1 / 30

L11

L11. EDU5810. 12.00 – 3.00 PM: Presentation on Policy Planning & Strategic Planning by groups from: UPM Centre Batu Pahat, Kuantan and Kuching 4.00 – 7.00 pm: Final Lecture (Lecture 11 & 12) Next week no lecture – you are to finalise and hand in group project.

jereni
Télécharger la présentation

L11

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. L11

  2. EDU5810 • 12.00 – 3.00 PM: Presentation on Policy Planning & Strategic Planning by groups from: • UPM Centre • Batu Pahat, Kuantan and Kuching • 4.00 – 7.00 pm: Final Lecture (Lecture 11 & 12) • Next week no lecture – you are to finalise and hand in group project. • Final Exam covers Lecture 1 to 10 ONLY.

  3. General Format For Policy Proposal • Title (5 marks) • Elaboration on educational issue (background, policy issue, data) (10 marks) • Elaboration on why issue needs to addressed (10 marks) • Detail of proposed plan to address issue (10 marks) • Implication of plan ( financial, job positions, politics, social etc) (10 marks) • Short summary. (5 marks)

  4. General Format For SP Proposal

  5. L11

  6. How successful can our plan be? • Will it be implemented • To what extent? • Will it change anything? (achieve objective) • Will the school change? • Will there be a “new culture of teaching and learning” • Will your teachers & school become more effective • Let us look at the important process…

  7. How successful can our plan be?Diffusion and Implementation of Educational Innovationand theChanging of school culture This Note is Courtesy of Prof MadyaDr. Mohd Majid Konting, UPM, 2011

  8. Diffusion of Educational Innovation Diffusion is the process by which an innovation is communicated through certain channels over time among the members of a social system. Given that decisions are not authoritative or collective, each member of the social system faces his/her own innovation-decision that follows a 5-step process.

  9. Innovation-Decision Process (Type writer vs Word processor) 1. Knowledge ~ person becomes aware of an innovation and has some idea of how it functions. 2. Persuasion ~ person forms a favorable or unfavorable attitude toward the innovation. 3. Decision ~ person engages in activities that lead to a choice to adopt or reject the Innovation 4. Implementation ~ person puts an innovation into use. 5. Confirmation ~ person evaluates the results of an innovation-decision already made.

  10. …Innovation-Decision Process Innovation-decision is made through a cost-benefit analysis where the major obstacle is uncertainty. People will adopt an innovation if they believe that it will enhance their utility – some relative advantage. People determine to what degree the innovation would disrupt other functioning facets of their daily life ~ Is it compatible? Is it hard to use? Does it work? If I adopt it, will people think I’m weird? Since people are on average risk-averse, the uncertainty will often result in a postponement of the decision until further evidence can be gathered.

  11. …Innovation-Decision Process But for some people, innovation-decision is largely frame by personal characteristics, which makes diffusion possible. Innovativeness is defined as the degree to which an individual is relatively earlier in adopting new ideas than other members of a system. Five categories of system member innovativeness can be formed based on the bell-shaped curve. The personal characteristics and interaction of these groups illuminates the domino effect.

  12. Five Categories of Innovators (Rogers, 2003) 1. Innovators (2.5%); Venturesome, educated, multiple information sources. Risk takers, Motivators and Communicators to the subsequent decisions of potential adopters. 2. Early Adopters (13.5%); Social leaders, popular, educated, respected, visionary leaders, eager to give it a try, but with caution. 3. Early Majority (34%); Deliberate, many informal social contacts. Thinkers, caution, but willing to accept it quicker. Continued

  13. 4. Late Majority (34%); Skeptical, traditional, lower socio-economic status. Will accept new idea if the majority has successfully implemented it. 5. Laggards (16%); Traditional, love old ways, critical, and will only accept it if the majority has practised it.

  14. What is the Measure of Success? - Success in life is not determined by how we are doing compared with others, But By how we are doing compared to what we are capable of doing. - Success is a matter of choice, not chance. Prof. Dato’ Sheikh Omar Abdul Rahman (31 Julai 2007)

  15. Characteristics of Innovators 1. Burning desire. 2. Excellent motivators. 3. Positive looking. 4. Hardworking. 5. Responsible. 6. Give more than what she/he received. 7. Proud of her/his achievement . 8. Willing to learn.

  16. Assumptions to Educational Change 1. Successful implementation consists of some transformation or continual development of initial ideas. 2. Any significant innovation requires individual implementers to work out their own meaning – a process of clarification. Continued

  17. 3. Conflict and disagreement are not only inevitable but fundamental to successful change. 4. People need pressure to change, but it will be effective only under conditions that allow them to react, to form their own position, to interact with others, to obtain technical assistance, etc. Continued

  18. 5. Effective change takes time. It is a process of “development in use”. 6. Do not assume that the reason for lack of implementation is outright rejection of the values embodied in the change. 7. Do not expect all or even most people or groups to change. Continued

  19. Assumptions to Educational Change 8. A plan is needed based on the above assumptions that addresses the factors known to affect implementation. 9. No amount of knowledge will ever make it totally clear what action should be taken. Action decisions are a combination of valid knowledge, political considerations, on-the-spot decisions, and intuition. 10. Changing the culture of institution is the real agenda, not implementing single innovations.

  20. Arena of Mindset Change Howard Gardner (2006): 1. Big change involving various groups. ~Example, population in a state. 2. Big change involving homogeneous group. ~Example, a firm, university 3. Change brought forward by literatures, sciences and philosophers such as Pablo Picasso, Enstein, Sigmund Freud. 4. Change in formal institution such as school. 5. Change in mindset involving two persons, small group and in family. 6. Change in individual mindset; ~ Informal: scientific finding, thinking and artistic.

  21. L10 (L12)

  22. CHANGING SCHOOL CULTURE …is • To promote school culture as a learning culture; a culture that is able to respond to a learner’s internal and external needs • Culture is defined as written or unwritten regulations which control our actions; stories, myths, standards or values

  23. LEVELS OF SCHOOL CULTURE • Trans-rationale • Rationale • Sub-rationale

  24. 1. TRANS-RATIONALE LEVEL • Values are developed and interpreted as metaphysical based on the beliefs, ethical codes and moral perceptions • Schools are not clear of their values at trans-rationale level

  25. 2. RATIONALE LEVEL • Where values are perceived and developed in the context of social norms, customs, expectations and standards, and depend on the group’s collective justification • At this level, schools clearly understood their values as stated in their norms, regulations, curriculum, daily practices, etc.

  26. 3. SUB-RATIONALE LEVEL • Values are integral parts of personal needs and feelings, based on direct, basic, affective action • Values are asocial and amoral • Personal preferences have a major influence on an individual teacher • Individuals are highly influential and are a major determinant of the school culture

  27. CHARACTERISTICS OF SCHOOL CULTURE 1. Pedagogical goals 2. Learning process 3. Standard practices 4. Autonomous teachers 5. Mechanistic organization 6. No incentive for collegial work

  28. STRATEGIES FOR CHANGING SCHOOL CULTURE • School should realize their role, power and position in society • Schools should consider that they are units of change; responsible to themselves • Sense of belonging and ownership; they must motivate and be involved in the changing process • What is best for a school is what is best in the eyes of its teachers; they are the ones who are responsible for the learning outcomes • Consider that the changing process is a learning process; a learning culture must exist in the society • Schools should have an open system; change in one aspect will affect others

  29. To effect change… Schools must plan Failure to.. Is planning to fail!

  30. Nice having you, Daun kayu daun selasih, Thank you, Terima kasih!

More Related