8. MANUKAU INSTITUTE OF TECHNOLOGY
Salman Khan
“Between the old way of teaching and the
new, there’s a crack in the system, and kids
around the globe are falling through it every
day. The world is changing at an ever faster
rate, yet systemic change, when it happens,
move glacially and often in the wrong
direction; every day – every class period – the
gap grows wider between the way kids are
being taught and what they actually need to
learn.”
10. MANUKAU INSTITUTE OF TECHNOLOGY
Bill Gates
“We used to worry about kids dropping out
of school and say that we have to do
something about it – it’s hurting them!
Now we worry about kids dropping out of
school and say that we have to do something
about it because it’s hurting us!”
12. MANUKAU INSTITUTE OF TECHNOLOGY
The old scratched record….
• Disengagement from / Dropping out of high school
• NEETs as a feature of our community
• Low achievement for too many students
• Failure of students to gain basis skills
• Failure rates in postsecondary programmes
• Youth unemployment / Youth Employability
• Difficult students resisting out best efforts
13. MANUKAU INSTITUTE OF TECHNOLOGY
A basic premise:
The essential issues that we face are
structural.
Therefore the solutions are
structural.
15. MANUKAU INSTITUTE OF TECHNOLOGY
What do I mean by “structures?”
1. Curriculum
2. Time
3. Pastoral care
4. Age Related Cohorts
5. Sectors (ECE, Middle, Secondary,
PSET)
6. Programmes
7. Delivery
16. MANUKAU INSTITUTE OF TECHNOLOGY
What do I mean - the solutions are
structural?
• We are working hard to change an old
model into something new or to
contain new ways of working into a
broken frame
• There is no evidence that this will
succeed
• All our ideas for progress are trapped
by this approach
19. MANUKAU INSTITUTE OF TECHNOLOGY
Time
1. Length of courses?
2. Time tables?
3. The teaching day?
4. The availability of assistance?
5. Linear progression….
a) Year based cohorts?
b) End-on qualification levels?
6. Face-to-face teaching : Self-directed learning
7. Seat time as the key requirement?
20. MANUKAU INSTITUTE OF TECHNOLOGY
What no classes on Wednesday?
Albany Senior High School Impact Project Approach
•On Wednesday there are no formal classes
•Students undertake an impact project
•They follow their interests, aptitudes and fascinations
•It’s real learning in a real world.
22. MANUKAU INSTITUTE OF TECHNOLOGY
Pastoral care
How well equipped are teachers to deliver pastoral
care?
Have the requirements of students in this regard
increased and/or changed over time?
How effective is the class grouping / form teacher
approach?
What role do school assemblies play?
Do modern students really buy-in to all the symbolic
stuff of schooling?
How effective in this regard is our relationship with
the community?
23. MANUKAU INSTITUTE OF TECHNOLOGY
Grouping of
students
• Age-related cohorts
• Sectors
23
24. MANUKAU INSTITUTE OF TECHNOLOGY
Age Related Cohorts
• Years separated by Xmas holidays
• Grouping by number of birthdays
• Year-end roll over
• Equating qual. levels with year
levels
• school leaving age etc
25. MANUKAU INSTITUTE OF TECHNOLOGY
Sectors
25
Finally
• Accidental development of sectors
• Based on expansion
• Unrelated to development / learning
• Destroy seamlessness
• Move some too quickly, others too
slowly
• Is it time to reconsider sectors and
have a planned approach?
• Create those difficult transistions
26. MANUKAU INSTITUTE OF TECHNOLOGY
Early Childhood
Education
Primary
Intermediate
Secondary
Is this how students learn? Tertiary
Is it in the best interests of students?
Current Sectors
26
Different /Separate:
• Qualifications
• Unions
• Curriculum
• Sites
• Organisation
27. MANUKAU INSTITUTE OF TECHNOLOGY
Tricky
Transitions
4-5 Major
Transitions
Perhaps 17
Minor
Transitions
30. MANUKAU INSTITUTE OF TECHNOLOGY
MIT Tertiary High School
30
Finally
Challenging the structures:
•Dual enrolment
•Early access to tertiary programmes
•Simultaneous integration of sectors
•Working across levels
•Multiple qualifications
•Teachers from different sectors
31. MANUKAU INSTITUTE OF TECHNOLOGY
And the results?
School 1 86 89 66
School 2 * 8 77 65
School 3 91 92 80
School 4 99 97 94
School 5 ** 98 99 93
School 6 75 80 74
School 7 * 81 96 79
School 8 91 98 85
School 9 95 98 88
School 10 91 93 84
School 11 * 92 88 76
School 12 85 96 100
32. MANUKAU INSTITUTE OF TECHNOLOGY
And the results?
School 1 86 89 66
School 2 * 8 77 65
School 3 91 92 80
School 4 99 97 94
School 5 ** 98 99 93
School 6 75 80 74
School 7 * 81 96 79
School 8 91 98 85
School 9 95 98 88
School 10 91 93 84
School 11 * 92 88 76
School 12 85 96 100
35. MANUKAU INSTITUTE OF TECHNOLOGY
An Issue approached
as a structure :
Disengagement
35
36. MANUKAU INSTITUTE OF TECHNOLOGY
A NEW WAY OF LOOKING AT:
Disengagement / Dropping Out
• Process not an event
• Pastoral care needs to follow students
• Home relationships critical
• Disengagement is made more likely
by school structures, sector
organisation, and a focus on age
cohorts.
37. MANUKAU INSTITUTE OF TECHNOLOGY
Disengagement
Process
Indentifiers
Stages
Interventions
38. MANUKAU INSTITUTE OF TECHNOLOGY
The key signs of disengagement
• Attendance
• Academic (on track)
• Literacy / Numeracy
• Learning Difficulties
• School relationships
• Bullying / Harrassment
• Interest / Motivation
• Family
• Social Group / Interaction
• Support from Teachers 38
39. MANUKAU INSTITUTE OF TECHNOLOGY
• Attendance
• Academic (on track)
• Literacy / Numeracy
• Learning Difficulties
• School relationships
• Bullying / Harrassment
• Interest / Motivation
• Family
• Social Group / Interaction
• Support from Teachers
40. MANUKAU INSTITUTE OF TECHNOLOGY
Disengagement
Process
High Intervention
•Direct discussion
•Mitigation put in place
Medium Intervention
•Discussion
•Plan for improvement
Low / No Intervention
Points of Praise
41. MANUKAU INSTITUTE OF TECHNOLOGY
Disengagement
Process
Conventional view of
Disengagement
Even movement from
being engaged to being
disengaged
42. MANUKAU INSTITUTE OF TECHNOLOGY
Disengagement
Process
Development of signs
Not across the board or
even.
Spikes represent areas
For intervention focus
43. MANUKAU INSTITUTE OF TECHNOLOGY
Disengagement Process
Example A
High Intervention
•Attendance
•Academic
•Interest / Motivation
•Teacher support
Medium Intervention
•School
•Family
Points of Praise
•Literacy / Numeracy
•Sound Social Group
•No issues of bullying
•No learning difficulties
44. MANUKAU INSTITUTE OF TECHNOLOGY
Disengagement Process
Example B
High Intervention
•Academic
Medium Intervention
•Attendance
•Interest / Motivation
Points of Praise
•Many – the rest of
the factors
46. MANUKAU INSTITUTE OF TECHNOLOGY
Delivery
Back to Khan…..
The world is changing rapidly has changed
rapidly.
– Khan Academy
– MOOCs
– Social Media
– Use of time
Schooling was designed in the 19th
Century, delivered by
those born in the 20th
Century to students who are born
in the 21st
Century.
Whose structures are we reflecting in the way we work?
The target group are likely to be underperforming and fail at school, pose a potential threat of disengagement, are likely to finish school with little or no qualifications – they are
at risk educationally but not yet in risk. They must of course be interested in a career path that is appropriate to an institute of technology. As a student body they are reflective of the communities of Counties Manukau, from a low decile school and/or a low income family and are in significant numbers first-in-family to undertake tertiary education and training.
The target group are likely to be underperforming and fail at school, pose a potential threat of disengagement, are likely to finish school with little or no qualifications – they are
at risk educationally but not yet in risk. They must of course be interested in a career path that is appropriate to an institute of technology. As a student body they are reflective of the communities of Counties Manukau, from a low decile school and/or a low income family and are in significant numbers first-in-family to undertake tertiary education and training.
The target group are likely to be underperforming and fail at school, pose a potential threat of disengagement, are likely to finish school with little or no qualifications – they are
at risk educationally but not yet in risk. They must of course be interested in a career path that is appropriate to an institute of technology. As a student body they are reflective of the communities of Counties Manukau, from a low decile school and/or a low income family and are in significant numbers first-in-family to undertake tertiary education and training.
The target group are likely to be underperforming and fail at school, pose a potential threat of disengagement, are likely to finish school with little or no qualifications – they are
at risk educationally but not yet in risk. They must of course be interested in a career path that is appropriate to an institute of technology. As a student body they are reflective of the communities of Counties Manukau, from a low decile school and/or a low income family and are in significant numbers first-in-family to undertake tertiary education and training.
The target group are likely to be underperforming and fail at school, pose a potential threat of disengagement, are likely to finish school with little or no qualifications – they are
at risk educationally but not yet in risk. They must of course be interested in a career path that is appropriate to an institute of technology. As a student body they are reflective of the communities of Counties Manukau, from a low decile school and/or a low income family and are in significant numbers first-in-family to undertake tertiary education and training.
The target group are likely to be underperforming and fail at school, pose a potential threat of disengagement, are likely to finish school with little or no qualifications – they are
at risk educationally but not yet in risk. They must of course be interested in a career path that is appropriate to an institute of technology. As a student body they are reflective of the communities of Counties Manukau, from a low decile school and/or a low income family and are in significant numbers first-in-family to undertake tertiary education and training.
The target group are likely to be underperforming and fail at school, pose a potential threat of disengagement, are likely to finish school with little or no qualifications – they are
at risk educationally but not yet in risk. They must of course be interested in a career path that is appropriate to an institute of technology. As a student body they are reflective of the communities of Counties Manukau, from a low decile school and/or a low income family and are in significant numbers first-in-family to undertake tertiary education and training.
The target group are likely to be underperforming and fail at school, pose a potential threat of disengagement, are likely to finish school with little or no qualifications – they are
at risk educationally but not yet in risk. They must of course be interested in a career path that is appropriate to an institute of technology. As a student body they are reflective of the communities of Counties Manukau, from a low decile school and/or a low income family and are in significant numbers first-in-family to undertake tertiary education and training.
The target group are likely to be underperforming and fail at school, pose a potential threat of disengagement, are likely to finish school with little or no qualifications – they are
at risk educationally but not yet in risk. They must of course be interested in a career path that is appropriate to an institute of technology. As a student body they are reflective of the communities of Counties Manukau, from a low decile school and/or a low income family and are in significant numbers first-in-family to undertake tertiary education and training.
The target group are likely to be underperforming and fail at school, pose a potential threat of disengagement, are likely to finish school with little or no qualifications – they are
at risk educationally but not yet in risk. They must of course be interested in a career path that is appropriate to an institute of technology. As a student body they are reflective of the communities of Counties Manukau, from a low decile school and/or a low income family and are in significant numbers first-in-family to undertake tertiary education and training.
The target group are likely to be underperforming and fail at school, pose a potential threat of disengagement, are likely to finish school with little or no qualifications – they are
at risk educationally but not yet in risk. They must of course be interested in a career path that is appropriate to an institute of technology. As a student body they are reflective of the communities of Counties Manukau, from a low decile school and/or a low income family and are in significant numbers first-in-family to undertake tertiary education and training.
The target group are likely to be underperforming and fail at school, pose a potential threat of disengagement, are likely to finish school with little or no qualifications – they are
at risk educationally but not yet in risk. They must of course be interested in a career path that is appropriate to an institute of technology. As a student body they are reflective of the communities of Counties Manukau, from a low decile school and/or a low income family and are in significant numbers first-in-family to undertake tertiary education and training.
The target group are likely to be underperforming and fail at school, pose a potential threat of disengagement, are likely to finish school with little or no qualifications – they are
at risk educationally but not yet in risk. They must of course be interested in a career path that is appropriate to an institute of technology. As a student body they are reflective of the communities of Counties Manukau, from a low decile school and/or a low income family and are in significant numbers first-in-family to undertake tertiary education and training.
The target group are likely to be underperforming and fail at school, pose a potential threat of disengagement, are likely to finish school with little or no qualifications – they are
at risk educationally but not yet in risk. They must of course be interested in a career path that is appropriate to an institute of technology. As a student body they are reflective of the communities of Counties Manukau, from a low decile school and/or a low income family and are in significant numbers first-in-family to undertake tertiary education and training.
The target group are likely to be underperforming and fail at school, pose a potential threat of disengagement, are likely to finish school with little or no qualifications – they are
at risk educationally but not yet in risk. They must of course be interested in a career path that is appropriate to an institute of technology. As a student body they are reflective of the communities of Counties Manukau, from a low decile school and/or a low income family and are in significant numbers first-in-family to undertake tertiary education and training.
The target group are likely to be underperforming and fail at school, pose a potential threat of disengagement, are likely to finish school with little or no qualifications – they are
at risk educationally but not yet in risk. They must of course be interested in a career path that is appropriate to an institute of technology. As a student body they are reflective of the communities of Counties Manukau, from a low decile school and/or a low income family and are in significant numbers first-in-family to undertake tertiary education and training.
The target group are likely to be underperforming and fail at school, pose a potential threat of disengagement, are likely to finish school with little or no qualifications – they are
at risk educationally but not yet in risk. They must of course be interested in a career path that is appropriate to an institute of technology. As a student body they are reflective of the communities of Counties Manukau, from a low decile school and/or a low income family and are in significant numbers first-in-family to undertake tertiary education and training.
New opportunities
Not clearing the decks entirely – but working differently within new relationships
Transitions, whether they be abrupt or modulated require response not only with regard to preparing students for the exit from school but also for the introduction, induction and socialisation into postsecondary programmes. This requires greater focus in the senior secondary school on the demands of the particular pathways that students are choosing to move down rather than the conventional emphasis on the academic disciplines of the curriculum. It also requires postsecondary providers to be explicit about requirements in terms of academic preparation, to reach out to incoming students and for there to be integration of careers advice if successful transitions are to be effected.
The target group are likely to be underperforming and fail at school, pose a potential threat of disengagement, are likely to finish school with little or no qualifications – they are
at risk educationally but not yet in risk. They must of course be interested in a career path that is appropriate to an institute of technology. As a student body they are reflective of the communities of Counties Manukau, from a low decile school and/or a low income family and are in significant numbers first-in-family to undertake tertiary education and training.
The target group are likely to be underperforming and fail at school, pose a potential threat of disengagement, are likely to finish school with little or no qualifications – they are
at risk educationally but not yet in risk. They must of course be interested in a career path that is appropriate to an institute of technology. As a student body they are reflective of the communities of Counties Manukau, from a low decile school and/or a low income family and are in significant numbers first-in-family to undertake tertiary education and training.
The target group are likely to be underperforming and fail at school, pose a potential threat of disengagement, are likely to finish school with little or no qualifications – they are
at risk educationally but not yet in risk. They must of course be interested in a career path that is appropriate to an institute of technology. As a student body they are reflective of the communities of Counties Manukau, from a low decile school and/or a low income family and are in significant numbers first-in-family to undertake tertiary education and training.