What do you think about Catalan issue? - 35 views
started by Laia Martín on 29 Jan 08
started by Laia Martín on 29 Jan 08
started by Laia Martín on 29 Jan 08
started by Laia Martín on 29 Jan 08
Catalonia is currently facing a number of major challenges related to immigration, cultural identity, transformations in economic activities and changes in social structures, especially the family.
School is seen as a key player in responding to these changes. However, a number of studies indicate that performance of the Catalonian school system in terms of exam results is insufficient and there is considerable concern amongst the general public about the efficiency of schools. Methodological changes are needed if schools are to respond to these challenges. Such innovative changes include fostering collaborative working, developing flexibility and supporting creativity.
The Catalonian issue to be worked on during the P2V seminar in February 2008 is *to create the right conditions to support and spread pedagogical and managerial innovation in schools using ICT*. Two aspects are singled out. First the need to find ways and means to encourage innovation on the part of teachers. And second, the need to foster a whole school approach to innovation, particularly in secondary schools (12 - 16 year olds).
- collaborative working
- flexibility
- creativity
It might be good to begin by trying to understand what is meant by these words.
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.
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:
> 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?
You are right. Examinations can be a major brake on creativity or innovation, especially when they are centred on knowledge rather than competences. They measure performance on the basis of pre-determined knowledge. As such they close the door to innovation and change. They give credit for compliance with existing standards rather than newness.
During the P2P visit to Northern Irland we studied a holistic policy approach to change in which all aspects of the situation were dealt with by one overarching policy. it is not an easy road to take. I mention this because most people stop short of changing assessment in their strategies for change. I wonder to what extent we can challenge school examinations in Catalonia. I know that in England, efforts to modify the academic "A-levels" have met with enormous resistence. Although they are largely inappropriate they are still held by many as a guarantee of quality of an elite school system.
Alan.
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.
One of the great challenges to be achieved by competent institutions and policy makers is to find mechanisms which ensure that satisfactory training is given. Evaluation (again) on the impact of the trainig received could also be borne in mind. Change is possible, but conditions have to be favourable so that teachers feel ready to face it with guarantees. The attitudes mantained by well-trained and highly-skilled teachers regarding the use of ICT will firmly facilitate and promote innovation in our classes.
You mention creating "favorable conditions" especially for teachers who are afraid. Newness and innovation create anxiety for a good many people. One of the key conditions for encouraging innovation is to keep that anxiety within reasonable limits This can be done through leadership. Do you have training for school leaders? Does it inclcude such issues? An additional way to approach the problem is to help teachers handle the anxiety that change creates. This can be handled by on-going teacher training amongst other things. Does teacher training in Catalonia help teachers deal with anxiety due to change?
Alan.
- 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.