Goals • TRENDS IMPACTING EDUCATION The Anatomy of a Trend OECD Trends Report Our Trends • FUTURES THINKING What is it for? DeSchooling Wrap Up

  3. You’re going to be asked to… • CHOOSE YOUR QUESTION Talk about complex issues Choose your question about the future of PEI • TALK ABOUT TRENDS Talk about a number of trends Think about new trends Think about how those trends impact your question • BUILD A FUTURE Work on a possible (not really possible) future Think about how that future answers affects your question Share your notes with us

  4. Part 1 Divergence Complexity Goals http://www.flickr.com/photos/marcobellucci/3534516458/

  5. It’s the future!

  6. Learning is complex

  7. There aren’t simple answers

  8. Today we are not looking to agree. We are diverging.

  9. We haven’t always done learning for the same reasons anyway…

  10. Rome to Rhodes, 62BCE

  11. Charlemagne, circa 800 https://en.wikipedia.org/wiki/Charlemagne#/media/File:Aachen_Domschatz_Buest e1.jpg

  12. Schooling for control,1229 “Those who wish to scrutinize the bosom of nature to the inmost can hear [at the University of Toulouse] the books of Aristotle which were forbidden at Paris.” - University of Tolouse flyer, 1229, (Translated by Lynn Thorndike)

  13. Johann Heinrich Pestalozzi teaches Switzerland to read, 1798 http://upload.wikimedia.org/wikipedia/commons/d/d3/Jo hann_Heinrich_Pestalozzi.jpg

  14. Schooling for Basics “I assert definitely, that a school -book is only good when an uninstructed schoolmaster can use it at need, [almost as well as an instructed and talented one].” - Pestalozzi, 1801, How Gertrude Teaches her Children

  15. Formalized Schooling for Basics BIRMINGHAM STANDARD IV Reading – A few lines of poetry or prose, at the choice of the inspector. Writing – A sentence slowly dictated once, by a few words at a time, from a reading book, such as is used in the first class of the school. Arithmetic – Compound rules (common weights and measures). - Report of the Federal Security Agency, US Office of Education 1876, p CLXII

  16. What was ‘the goal’ ?

  17. Success was finishing.

  18. What is our school for now?

  19. Think/Pair/Share What is our current school system for? 1. Take 3 minutes. Think about the question 2. Find a partner. Tell them your thoughts. Listen to their thoughts 3. Find points of ‘divergence’ 4. Share at your table 5. KEEP NOTES!!!

  20. 3 Categories of challenges you might want to address with learning

  21. SIMPLE

  22. http://www.flickr.com/photos/tojosan/17675 9844

  23. Simple Challenges 1. Only one answer needed 2. That answer always works 3. Google search solutions 4. Great muffins every time

  24. COMPLICATED

  25. Complicated Challenges 1. Sometimes more than one solution is possible 2. Requires subject matter expertise 3. Often many steps 4. As with the airplane, often super important you get the steps right

  26. COMPLEX

  27. Complex Challenges 1. Does not have a solution 2. Can only work on part of the problem 3. Iteration is key 4. Love is not the same for everyone

  28. Complicated or Complex?

  29. Complicated/complex Landing on the moon?

  30. Complicated/complex Landing on the moon?

  31. Complicated/complex Climate change?

  32. Complicated/complex Climate change?

  33. Complicated/complex Video games?

  34. Complicated/complex Video games?

  35. Complicated/complex Raising kids?

  36. Complicated/complex Raising kids?

  37. Complexity leads to contradictions ( and that’s ok ) For students, key themes included homework and the balance with extra- curricular; the desire for engaging and interesting learning ; the desire for more consistency in program delivery and assessment practices across the province; and mental health and addictions issues. Pat Campbell - retrieved from minutes of second Learning Partners Advisory Council meeting section 3a

  38. Think/Pair/Share What complex issues could learning help address in PEI? 1. Take 3 minutes. Think about the question 2. Find a partner. Tell them your thoughts. Listen to their thoughts 3. Find points of ‘divergence’ 4. Share at your table 5. KEEP NOTES!!!

  39. What are other folks trying to change?

  40. Building a Knowledge Based Society in BC It can improve health and education services, create jobs, generate economic growth, and improve government efficiency http://www.gov.bc.ca/premier/technology_council/

  41. Reggio Emilia The program is based on the principles of respect, responsibility, and community through exploration and discovery in a supportive and enriching environment based on the interests of the children through a self-guided curriculum.

  42. What could learning be FOR on PEI?

  43. Part 2 Trends OECD Our Trends http://www.flickr.com/photos/marcobellucci/3534516458/

  44. Which ‘ Trend ’ are we talking about? 1. a general direction in which something is developing or changing. synonyms: tendency, movement, drift, swing, shift, course, current, direction, progression, inclination, leaning; 2. a fashion. synonyms: fashion, vogue, style, mode, craze, mania, rage;

  45. OECD - Organisation for Economic Co-operation and Development

  46. Demographic factors Fewer children

  47. Demographic factors People on the move

  48. A final comment on complexity School challenges: Enrolment vs. Diversity

  49. Questions for discussion • How does this impact the people of PEI’s perspective on schools and learning? • How does this impact what school and learning is for? • What other kinds/organizations of learning are impacted by this? • How does this impact the governance of education and learning? • Who is a teacher for this trend? What do they need to do?

  50. Discussion More trends? More data needed?

  51. Income and fiscal factors Increasing affluence, increasing disparities

  52. Income and fiscal factors Fiscal trends • Strong growth in education and early learning spending 2007-2012 as enrolment fell • Followed by restraint and retrenchment since 2012 • Continuing demand pressures from the health system will crowd future education spending

  53. Discussion More trends? More data needed?

  54. Health and Wellbeing Thriving Communities, Engaged Citizens Volunteering Voter turn out Sense of community

  55. Health and Wellbeing A Helping Hand for Families

  56. Health and Wellbeing Islander health and wellbeing Islanders ’ status on most indicators of health and wellbeing lag the national average and many are deteriorating. It has long been recognized that these outcomes are significantly influenced by the social determinants of health, and the Report places particular emphasis on income disparities as a key factor. 2016 Report of the Chief Public Health Officer Promote, Prevent, Protect: Health for All Islanders

  57. Health and Wellbeing Keeping Children Safe and Sound

  58. Discussion More trends? More data needed?

  59. Internet Society and Self Constant connectivity, Access to content, Analytics

  60. Internet Society and Self We’re behind the rest of Canada… but improving

  61. Internet Society and Self Looking a little deeper into the data

  62. Discussion More trends? More data needed?

  63. Trends in schooling Pasi Sahlberg Standardization of education • Focus on core subjects in school • The search for low-risk ways to reach • learning goals Use of corporate management models • Adoption of test-based accountability • policies for schools http://pasisahlberg.com/global-educational-reform-movement-is-here/

  64. Discussion More trends? More data needed?

  65. Part 3 FutureS UnSchooling Wrap up http://www.flickr.com/photos/marcobellucci/3534516458/

  66. Futures Thinking Not Predicting the Future

  67. to illuminate unexpected implications of present-day issues; http://www.fastcompany.com/1362037/futures-thinking-basics

  68. the dilemma at the heart of ALL strategic thinking the future can't be predicted, yet we have to make choices based on what is to come

  69. According to OECD Futures are: internally consistent and coherent descriptions of hypothetical futures, reflecting specific perspectives on past, present , and future developments”.

  70. Ask the Question

  71. Scan the World

  72. Map the Possibilities

  73. Ask the Question Again

  74. What could learning be FOR on PEI?

  75. Scenario Description (round 1) Live typing

  76. Scenario Impact (round 2) World Café discussion • Attitudes, Expectations, Political Support • Goals, Functions, Equity • Organizations and Structures • The Geo-Political Dimension • The Teaching Force

  77. Scenario Outcomes (round 3) Live typing

  78. What could learning be FOR in this particular future? •

Recommend


More recommend