Assis presentation d bubner

Innovation and its contribution to

performance in schools and education systems

An international perspective

Darryl Bubner CEO, Disciplined innovation Pty Ltd

[email protected]

© DISCIPLINED INNOVATION Pty Ltd 2010 1

mailto:[email protected]

Part 1

Innovation past and future – dammed, missed and growing Innovation basicsAn innovative teacher

Your innovation stories

Four innovative primary schools Observations on innovation in schools

Part 2

Curriculum trends, pedagogy and innovation

DISCIPLINED INNOVATION 2

INNOVATION HAS A BAD REPUTATION IN EDUCATION


Innovation may not be recognised

Innovation is not well understood.

sporadic, haphazard, risky

or

strategic, systematic activity


• Governments are providing more funds for innovation in schools

• $40M for IT Innovation in Australia


What is innovation?

a wonderful surprise

applying ideas

finding and applying knowledge and ideas to create value (processes)


What is an innovation?

Planned changes that are:

NewDifferentMore valuable than what they replace


Innovation - a category of change

More of the Same QualityQuality

More and Better ContinualContinual ImprovementImprovement

Something Different InnovationInnovation


An innovative teacher

Dr Betty Edwards


Your Turn


Bellaire PS

Three years ago when we first looked at doing what we wanted to do we scanned locally and globally and could only find pockets of similar practice, and most of these pockets were in secondaries. As a result we had to create a lot of our curriculum model ourselves.

We now have an open space program that is more structured than a traditional classroom.

Every day the teachers interface with the kids and when they do something different its research in the making. As a result some part of the program morphs every one or two months

Jane Warren, Principal


Bellaire PS


School slogan: “A school that is shaping the future”

a perfect expression of what innovative organisations do

change fatigue energising innovation

more than 200 visits a year

Courtenay Gardens PS

The school places particular emphasis on:

• The writing processes - Narrative, Procedure, Report, Recount, Persuasive, Personal and Descriptive

• Spelling • Reading Comprehension • Numeracy • ICT - with a dedicated multimedia studio, a roving laptop program and two

purpose-built computer labs.

Courtenay Gardens PS

At Courtenay Gardens, everyone is a star! We are extremely fortunate to have our very own student-run, school-based television program called "The Morning Show!“ Our Grade 5 and 6 students broadcast the show LIVE each morning from our state-of-the-art multimedia studio


Crosshall Junior School UKOfsted view (2006)

This is a good school with some outstanding features.

Standards are rising steadily and are above the national and local average

Pupils' personal development and well-being are outstanding. Pupils behave exceptionally well and show considerable care and respect for each other because they themselves are well cared for and respected by all the adults in the school.

The school is very well led and managed. The headteacher, deputy headteacher, staff and the governors are unremitting in their drive to raise aspirations and improve standards.

Many worthwhile innovations and initiatives are trialled and developed at the school and although they are all evaluated, it is not always clear which developments have the greatest

impact on learning.


Crosshall Junior School • Innovation Project

Next Practice in Resourcing Personalisation - Year 5 leading their own learning

• The project seeks to find out how starting from the interests and concerns of the pupils will influence the style and content of the curriculum. The project will also ask whether the depth of learning will increase when children engage in the planning process of their learning journey.

• The field trial will start with a module from the humanities and enable pupils to be the leaders of their own learning via two methods - through presenting them with a mind-map of the whole module to be covered, and allowing them to dip in where they choose, or by starting with an investigative question.

• Resources will be prepared to support children in pursuing their own learning journeys and to support children's learning at home. The school will open the school on Saturdays to allow families (fathers in particular) to support their children in using ICT and see what they are working on as part of the field trial.

The pupils will also be involved in setting their own targets and understanding where they need to go next. Their teachers will become facilitators playing to their particular strengths and skills. The pupils will become teachers, through the resources they create and through their interactions with other children.


Crosshall Junior School • Program for gifted children

• The school’s personalized learning practice is used as a model by the DCSF and SSAT.

• The school is often invited to showcase it’s work locally, nationally and internationally.

• In 2009, on Contextualized Value Added the school is on the 82nd percentile rank.


Crosshall Junior School • What have pupils told us about the school, and what have we done as a result?• Pupil questionnaires, pupil interviews, the school council and 'The Big Question'

are used to seek the views of all children.

• As a result of these consultations we have:• introduced 'Birthday Thursday'• improved cloakrooms and socialisation space• opened the building at lunchtimes for children to dance, play and sing• extended our digital media curriculum to involve film making• introduced a daily invitation to parents to join their children for lunch• resourced additional playground equipment• opened Stationery Shop which is run by children


Performance Capabilities Model

Strategic Management Capabilities

and functionally similar

Strategic Innovation Management Capabilities


FOUNDATION


ADMINISTRATION

OPERATIONS

MARKETING

OPPORTUNITY SCANNING

STRATEGY

MANAGEMENT

The Model


FOUNDATIONStrategic management

INNOVATIONStrategic innovation management

MANAGEMENT LEADERSHIP

STRATEGY STRATEGY for INNOVATIONAlignment, focus, portfolio

OPPORTUNITY SCANNINGTrends, opportunities and threats

OPPORTUNITY CREATIONDiscontinuities and Networks

MARKETING CULTUREFostering innovation - internal marketing of innovation

OPERATIONSTeaching, assessment, student support

CORE ROCESSESCreate, Capture, Assess, Apply

ADMINISTRATION MEASURE AND MAINTAIN

Crosshall capabilities


OBSERVATIONS

• Pioneers• Principal’s role pivotal • Two main approach - invention, adoption• Usually, one major innovation focus/project...

• research and/or knowledge based• Covey, Reeves, Personalised learning• Incremental rather than breakthrough

– Plus many minor innovations

• Planned implementation over 2-3 years, pilots • Many visits and visitors – collaborative learning


Innovation and Performance

• All student learning measures focus on literacy and numeracy

• Most cover student engagement and some aspects of behaviour and character - but these measures are not standardized

• Innovation in highly innovative schools usually impact all areas of student learning – engagement and character and academic performance

• Innovation improves and sustains school performance

• Quantifying the contribution of innovation to performance is difficult


PART 2Curriculum, pedagogy and innovation


CONTEXT

• GLOBALISATION• COMPLEXITY • ENVIRONMENTAL ISSUES• ETHICAL ISSUES

e.g. biotechnology

CURRICULUM TRENDS

“From the transmission of revered bodies of knowledge (subjects) towards a greater concern with the mental and emotional habits of mind”

From cognitive to cognitive and emotional intelligence; from thinking to thinking and social skills

.

Intrapersonal Self esteem, self-awareness, assertivenessHow well do I know myself, my feelingsHow well do I regard myselfHow well do I set boundaries

Interpersonal Empathy, relating skillsHow sensitive an I to other people’s moods and feelingsHow well do I relate to others

Stress M’gnt Stress tolerance, impulse controlHow well do I deal with unpleasant events and situations

Adaptability Flexibility, social problem solving How well do I adapt and adjust to new situationsHow well do I solve social problems

General Mood Optimism, happinessDo I have a positive attitude towards lifeAm I content with myself and life in general

EMOTIONAL INTELLIGENCE

WIDER FRAMEWORKS

25 curriculum frameworks reviewed the frameworks vary across

• subject focus science, thinking, social skills, values/ethics• sophistication dealing with the complexity of the subjects• ease of use resources and guidance• assessment extent and rigor

NI Thinking Skills and Personal Capabilities

• Emphasis on skills for lifelong learning and for contributing effectively to society

• Thinking skills - help children to go beyond the acquisition of knowledge in order to search for meaning, apply ideas, analyse patterns and relationships, create and design something new and monitor and evaluate their progress.

• Personal and interpersonal skills underpin success in all aspects of life. Children’s self-esteem and self-confidence are fostered along with the ability to understand and manage their own emotions and to interact with others




CURRICULUM & INNOVATION

• Wider curriculum– more emphasis on social skills and creative problem

solving – new and different ways of teaching– teachers need good EI skills

• Improving EI involves personal innovation – changing ingrained habits– re-learning and un-learning– New ways of seeing one’s behaviour

Contact details

Darryl Bubner CEO, Disciplined innovation Pty Ltd

[email protected]

0419 446000


mailto:[email protected]

Documents

Assis presentation d bubner