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 CHENGAsiaAsia--Pacific Centre for Education Leadership Pacific Centre for Education Leadership

and School Qualityand School QualityHong Kong Institute of EducationHong Kong Institute of Education

Keynote Presentation at the IBO Regional ConferenceKeynote Presentation at the IBO Regional Conference1919--21 March 2004, Mumbai India21 March 2004, Mumbai India

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CongratulationsCongratulations& Thanks& Thanks

In the New CenturyIn the New Century

KnowledgeKnowledge vsvs IntelligenceIntelligence

??

New Paradigm of Education

Implications for IBO Schools1. Implementation of New Education

2. Change in Teacher Roles and Teaching Approaches

3. Curriculum Reform

Aims of Presentation Aims of Presentation

Challenges to New Generationsin 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 Pentagon Theory of CMI For 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 EnvironmentRe-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 of networked self 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 studentsfor developing students’’ triplized self triplized self learning ability & CMI.learning ability & CMI.

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What TeacherWhat Teacher--Student RelationshipStudent 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

High O

rder Learning

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SkillsTraineeImitation10. Exemplar

Possession of information

MemorizerTransfer of information

9. Instructor

HabitsSubjectConditioning8. Moulder

InsightClientExpression of feeling

7.Counsellor

UnderstandingThinkerReflection6. TutorLow

Order Learning

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1 2 3 4 5 6 7 1 2 3 4 5 6 7 8 9 108 9 10

Teacher RoleTeacher Role

Student Role Student Role 1 2 3 4 5 6 7 1 2 3 4 5 6 7 8 9 108 9 10

Teacher Direct InstructionTeacher Direct Instruction

Student SelfStudent Self--Initiative (Self Learning)Initiative (Self Learning)

TeacherCentered

StudentCentered

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To facilitate student self initiativeTo 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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StudentsStudents--CentredCentred

ExaminationExamination--CentredCentred

TeacherTeacher--CentredCentred

Subject KnowledgeSubject Knowledge--based/Separatedbased/Separated

Multiple IntelligenceMultiple 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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StudentsStudents--CentredCentred

ExaminationExamination--CentredCentred

TeacherTeacher--CentredCentred

Subject KnowledgeSubject Knowledge--based/Separatedbased/Separated

Multiple IntelligenceMultiple Intelligence--based/ Integrativebased/ Integrative

Curriculum & Curriculum & InstructionInstruction

After 3After 3--5 Years5 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 lifestudents and pursue life--long 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 studentsfor all students’’ learning and learning and developmentdevelopment

My Dream……

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