Globalization, Localization and Globalization, Localization and Individualization in Education:Individualization in Education:
Pedagogic Implications for IBO SchoolsPedagogic Implications for IBO Schools
Yin Cheong CHENGYin Cheong CHENG
Asia-Pacific Centre for Education Leadership Asia-Pacific Centre for Education Leadership and School Qualityand School Quality
Hong Kong Institute of EducationHong Kong Institute of Education
Keynote Presentation at the IBO Regional ConferenceKeynote Presentation at the IBO Regional Conference19-21 March 2004, Mumbai India19-21 March 2004, Mumbai India
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CongratulationsCongratulations& Thanks& Thanks
In the New CenturyIn the New Century
KnowledgeKnowledge vs vs IntelligenceIntelligence
??
New Paradigm of Education
Implications for IBO Schools
1. Implementation of New Education
2. Change in Teacher Roles and Teaching Approaches
3. Curriculum Reform
Aims of Presentation Aims of Presentation
Challenges to New Generations
in New Millennium
1. Tremendous Impacts of Information Technology
2. Rapid Multiple Globalizations
3. Transformation towards Knowledge-based Economy/ Intelligence-based Economy
4. International and Regional Competitions & Conflicts
5. Local Demands for Developments…………
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Is Our Existing Education Is Our Existing Education Still Still Effective and Effective and RelevantRelevant to the Future of to the Future of Our Students ??Our Students ??
1. Develop New Education Aims relevant to the Future ?
2. Initiate Innovative Approach to Achieving them ?
3. Provide Unlimited Opportunities for Students’ Learning?
How to reform education …..?How to reform education …..?
Paradigm Shift in Education in the New Century
TraditionalSite-Bounded
Paradigm
New Triplization Paradigm
Cheng (2000)
Shift
Development of Students’ Intelligence
Triplization of Education( (= globalization + localization + individualization
iin education)
New Paradigm of Education: Cheng (1999, 2000a)
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Howard Gardner (1993)Howard Gardner (1993)
Multiple IntelligencesMultiple Intelligences(Biological)(Biological)
• musical intelligence
• bodily-kinesthetic intelligence
• logical-mathematical intelligence
• linguistic intelligence
• spatial intelligence
• interpersonal intelligence
• intrapersonal intelligence
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Cheng’s (2000)Typology of Human Being and Intelligence
In new century • Technological
Person
• Economic Person
• Social Person
• Political Person
• Cultural Person
• Learning Person
•Technological Intelligence
•Economic Intelligence
•Social Intelligence
•Political Intelligence
•Cultural Intelligence
•Learning Intelligence
12Cultural Intelligence Political Intelligence
Learning Intelligence
Social Intelligence
TechnologicalIntelligence
Economic Intelligence
Pentagon Theory of CMI For Pentagon Theory of CMI For EducationEducation
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Challenges to Our Education:
How well we can facilitate :How well we can facilitate :
1. Development of CMI?
2. Intelligence Transfer? Creativity
3. Learning Intelligence as the Core ?
Localization
Economic Globalization
Political Globali-zation
LearningGlobali-zation Individualization
Social Globali-zation
Cultural Globali-zation
Technological Globalization
CI
SI
TI
PI
EI LI
Triplization in Education :Globalization+Localization+
Individualization
A Globalized, Localized, & Individualized CMI Citizen Who
will be engaged in life long learning and will creatively
contribute to building up a CMI society and a CMI global village
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Paradigm Shift in Learning
Individualized Learning
•Student is the Centre of Education
•Individualized Programs
•Self Learning
•Self Actualizing Process
•Focus on How to Learn
•Self Rewarding
Reproduced Learning:
•Student is the Follower of Teacher
•Standard Programs
•Absorbing Knowledge
•Receiving Process
•Focus on How to Gain
•External Rewarding
New Traditional
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Paradigm Shift in Learning
Localized and Globalized Learning:
•Multiple Sources of Learning
•Networked Learning
•Life-long and Everywhere
•Unlimited Opportunities
•World-Class Learning
•Local and International Outlook
Site-Bounded Learning:
•Teacher-Based Learning
•Separated Learning
•Fixed Period and Within Institution
•Limited Opportunities
•Site-Bounded Learning
•Mainly Institution-based Experiences
TraditionalNew
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Challenge to Our Learning Theory
• How can we facilitate such a paradigm shift in learning?
We need to have deeper understanding of self-learning
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Self Learning Cycle
5. Outcome3. Action
1. Mind-set
2. Plan2. Plan
4. Monitor4. Monitor
6. Feedback6. Feedback
7. Feedback7. Feedback
Low Order Learning
High Order Learning
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Challenges to Our Educational Environment
• How can we effectively facilitate such a continuous self-learning cycle among our students?
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To Build Up A Borderless Networked Human and
Technological Environment
Re-define:
• Boundary and nature of the learning context
• Composition of players involved in the learning process
• Format, speed and nature of communication and feedback
• Knowledge generation, management, sharing and utilization
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A community A community of networked of networked
learning learning groupsgroups
CC
CC
CC
CC
CC
CC
YY
Y
Y
Y
Y
Y
Y
Y
ClassroomClassroom
TeacherTeacher
LearnerLearner
A community A community of networked of networked self learnersself learners
A community A community of networked of networked self learnersself learners
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Network of Network of learning learning communitiescommunities
Community of Community of networked networked learning groupslearning groups
Community of Community of Networked Networked Learning Learning SocietiesSocieties
HumanHumanEnvironmentEnvironment
ITITEnvironmentEnvironment MINDSETMINDSET
Motivation
Meta-Cognition
Volition
• Cognitive capacity building
• Information generation
++
• Engendering vision
• Supporting volition
++
• Inspiring• Sustaining
• Stimulate• Facilitate
++
HumanHumanEnvironmentEnvironment
ITITEnvironmentEnvironment ACTIONACTION
Engage in learning
• Interaction, challenge, stimulation
• Bountiful & up-to-date resource
++
Establish frame of reference
• Emotional safety net
• Immediate feedback & positioning
++
Control learning• Expert advice,
benchmark
• Quick access• Linkage of
learners++
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Given the New Paradigm in Learning,
Implications for Paradigm Shift in Teaching ?
New Vision of TeachingNew Vision of Teaching
• to facilitate paradigm shift towards the new to facilitate paradigm shift towards the new triplized learningtriplized learning
• to provide a triplized learning environment, to provide a triplized learning environment, with the support of IT and local and global with the support of IT and local and global networking,networking,
• for developing students’ triplized self for developing students’ triplized self learning ability & CMI.learning ability & CMI.
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What Teacher-Student RelationshipWhat Teacher-Student Relationshipfor New Learning?for New Learning?
TeacherTeacher
Students
????
29Investigation skills
SearcherExperimentat-ion
5.
Questioner
Adventurous-ness
ExplorerSearching, observing
4.
Guide
CreativenessDesigner-creator
Making3.
Patron
ResponsibilityPartnerParticipation2.
Partner
Self-determination
Searcher, As determined by student
1.
Appreciator
Likely Student Quality as Outcome
Student’s Role
Teaching/Learning Process
Teacher’s Role
Hig
h O
rder L
earnin
g
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SkillsTraineeImitation10. Exemplar
Possession of information
MemorizerTransfer of information
9. Instructor
HabitsSubjectConditioning8. Moulder
InsightClientExpression of feeling
7. Counsellor
UnderstandingThinkerReflection6. TutorL
ow
Ord
er Learn
ing
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1 2 3 4 5 6 7 8 9 101 2 3 4 5 6 7 8 9 10
Teacher RoleTeacher Role
Student Role Student Role
1 2 3 4 5 6 7 8 9 101 2 3 4 5 6 7 8 9 10
Teacher Direct InstructionTeacher Direct Instruction
Student Self-Initiative (Self Learning)Student Self-Initiative (Self Learning)
TeacherCentered
StudentCentered
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To facilitate student self initiative….To facilitate student self initiative….
How can we facilitate teachers and students to shift their roles from the higher end (8-10) towards the lower one (1-4)?
What implications for curriculum reforms?
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Students-Students-CentredCentred
Examination- CExamination- Centredentred
Teacher-CentreTeacher-Centredd
Subject Knowledge-Subject Knowledge-based/Separatedbased/Separated
Multiple Intelligence-Multiple Intelligence-based/ Integrativebased/ Integrative
Curriculum & Curriculum & InstructionInstruction
Existing SituationExisting Situation
IIIIII
IIIIII IVIV10%-10%-30%30%
10%-10%-30%30%
in 3 years
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Students-Students-CentredCentred
Examination- CExamination- Centredentred
Teacher-CentreTeacher-Centredd
Subject Knowledge-Subject Knowledge-based/Separatedbased/Separated
Multiple Multiple Intelligence-based/ Intelligence-based/
IntegrativeIntegrative
Curriculum & Curriculum & InstructionInstruction
After 3-5 YearsAfter 3-5 Years
IIIIII
IIIIII IVIV
All our students will become triplized CMI Citizens.
They fully enjoy life-long self-learning and actualization and contribute to a CMI society and a CMI global village
My Dream……
All our teachers will become All our teachers will become triplized CMI teachers. triplized CMI teachers.
They share the joy of triplized They share the joy of triplized learning and teaching with learning and teaching with students and pursue life-long students and pursue life-long professional developmentprofessional development
My Dream…..
All our schools will become All our schools will become triplized schools. triplized schools.
All educators are dedicated to All educators are dedicated to create unlimited opportunities create unlimited opportunities for all students’ learning and for all students’ learning and developmentdevelopment
My Dream……
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