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eduinnovator@21erick.org

2016 1 26

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.() It is easier to ride a horse in the direction that he is already headed.

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(, , , ) = 10%

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( , 2006, p.172)

tipping point

(Robert J. Marzano)

OECD , . , , .: Learning In and Out of School (John MacBeath, 2012)

.

.: Learning In and Out of School (John MacBeath, 2012)

.

: Learning In and Out of School (John MacBeath, 2012)

" . (thinking out of the box) .

: Learning In and Out of School (John MacBeath, 2012)

-

13

1 (First Way) , , , . 2 (Second Way) . 3 (Third Way) . 4 (Fourth Way) , . . (equity), , . . 4 , , , , . 4 , , . . (: 4 (The Global Fourth Way) 173 )

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- 1 (1945-1970 )

the great Society , , ,

&

- 1 (1945-1970 )

1 ; 2 1945 1970 , , , 1 , . , . . , , Herbert Kohl Jonathan Kozol . : () ; ; ; , , . / , , 1970 1 . 1973 .1970 1980 . . , . . . , . , ! Ofsted , . 1981 (Nation at Risk) . (standards) ! . ( ) . .

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-(GERM) (GERM-global education reform movement)

GERM ( Pasi Sahlberg , 2011) ,

(GERM )

(antidote) Finnish Lessons(2011), The Fourth Way(2009), The Global Fourth Way(2012), (GERM )

3 (distracters)

22

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- - RATL PACT Tower Hamlets

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(GCSE) C (%) . C .24

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4 1. 2. 3. 4. 5. 6. 6 : 4 p351-356

1. 2. 3. ( )4. 5. (technology) 5 : 4 p351-3564

1. 2. 3. 4. 4 : 4 p351-3564

. . . , . . .: 4 p3574

. . . .: 4 p3724

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. . . . .: 4 p3844

4

http://www.edu.gov.on.ca/eng/general/elemsec/speced/LearningforAll2013.pdf

- ESGA

(UDL)

Tenet , 36

https://www.uvm.edu/~cdci/universaldesign/?Page=about-udl/guidelines-principles.php&SM=about-udl/submenu.html

1 (engagement). 1 . 2 - . 3 .: ; ; 2 - (representation). 4 . 5 - , , . 6 .:, ; ; 3 (action & expression). 7 . 8 . 9 .: (, ); ; UDL 3 9

(Learning for All, 2009)

1 .2 , .3 .

1 . 2 , . 3 .

40

: , 2015

http://www.edu.gov.on.ca/eng/general/elemsec/speced/LearningforAll2013.pdf

http://www.edu.gov.on.ca/eng/general/elemsec/speced/LearningforAll2013.pdf(school effectiveness)

1. ?2. ?3. ?

http://bvqca.weebly.com/uploads/1/8/7/5/18754300/keys_to_quality_classroom_assessment.pdf

4

251. .2. .3. .4. .5. .6. (equity) .7. .8. (2.3.4 ).9. (ESGA, AISI).10. .

11. .12. .13. .14. .15. (assessment FOR learning) . 16. .17. .18. .19. .20. , . 25

21. .22. 2 .23. .24. , .25. . 25

1 ESGA( )ESGA

: , (Essential for Some, Good for All)

:- - - -

49

50ESGA 7

1: .2: (universal design for learning: UDL) (differentiated instruction: DI) .3: .4: .5: ( , , ).6: .7: 1 ESGA( )

1 ESGA( )ESGA 7

1: (inspiring beliefs)2: (moral economy)3: (leading from the middle)4: (local authority)5: (integrated strategy)6: (collective responsibility)7: (intensive interaction)

2 AISI( )AISI

: (Alberta Initiative for School Improvement: AISI): , , (, , ) ( ) ( ): 3 (2000-2015 5 )

53AISI 7

1: , , .2: , , , .3: , , (complexity) .4: () 3 , , .5: .6: , , AISI .7: AISI .8: AISI , , , , , .9: () (targeted funding). 2 AISI( )

AISI 5(2012-2015)

2 AISI( )

AISI 15

(student-focused) (provincial partnership) (school community engagement) (collaboration) (catalyst) (flexibility and adaptability) (culture of responsiveness and improvement) (research-informed practice) (inquiry and reflection) (building capacity and integrating effective practices) , (shared leadership) (sustainability and integration) (networks) (knowledge mobilization) (innovation)

4

. . , , , . . . . . . . , . . ., , . .

4 - : 2 (The Second Way)4 (The Fourth Way) (Standardized Teaching and Learning) (Diversity and differentiation) , . . . . , , . .

: 2 (The Second Way)4 (The Fourth Way), , (Focused on basic knowledge), , (Deeper virtues and values) , , /, . , , . , , . .

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: 2 (The Second Way)4 (The Fourth Way) (Teaching prescribed curriculum) (Local curriculum and Sts Engagement) , . . . , , . , . ,

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: 2 (The Second Way)4 (The Fourth Way) (Neo-liberalism and Market) (Professionalism and public engagement) . , . , , . , , . . . . .

4

: 2 (The Second Way)4 (The Fourth Way) (Test-based accountability and control) (Responsibility before accountability) , , (punitive accountability) . , , , . . . . , .

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Strategic basis of the Finnish National Board of Education

Strategic basis of the Finnish National Board of Educationhttp://www.oph.fi/download/135542_learning_and_competence_2020.pdf

,

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(1-2), , ,

(3-6)

(7-9)

, , , , , , http://www.curriculum.ut.ee/sites/default/files/ht/12.111.15_curriculum_reform_in_finland_vitikka.pdf

. ." CEP: character.org

661. , ?2. (for what) (for whom) ?3. ?4. (principle) ?5. , , ?6. (syllabus), , ? 7. ?8. ?9. ?10. ? 10

(: Reinventing the Curriculum, 2013, p142)

(for)(for) (HPL)1 / . . (HPL)1 . . . (HPL)1 . .

: Next Generation Science Standards Public Review, 2013

2015

2015 2015

() (UbD)

1. Respect human dignity 2. Include everybody 3. Value diversity 4. Live in Peace 5. Give everybody equal chances74

(moral purpose)

3 .

1. .2. .3. .4. .(Fullan, 2005; Goodlad, 1994)

http://www.slideshare.net/RobertLeneway/leading-the-continuous-school-renewal-process-wlb75

- 761. (to satisfy individual wishes and desires)

2. (to bring up democratic citizens)

3. (to decrease the difference between classes in society)

1. (humanity) , (ethically responsible) . 2. (skills) . 3. (capacity for learning) . 4. (equality) .5. (equity) . 6. (individuality) (unique person) .7. , , . -

Equity vs. equality[edit]Often, the terms "equity" and "equality" are misused and interchanged when referring to educational equity. Although similar, there are important distinctions to be made between the two.Equity[edit]Equity recognizes that some are at a larger disadvantage than others and aims at compensating for these peoples misfortunes and disabilities in order to make sure that everyone is capable of attaining the same type of healthy lifestyle. Examples of this are: When libraries offer literacy programs, when schools offer courses in English as a second language, and when foundations target scholarships to students from poor families, they operationalize a belief in equity of access as fairness and as justice.[2] Equity recognizes this uneven playing field and aims to take extra measures by giving those who are in need more than others who are not. Equity aims at making sure that everyone's lifestyle is equal even if it may come at the cost of unequal distribution of access and goods. Social justice leaders in education strive to ensure equitable outcomes for their students.Equality[edit]The American Library Association defines equality as: access to channels of communication and sources of information that is made available on even terms to all a level playing field is derived from the concept of fairness as uniform distribution, where everyone is entitled to the same level of access and can avail themselves if they so choose.[2] In this definition of equality no one person has an unfair advantage. Everyone is given equal opportunities and accessibility and are then free to do what they please with it. However, this is not to say that everyone is then inherently equal. Some people may choose to seize these open and equal opportunities while others let them pass by.

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1. (excellence) .2. (educational equity) .3. (wellbeing) .4. (public confidence) .

-

http://www.moe.gov.sg/education/21cc/

, , , , ,

1. 2. 3. , , 4. 5. 6. 2015

1. , , , (equality) (equity)2. 3. 4. 5% 5. , , , , , , 6. ; ,

1. (excellence) .2. (educational equity) .3. (wellbeing) .4. (public confidence) .

1. (importance)2. (principles)3. (roles and responsibilities)----

(Education is a shared responsibility)

( , , , ) . . https://archive.education.alberta.ca/media/6353096/app_h_2_abed_inted_ministry_factsheet.pdf

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ELL ICT ()

~ , (view)(represent) / https://education.alberta.ca/media/160418/ela-pos-10-12.pdf

: https://education.alberta.ca/media/159594/program-of-studies-k-3.pdf

https://education.alberta.ca/media/159594/program-of-studies-k-3.pdf

We can Change Every Students Life for the Better!

BBE1 4(2011-06-09)91