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Cultivating Emergent Learning

Explore how a hybrid education model with performance information empowers student success by examining impacts, measuring outcomes, and promoting innovation in learning systems. Learn from examples like the Tuition Support Program and AIMs' High School Report Cards for enhanced understanding and progress. Discover the importance of making results public and fostering autonomy to drive educational improvement.

christophercarpenter
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Cultivating Emergent Learning

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  1. Cultivating Emergent Learning

  2. Key Points • Standardized, top-down approach is resistant to adaptation • Good and complete performance information instills confidence

  3. Current System Stifling to Innovation • Centralized • Standardized • Better capitalize on performance information

  4. Free Market Education • Principals as entrepreneurs • Market-regulated • Pay out of pocket

  5. Hybrid Model/More Choice • Funding follows students • Market-regulated • Edmonton model • Nova Scotia Tuition Support Program

  6. Importance of Performance Information • Provide greater incentive for progress • Enable progress

  7. Barriers to Performance Information • Delayed benefits • Cost • Total participation

  8. Understanding Performance • Identify objectives or impacts • Measure difference • Make results public

  9. Example: Tuition Support Program Impacts Assessment • Impact Identified • Academic (SLDs, mainstream students) • Emotional (SLDs, their parents, and teachers) • Satisfaction (Parents and Teachers) • Societal (SLDs) • Fiscal (Department and school boards)

  10. Identifying Impacts (Ideal)

  11. Identifying Impacts (Real)

  12. Example: Tuition Support Program Impacts Assessment • Measuring Impacts • Assessing impact • Establishing a benchmark • Controlling for bias

  13. Measuring Impacts (Academic) • Actual documented outcomes • From the Department, school boards • Consider potential external influences

  14. Measuring Impacts (Emotional) • Stated qualitative outcomes (Surveys) • SLDs, their parents, teachers, and staff • Avoid bias

  15. Making Results Public • Provide greater capacity for progress • What • Outcomes • Inputs • How • School-level • Clear, Engaging, and Readily Accessible

  16. Example: AIMS’ High School Report Cards • Comprehensive • School-level • Ranks and grades table www.aims.ca & Progress Magazine

  17. Example: Online Visualization

  18. Increasing Capacity through Autonomy • “I have no fear that the result of our experiment will be that men may be trusted to govern themselves without a master.” Thomas Jefferson • Capitalize on the capacity of committed educators, students and parents. • Need good information to facilitate this capacity.

  19. Question(s)

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