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REFLECTIONS ON ETHOS AND CULTURE JOHN MACBEATH University of Cambridge

REFLECTIONS ON ETHOS AND CULTURE JOHN MACBEATH University of Cambridge. ETHOS. CULTURE. ETHOS. CULTURE AND STRUCTURE. PISA The learning Environment and the organisation of Schooling (2003). Ireland US UK Finland. 50. 100. 0.

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REFLECTIONS ON ETHOS AND CULTURE JOHN MACBEATH University of Cambridge

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  1. REFLECTIONS ON ETHOS AND CULTURE JOHN MACBEATH University of Cambridge

  2. ETHOS CULTURE

  3. ETHOS CULTURE AND STRUCTURE

  4. PISA The learning Environment and the organisation of Schooling (2003) Ireland US UK Finland 50 100 0 % of variance in performance explained by ethos and socio-economic factors

  5. Television camera AntI-truancy illuminated panels Full length walls and doors Smoke alarms Hand driers Concealed works

  6. AN ETHOS OF ACHIEVEMENT A CULTURE OF LEARNING

  7. THE LEARNING WEDDING CAKE System learning Professional learning pupil learning

  8. HOW GOOD IS OUR ETHOS?

  9. DOING SCHOOL Imagine yourself on a ship sailing across an unknown sea, to an unknown destination. An adult would be desperate to know where he is going. But a child only knows he is going to school...The chart is neither available nor understandable to him... Very quickly, the daily life on board ship becomes all important ... The daily chores, the demands, the inspections, become the reality, not the voyage, nor the destination. (Mary Alice White, 1971)

  10. Calvin and Hobbes by Bill Watterson Copyright 1993 Watterson/ Distributed by Universal Press Syndicate

  11. TAMING THE WILD….. ‘Children come to school with a hundred languages and leave with one.” The Carpe Vitam Project, 2002 …AND WILDING THE TAME

  12. THE HOLE IN THE WALL Research papers by Sugata Mitra on MIE

  13. Pavan at a Madangir kiosk with his goat

  14. Girl in village Kalse, Sindhudurg district, and her painting after 3 hours of seeing a computer for the first time.

  15. Intelligence is knowing what to do when you don’t know what to do Jean Piaget

  16. CONFIDENT UNCERTAINTY Learning starts from the joint acknowledgement of inadequacy and ignorance…There is no other place for learning to start. An effective learner, or learning culture, is one that is not afraid to admit this perception, and also possesses some confidence in its ability to grow in understanding and expertise, so that perplexity is transformed into mastery… (Claxton, 2000)

  17. CONFIDENT UNCERTAINTY How do you tell when you're out of invisible ink? If Barbie is so popular, why do you have to buy her friends? What happens if you get scared half to death twice? Why do psychics have to ask you for your name? Why do kamikaze pilots wear helmets? OK, so what's the speed of dark?

  18. DISTRIBUTED INTELLIGENCE “Neurons connect parts of our brains with one another but no cables made of neurons drape from person to person. We talk about ideas. We share insights. We pool recollections.” (Perkins, 2004 p.22)

  19. DEVELOPING A LEARNING CULTURE Delivering the curriculum Discussing purposes and objectives of learning Pupils devising indicators of achievement Pupils as assessors their own and others’ work Pupils as determiners of learning Pupils as learning partners

  20. Social Capital • Social bonding • Social bridging • Social linking

  21. Warum muss Ich in die Schule gehen? “In school you meet people from different from yourself from different backgrounds, children you can observe, talk to, ask questions, for example someone from Turkey or Vietnam, a devout Catholic or an out and out atheist, boys and girls, a mathematical whiz kid, a child in a wheelchair... I believe whole heartedly that the open school is there first and foremost to bring young people together and to help them to learn to live in a way that our political society so badly needs.” (Von Hentig, p.47)

  22. organisational capacity Human capital

  23. A CULTURE OF LEARNING Making learning an object of attention Making learning an object of conversation Making learning an object of reflection Making learning an object of learning

  24. The force field A culture of learning

  25. TOXINS • ideas rejected or stolen • constant carping criticisms • being ignored • being judged • being overdirected • not being listened to • being misunderstood Southworth, 2000

  26. NUTRIENTS • being valued • being encouraged • being noticed • being trusted • being listened to • being respected Southworth, 2000

  27. THE TREASURE WITHIN • “Somehow educators have forgotten the important connection between teachers and students. We listen to outside experts to inform us, and, consequently overlook the treasure in our very own backyards – the students.” • (Soo Hoo, 1993, p. 389)

  28. Tuning in to the secret harmonies Pupil representatives at staff meetings Pupils graffiti board in staffroom Pupils produce learning, assessment, careers booklets Pupil representatives in staff meetings Pupils on staff selection and appointment panels Pupils on inspection teams Headteacher parliamentary questions The Bubble Box

  29. Pupils decide. Adults support. The ladder of participation (from Shultz in Democratic Learning, MacBeath and Moos.) participation Adults and pupils decide together Adults consult and take pupil views into account. consultation Adults consult pupils then decide. decoration Adults use pupils as decoration manipulation Adults decide. Inform pupils.

  30. A GLOBAL MOVEMENT Government intervention Local school management

  31. A GLOBAL MOVEMENT Government intervention Intermediate support and moderation? School autonomy, school choice

  32. A GLOBAL MOVEMENT Government: provider and quality assurer The accountability improvement interface School: compliance and subversion

  33. LIFE IN A PSEUDO ENVIRONMENT • The Manufactured crisis • The improvement illusion • The magnificent myth • The post truth political environment

  34. The improvement illusion “Nine and a half our days, class on Saturday, school during the summer and two hours of homework each night are non-negotiable...”If you’re off the bus you’re working” says Feinberg...... Each morning students receive a worksheet of maths, logic and word problems for them to solve in the free minutes that appear during the day.” Teachers carry cell phones with toll free numbers and are on call 24 hours a day to answer any concerns their students might have. “Ten calls a night may sound like a drag”, says Feinberg,” but everyone goes to bed ready for the next school day.” (No Excuses, Lessons from High Performing Schools)

  35. HOW MYTHS GAIN INERTIA ‘In the 70s and 80s nobody was interested in achievement in schools’. (ht secondary school) ‘Not long ago there was a time when teachers took no responsibility for children’s learning at all. They had no expectation of them at all.’ (primary ht) ‘Look at any school mission statement and you will find an inverse correlation between achievement and caring’

  36. PISA The learning Environment and the organisation of Schooling (2003) Ireland US UK Finland 50 100 0 % of variance in performance explained by ethos and socio-economic factors

  37. GREEDY WORK The task of leading a school in the twenty first century can no longer be carried out by the heroic individual leader single handedly turning schools around. It is greedy work, all consuming, demanding unrelenting peak performance from superleaders and no longer a sustainable notion. Peter Gronn, The New Work of Educational Leaders: Changing Leadership Practice in an Era of School Reform, 2003

  38. THE POST TRUTH POLITICAL ENVIRONMENT Public opinion is shaped in response to people's maps or images of the world, and not to the world itself. Mass political consciousness does not pertain to the actual environment but to an intermediary pseudo-environment. When deals must be struck and compromises made on behalf of large purposes, Presidents tend to prefer deception over education. Eric Alterman, The Nation 2004

  39. THE SUNDAY TIMES July 13, 2003 LET PUPILS HIRE THEIR TEACHERS says Labour adviser Pupils should be given power to apoint their own teachers, according to one of the government’s most senior education advisers.

  40. LIVING WITH PARADOX apply given criteria avoid mistakes deliver results now follow the rules compete retain control assess individuals self evaluate take risks/innovate think long term be flexible collaborate share leadership encourage teamwork

  41. SEVEN KEY PRINCIPLES • Justice .. as a first unalienable principle • Reciprocity.. Observing the me-too-you-too principle • Steadfastness….in holding on to what matters • Solidarity… in the strength of the collective • Diversity .. The enrichment of difference • Stewardship.. .Active concern for the shared resource • Accountability …for the moral imperative

  42. “Not everything that counts can be counted. And not everything that can be counted, counts.” Albert Einstein

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