A Case Study on Building a Sustainable Eco-System for Schoolwide Curriculum Innovation Global Education Conference 12 July 2012 Presenters: Mrs Cheah Mei Ling, Principal Miss Britta Seet, ex-HOD/Curriculum Innovation and Development Mr Yuen Kah Mun, HOD/Humanities the right choice Commonwealth Secondary School (autonomous since 1995) Outline Background [email protected] Programme (M.A.D.@CSS) o Planning o Implementation M.A.D.@CSS Programme Evaluation Findings Learning Points Background In 2009 Review of school vision to determine progress Articulate desired outcomes of Commonwealth Graduate Gaps identified Vision: ‘illuminate new frontiers’ not fully addressed Innovation culture could be strengthened Desired student outcomes: Creative Problem Solver Environment Champion Servant Leader Driven by Purpose and Passion Wanted: A school-wide programme to address the gaps, and catalyse a culture of innovation and experimentation Making-A-Difference @Commonwealth Programme (M.A.D.@CSS) Adapted from Future Problem Solving Programme Futures-based orientation Supports the development of 21st century skills, focusing on creative and critical thinking, and research skills M.A.D.@CSS: Planning Objectives To develop students to integrate disciplinary knowledge adeptly to produce novel solutions that address future problems, and hence make a difference to the world community Student outcomes: Develop Commonwealthians as creative and critical thinkers and problem-solvers Encourage Commonwealthians to contribute back to the community M.A.D.@CSS: Planning Design Principles School-based 3-year Problem Solving Curriculum Target audience: Sec 1 – 3 Exp / NA /NT Design Principles Progression Skills, Scope Relevance and Coherence Students see the applicability to daily life and inclined to use it Knowing and Doing (Most of the time, if not all) Challenging yet Achievable M.A.D.@CSS: Planning The Curriculum Students are taught 4-step Creative Problem Solving Process and associated thinking tools Diagnostic Thinking Affinity Diagram Fact Finding Ishikawa Diagram • Gathering the data • Defining the problem Reflective Journaling Divergent Thinking Project Reviewing • Evaluating project outcomes • Reflecting on learning process • Identifying gaps for further development • Proposing strategies to address gaps Reflective Thinking Idea Finding • Producing ideas • Developing ideas Solution Finding • Evaluating and selecting solutions • Developing an action plan • Implementing an action plan Convergent Thinking Brainstorming SCAMPER, Force-Fitting, Idea Box Evaluation Matrix, ALoU, Hits & Hot Spots M.A.D.@CSS: Planning The Curriculum Developmental (ASI) approach; rehearsal in different contexts Level Teaching Focus Context Theme Inter-Disciplinary Sec 1 Ability (Process, Tools) Futures Problem Solving (FPS) Environment Environmental Education English Language Project Work / Service Learning Sec 2 Sensitization Community Problem Solving (CMPS) Enabled Living Project Work Service Learning Sec 3 Inclination Governance Humanities / Social Studies Global Problem Solving (GPS) M.A.D.@CSS: Planning The A.B.C.D. Eco-System Identify Champion (s) Signal Importance ADVOCACY Engage Stakeholders Time Resources; Funds Infrastructure Manpower BACKING Partners DEMONSTRATION Student Platforms Formal Training Teacher Platforms Support CAPACITY M.A.D.@CSS: Implementation Approach Phased rolled-out Sec 1 Sec 2 Sec 3 2010 2011 2012 CMPS FPS FPS CMPS CMPS GPS (1 class) M.A.D.@CSS: Implementation Deployment ADVOCACY Actions Identify Champions • Creation of post of HOD/Curriculum Innovation and Development • Supported by interdisciplinary MAD Committee Signal Importance • Annual theme to focus the school on creativity and innovation • Setting up MAD Seed Fund by students for students • Setting up MAD Award to recognise outstanding student teams Engage Stakeholders Communications to staff, students, parents, community M.A.D.@CSS: Implementation Deployment BACKING Actions Time Allocating 1 hour per week for 1 semester for Sec 1 and 2 Funds / Resources • Autonomous School Teaching and Learning Fund • Cluster Innovation Fund Infrastructure Set up MAD Lab - flexible setups that facilitate ideation as well as collaborative and independent group work; leverage on ICT Manpower 2 form teachers per class for lower sec to teach MAD Partners Tapping on community resources and leadership M.A.D.@CSS: Implementation Deployment CAPACITY Actions Formal Training • Phased approach for FPSP Coach Training: o Committee Members: Core team o Teachers: Just in time • School-based training for all staff Support • Modeling by HOD/CID - Group lectures • Handholding by HOD/CID and Comm Members o Clarity of Instructions; Briefings to check understanding; Co-teaching; • Allocation of 1 hr per week for teacher conferencing • Development of curricular resources • Setting up e-portal for easy access to resources M.A.D.@CSS: Implementation Deployment DEMONSTRATION Actions Student Platforms • Student Thinking Festival • MAD Award Presentation • Participation in FPSP National Competitions and other platforms Teacher Platforms • • • • Staff Learning Festival Inter-school Sharing Cluster and National Platforms Leverage on status as Centre of Excellence M.A.D.@CSS: Programme Evaluation Rapid prototyping design and re-design on the fly Critical review for improvement to design Stufflebeam’s ‘Context, Input, Process, Product’ (CIPP) Evaluation Model M.A.D.@CSS: Evaluation Student Feedback (Lower Sec) Strengths Intuitive process Structured process Greater awareness and appreciation of discussed issues action to support and promote cause Self-regulated and collaborative learning M.A.D.@CSS: Evaluation Student Feedback (Lower Sec) AFIs What students say Improvements made More time to learn, practise, discuss… Institute routines for students, for e.g. pre-lesson preparatory work Greater clarity of explanation Provide more examples to illustrate the applicability of the tools Improve learning environment & experience Create bigger pool of teacher facilitators Provide physical resource M.A.D.@CSS: Evaluation Teacher Feedback (Lower Sec) Strengths Sufficient support (resources + training) Greater awareness and appreciation of discussed issues; acceptance of operating in flexible and ambiguous situations Dedicated vehicle for 21cc critical and inventive thinking competency M.A.D.@CSS: Evaluation Teacher Feedback (Lower Sec) AFIs What teachers say Improvements made Lack of opportunity for students to demonstrate attainment of outcomes Deliberate open-ended assessment (Sec 1) Real-life challenges (Sec 2) Differentiated T&L Different forms of products Different challenge/focus area M.A.D.@CSS: Evaluation Student Feedback (Sec 3E) Pilot – Sec 3I Typical – Sec 3C Jan 2012 4.1 (out of 10) 6.1 End May 2012 7.2 6.5 Tools Force fitting, Hits & Hot spots, Tchart, Spider diagram Brainwriting, Fishbone Fishbone, Brainwriting Applications (Sensitivity) CCAs – Solving conflicts, script writing, planning of camps, leading juniors, making changes to training programmes CCAs – Solving conflicts, identifying factors, solutions Tendency to behave in a certain way (Inclinations) Thinking out of the box, different perspectives, working together as a group, always do things differently, creativity Organising, solving problems, more aware, more objective What teachers say Very open to questioning, different, active They are hardworking M.A.D.@CSS: Evaluation Teacher Feedback (Sec 3E) Jan 2012 Interventions (Action) Beliefs Ready only to accept answers presented to them To build a context for questioning (teaching wrong things to a class) Searching for answers in their textbook Learning is fun, desire for accuracy (spotting fallacies in presentation) Celebrating inclinations, specific praise (look out for a thinker, questioner, maverick) Positive interdependence and accountability (cooperative work) What is worth learning is worth doing … twice (redo worksheets) Role modelling and raising metacognition (“What if”, “How about”, “I wonder”) Creative problem solver driven by purpose and passion (I will persist) Change will be slow but it must be steady (I will be patient, and adopt a long view) Learning Point To re-structure is not sufficient to re-culture Changing formal structures is not the same as changing norms, habits, skills and beliefs (Fullan, 1993) Learning Point To re-structure is not sufficient to re-culture A.B.C.D. Ecosystem Time ADVOCACY Identify Champion Resources Signal Importance Funds Stakeholder Engagement Infrastructure SHARED VISIONS BACKING Manpower Partners Formal Training DEMONSTRATION Student Platforms Support Teacher Platforms CAPACITY COHERENT PRACTISES COMMITMENT TO CHANGE THE CULTURE OF CLASSROOMS AND SCHOOL Learning Point Shared Visions Vision must be clear to all stakeholders and actualised concretely 2010 in response to ‘illuminate new frontiers’ – we developed M.A.D. M.A.D. catalysed conversations about the vision amongst stakeholders: Evolved vision in 2012 ‘……illuminate new frontiers, and inspire change for a better world.’ Coherence Definition of Student Leadership = Problem Solvers M.A.D. therefore is about building student leadership (Our Mission) Learning Point Coherent Practices MAD is not just process and tools; it is about mindset and beliefs, a language for problem solving and innovation Do teachers see MAD as a program, or as a new habit to be learned, applied, internalised? Clarity of own values and belief systems about children, education, learning. Is it aligned with vision? Risk, unfamiliarity of new curriculum and demands – decision on whether and how to engage Demands of national curriculum conflict with local curriculum What do students experience? Learning Point Commitment to change the culture Patience, persistence and a long view 百年樹人 Teachers and SLs - The demands of the ‘academic press’ SLs - Challenge in sustaining the change – beliefs, expertise, effort Thank You! We are: Mrs Cheah Mei Ling, Principal ([email protected]) Miss Britta Seet, Former HOD/Curriculum Innovation and Development ; now VP/Shuqun Sec ([email protected]) Mr Yuen Kah Mun, HOD/Humanities ([email protected]) Miss Kokila Vani, SH/Combined Humanities and Citizenship ([email protected]) References Drago-Severson, E. (2009). Leading Adult Learning: Supporting Adult Development in Our Schools. Thousand Oaks, CA: Corwin Joseph, P. B. , Mikel, E.R., & Windstchitl, M.A. (2011). Reculturing Curriculum. In P.B. Joseph (Ed.), Cultures of Curriculum (pp 55 – 77). New York: Routledge.