It seems very similar as we have in Lithuania, now. I think that exam is not well tool for modern education system; exam is from traditional education system. Some countries, like Finland, are without exam, but in PISA study they are in first places.
mmartin7 wrote: > Good question. In fact, key question. We stil using methods and item of evaluation from other the industrial culture to consider the postindustrial society. > > Our bagagge is a handicap and the new insight is not yet embedded. But, in my opinion, there are things in the tradition of tem we can take advantage. For instance, the constructivist pedagogical theories where is defined one method very helpful to spread innovation (http://en.wikipedia.org/wiki/Social_Constructivism_%28Learning_Theory%29) > > And the 2.0 web bring us to spreading our creativity, solidarity and flexibility. An example of flexibility: the competences. We can say that all the longlife learning competences could be one quality: flexibility? > > > > almacme wrote: > > "... a number of studies indicate that performance of the Catalonian school system in terms of exam results is insufficient ... " > > > > The question here is: What do exams really measure? And is what they measure related to 1) collaborative working 2) flexibility 3) creativity? If exam results do not take into consideration these competences (and they often don't) it may be that improving them will not necessarily improve exam results. Some studies show, however, that developing innovation in schools does improve motivation (to learn) and that in turn has a positive impact on exam performance.
I found in my college works (V.Rupainiene, 2003) some definition of innovation: educational innovation is a new idea, practice and process, something what is understood as newly implemented at the level of didactic, pedagogical, educational system or at the level of a school. Educational innovation can include different objects: - teaching/ learning aims, content, methods, means, forms; teacher/ learner interaction (at the level of didactic, pedagogical system); - the system of human values, school management, school structure, technical - technological , psychological subsystems (at the level of a school as organization); - state educational policy (at the level of educational system).
Educational innovation can be implemented at school as a directive from authorities or as initiative coming from the teachers themselves.
I think we are talking about innovation in using ICT. Of course, using ICT has impact to other objects of pedagogical system in all level as well. It depend on pedagogical system (in classification: traditional, modern or contemporary, learning). For example, in traditional pedagogical system main innovation could be using information from internet in slide show in classroom; in modern system - using webquest in lesson activities or email system between teacher and students in home work activities.
To my mind, main way to work on innovation is to encourage teachers to work on project activities (if national strategy is working in modern pedagogical system).Teacher's readiness for changes, teacher's sense of confidence, embraced personal responsibility and participations in a prevailing culture are very important in success implementation innovation.
almacme wrote: > > About which innovation in schools we are thinking? > > Here are some ideas as a contribution to the begining of a possible list: > > - Innovation in the way the schools is run, for example changing the architecture, the way space is divided up or in the way "presence" is controlled or not.... > > - innovation in the curriculum, changing the way the overall learning process is organised possibly giving more autonomy to teachers to decide on what they do... > > - Innovation in the way "lessons" are taught, for example moving to project-based learning or cross curricular learning breaking out of the limits of traditional subjects,... > > - Innovation in forms of assessment like eportfolios for example ... or some form of evaluation of group work ... or self evaluation, empowerment evaluation, ... > > - Innovation as a subject itself, encourgaing pupils to be innovative in their work, in their learning,.. in their lives.
mmartin7 wrote:
> Good question. In fact, key question. We stil using methods and item of evaluation from other the industrial culture to consider the postindustrial society.
>
> Our bagagge is a handicap and the new insight is not yet embedded. But, in my opinion, there are things in the tradition of tem we can take advantage. For instance, the constructivist pedagogical theories where is defined one method very helpful to spread innovation (http://en.wikipedia.org/wiki/Social_Constructivism_%28Learning_Theory%29)
>
> And the 2.0 web bring us to spreading our creativity, solidarity and flexibility. An example of flexibility: the competences. We can say that all the longlife learning competences could be one quality: flexibility?
>
>
>
> almacme wrote:
> > "... a number of studies indicate that performance of the Catalonian school system in terms of exam results is insufficient ... "
> >
> > The question here is: What do exams really measure? And is what they measure related to 1) collaborative working 2) flexibility 3) creativity? If exam results do not take into consideration these competences (and they often don't) it may be that improving them will not necessarily improve exam results. Some studies show, however, that developing innovation in schools does improve motivation (to learn) and that in turn has a positive impact on exam performance.
mmartin7 wrote:
> The Catalan issue is a global one. How should policy encourage innovation? In which strands should hit? In which way?
- teaching/ learning aims, content, methods, means, forms; teacher/ learner interaction (at the level of didactic, pedagogical system);
- the system of human values, school management, school structure, technical - technological , psychological subsystems (at the level of a school as organization);
- state educational policy (at the level of educational system).
Educational innovation can be implemented at school as a directive from authorities or as initiative coming from the teachers themselves.
I think we are talking about innovation in using ICT. Of course, using ICT has impact to other objects of pedagogical system in all level as well. It depend on pedagogical system (in classification: traditional, modern or contemporary, learning). For example, in traditional pedagogical system main innovation could be using information from internet in slide show in classroom; in modern system - using webquest in lesson activities or email system between teacher and students in home work activities.
To my mind, main way to work on innovation is to encourage teachers to work on project activities (if national strategy is working in modern pedagogical system).Teacher's readiness for changes, teacher's sense of confidence, embraced personal responsibility and participations in a prevailing culture are very important in success implementation innovation.
almacme wrote:
> > About which innovation in schools we are thinking?
>
> Here are some ideas as a contribution to the begining of a possible list:
>
> - Innovation in the way the schools is run, for example changing the architecture, the way space is divided up or in the way "presence" is controlled or not....
>
> - innovation in the curriculum, changing the way the overall learning process is organised possibly giving more autonomy to teachers to decide on what they do...
>
> - Innovation in the way "lessons" are taught, for example moving to project-based learning or cross curricular learning breaking out of the limits of traditional subjects,...
>
> - Innovation in forms of assessment like eportfolios for example ... or some form of evaluation of group work ... or self evaluation, empowerment evaluation, ...
>
> - Innovation as a subject itself, encourgaing pupils to be innovative in their work, in their learning,.. in their lives.