1. 1 Globalisation & Education: remaking schools in new times Presented by Professor Allan Luke Nanyang University, Singapore Queensland University of Technology, Brisbane, Australia

2. 2 the educational issues social cohesion/collectivism and individual competitiveness social cohesion/collectivism and individual competitiveness rote reproduction/autonomous, independent thought rote reproduction/autonomous, independent thought respect for authority, teachers, traditions/critical thinking respect for authority, teachers, traditions/critical thinking risk aversion/risk taking risk aversion/risk taking exam/test/product – knowledge in and for itself exam/test/product – knowledge in and for itself excellence at the top/improvement for all excellence at the top/improvement for all technical knowledge/aesthetics, beauty technical knowledge/aesthetics, beauty

3. 3 themes globalisation – ‘new times’ globalisation – ‘new times’ basic policy responses basic policy responses queensland ‘new basics’/singapore pedagogy queensland ‘new basics’/singapore pedagogy pedagogy as the core business pedagogy as the core business issues of teacher capacity: policy/practice issues of teacher capacity: policy/practice remaking teacher education remaking teacher education

4. 4 globalisation = new eduscapes flows of capital, bodies, information – local push/pull effects: ‘macdonalisation’ vs vernacularisation world kids: hybridity, linguistic/cultural diversity, youth cultures world kids: hybridity, linguistic/cultural diversity, youth cultures new forms of work and leisure new forms of work and leisure new disciplinary/transdisciplinary fields and growth of knowledge new disciplinary/transdisciplinary fields and growth of knowledge new technologies – multiliteracies for learning new technologies – multiliteracies for learning new life pathways, life trajectories new life pathways, life trajectories fundamentalist response: haven, security, moral anchors fundamentalist response: haven, security, moral anchors CHALLENGES: new learning styles, linguistic and technological media of instruction, new knowledge, skills, world teachers

5. 5 normative agenda for 21 st century literacy Multimodal/Multiliteracies: that involve problem solving, analysis and repertoires of practice using print and visual, digital and face-to-face media in combinations that can be applied to new civic, media, and workplace contexts Multimodal/Multiliteracies: that involve problem solving, analysis and repertoires of practice using print and visual, digital and face-to-face media in combinations that can be applied to new civic, media, and workplace contexts

6. 6 western policy response deregulate schools: localisation, flexibility, clients and business management models deregulate schools: localisation, flexibility, clients and business management models steer via ‘performance indicators’: testing steer via ‘performance indicators’: testing tyler rationale: add more curriculum outcomes tyler rationale: add more curriculum outcomes more add on/‘pull out’ remediation of diversity/difference more add on/‘pull out’ remediation of diversity/difference teacher proofing via multinational textbook market teacher proofing via multinational textbook market teacher as consumer and ‘scripted’ product user teacher as consumer and ‘scripted’ product user research as product/market research: the ‘gold standard’ of field experiment research as product/market research: the ‘gold standard’ of field experiment privitisation/outsourcing of teacher education privitisation/outsourcing of teacher education

7. 7 Terminologies/definitions CRITICAL LITERACIES: That involve second guessing, criticising, reconstructing and arguing with a range of texts, discourses and designs – and understanding their sources, production and power relations CRITICAL LITERACIES: That involve second guessing, criticising, reconstructing and arguing with a range of texts, discourses and designs – and understanding their sources, production and power relations

8. 8 PROBLEM SOLVING/COLLABORATIVE WORK: that entails collaborative reading, writing and decision making in literacy events within and across a broad range of community, civic and workplace contexts PROBLEM SOLVING/COLLABORATIVE WORK: that entails collaborative reading, writing and decision making in literacy events within and across a broad range of community, civic and workplace contexts Terminologies/definitions

9. 9 INTERCULTURAL AND TRANSCULTURAL COMMUNICATIONS: that involve negotiating and solving problems across cultures and languages, and engaging in residual and emergent traditions within traditional, popular, mass and institutional cultures INTERCULTURAL AND TRANSCULTURAL COMMUNICATIONS: that involve negotiating and solving problems across cultures and languages, and engaging in residual and emergent traditions within traditional, popular, mass and institutional cultures Terminologies/definitions

10. 10 GLOBAL/LOCAL ANALYSES: involve the application of technical/scientific and moral/ethical understandings in relation to economies, cultures and histories near and far, diversities of knowledge interests and their conflicting analyses and interests GLOBAL/LOCAL ANALYSES: involve the application of technical/scientific and moral/ethical understandings in relation to economies, cultures and histories near and far, diversities of knowledge interests and their conflicting analyses and interests Terminologies/definitions

11. 11 Queensland new basics What about new economies, cultures and technologies? What about new economies, cultures and technologies? How do we develop assessment to achieve authentic educational, social and cultural outcomes? How do we develop assessment to achieve authentic educational, social and cultural outcomes? Who is the new worker/citizen? And what are the new life pathways? Who is the new worker/citizen? And what are the new life pathways? What might a ‘futures’ school look like? What might a ‘futures’ school look like?

12. 12 principles of new basics Less is more: teachers need to do fewer things with more depth Less is more: teachers need to do fewer things with more depth Higher intellectual demand plus basics Higher intellectual demand plus basics ‘Connectedness to world’: relevance of practice for ‘at risk’ youth ‘Connectedness to world’: relevance of practice for ‘at risk’ youth Alignment: the message systems of curriculum, assessment and pedagogy need to ‘fit’ Alignment: the message systems of curriculum, assessment and pedagogy need to ‘fit’ Pedagogy: the core business, not testing or curriculum reform Pedagogy: the core business, not testing or curriculum reform

13. 13 Pedagogy as core business STUDENT OUTCOMES CLASSROOM PEDAGOGY SCHOOL ORGANISATIONAL CAPACITY ENABLING POLICY: RESOURCE FLOWS

14. 14 alignment of the message systems Pedagogy curriculum assessment

15. 15 4 new curriculum organisers life pathways and social futures: who am I and where am I going? life pathways and social futures: who am I and where am I going? multiliteracies and communications: how do I make sense of and communicate with the world? multiliteracies and communications: how do I make sense of and communicate with the world? active citizenship: what are my rights and responsibilities in communities, cultures and economies? active citizenship: what are my rights and responsibilities in communities, cultures and economies? environments and technologies: how do I describe, analyse and shape the world around me? environments and technologies: how do I describe, analyse and shape the world around me?

16. 16 Rich tasks Year 3, 6, 9 – 8 ‘rich tasks’ – system wide projects required of all students: Year 3, 6, 9 – 8 ‘rich tasks’ – system wide projects required of all students: Intellectually demanding Intellectually demanding Multidisciplinary Multidisciplinary Of community/cultural/economic relevance Of community/cultural/economic relevance Co-curricular planning by teachers across year levels Co-curricular planning by teachers across year levels Assessment panels of teachers, community members Assessment panels of teachers, community members

17. 17 sample year 4 tasks Design a personal webpage Design a personal webpage Presenting a story in music, dance, writing Presenting a story in music, dance, writing Creation of a craft, toy, artwork for public display Creation of a craft, toy, artwork for public display Multimedia presentation on endangered plant or animal Multimedia presentation on endangered plant or animal

18. 18 Year 7 rich tasks Design a personal health plan Design a personal health plan Design a travel itinerary for a visitor Design a travel itinerary for a visitor Record and present an oral history Record and present an oral history Design and display a product Design and display a product Develop and organise a community cultural performance Develop and organise a community cultural performance Develop a model of the solar system Develop a model of the solar system

19. 19 Year 9 tasks Plan a strategy for an export commodity Plan a strategy for an export commodity Design a building Design a building Analyse and adapt the shape of man- made object Analyse and adapt the shape of man- made object Personal career development plan Personal career development plan Video documentary on national identity Video documentary on national identity Community development action plan Community development action plan

20. 20 Pedagogy: creating school-based professional learning communities Teachers encouraged to plan units across years together Teachers encouraged to plan units across years together Teachers trained in ‘productive pedagogies’ – model for co-teaching, coding, observing each other Teachers trained in ‘productive pedagogies’ – model for co-teaching, coding, observing each other Teachers formed panels to meet, judge, assess rich tasks Teachers formed panels to meet, judge, assess rich tasks Muliteracies pedagogy: immersion, study of designs, redesign Muliteracies pedagogy: immersion, study of designs, redesign

21. 21 Results in 36 schools Student motivation and engagement increased Student motivation and engagement increased ‘Middle years’ higher order slump in achievement was stopped ‘Middle years’ higher order slump in achievement was stopped Rich tasks pushed intellectual/demand, higher order, depth work above mean levels Rich tasks pushed intellectual/demand, higher order, depth work above mean levels Project oriented work does not lead to fall offs in basic skills Project oriented work does not lead to fall offs in basic skills Community accountability and engagement enhanced Community accountability and engagement enhanced Overall improved educational effects in indigenous and socioeconomically at risk schools Overall improved educational effects in indigenous and socioeconomically at risk schools Teacher development around pedagogy can mobilise schools Teacher development around pedagogy can mobilise schools Collateral effects: renewal of school-based curriculum development and assessment expertise within system Collateral effects: renewal of school-based curriculum development and assessment expertise within system