1. What is a new paradigm, and is it needed? 2. What might a new paradigm of education be like? 3. What are the implications for the IU SoE? A New Paradigm.

1.1. What is a What is a new paradigmnew paradigm, and is it needed?, and is it needed?

2.2. What might a new paradigm What might a new paradigm of of education education be like?be like?

3.3. What are the implications for the What are the implications for the IU SoEIU SoE??

A New Paradigm of EducationA New Paradigm of Education

Charles M.Charles M. Reigeluth Reigeluth

1. What is a New Paradigm, 1. What is a New Paradigm, and Is It Needed?and Is It Needed?

There are two major kinds of change:There are two major kinds of change:

•• Piecemeal, tinkering, modifying, adjusting.Piecemeal, tinkering, modifying, adjusting.



•• Systemic change, paradigm shift, transforming.Systemic change, paradigm shift, transforming.





Main Point #1:Main Point #1:

Systemic change is needed when a system’s Systemic change is needed when a system’s environment changes dramatically.environment changes dramatically.





Main Point #1:Main Point #1:

Systemic change is needed when a system’s Systemic change is needed when a system’s environment changes dramatically.environment changes dramatically.

Has that happened in K-12 education?Has that happened in K-12 education?


History of major paradigm shifts.History of major paradigm shifts.



Toffler’s three great waves of change.Toffler’s three great waves of change.

•• Development of Development of agricultureagriculture

•• IndustrialIndustrial revolution revolution (physical capabilities) (physical capabilities)

•• InformationInformation revolution (mental capabilities) revolution (mental capabilities)



Toffler’s three great waves of change.Toffler’s three great waves of change.

•• Development of Development of agricultureagriculture

•• IndustrialIndustrial revolution revolution (physical capabilities) (physical capabilities)

•• InformationInformation revolution (mental capabilities) revolution (mental capabilities)

Each wave of change brought Each wave of change brought paradigm shiftsparadigm shifts in all in all of society’s systems.of society’s systems.


Waves of change:Waves of change: Agrarian Agrarian IndustrialIndustrial InformationInformation

Paradigm ShiftsParadigm Shifts



Family:Family: Extended Extended Nuclear Nuclear Working-parent Working-parent familyfamily familyfamily familyfamily




Family:Family: Extended Extended Nuclear Nuclear Working-Working-parent parent

familyfamily familyfamily familyfamily

Business:Business: Family Family BureaucracyBureaucracy TeamTeam







Transportation:Transportation: HorseHorse TrainTrain







Transportation:Transportation: HorseHorse TrainTrain Plane & carPlane & car








Education: Education: One-roomOne-room Current Current schoolhouseschoolhouse systemsystem








Education: Education: One-roomOne-room Current Current How is the How is the schoolhouseschoolhouse systemsystem differencedifference

similar?similar?








Education:Education: One-roomOne-room CurrentCurrent ? ? schoolhouseschoolhouse systemsystem



Main Points #2:Main Points #2:

Systemic change is fundamental Systemic change is fundamental transformationtransformation..

Big changes in society cause (require) systemicBig changes in society cause (require) systemic

changes in changes in allall societal systems. societal systems.

1. What is Systemic Change, 1. What is Systemic Change, and Is It Needed?and Is It Needed?





Pull (new needs) and push (means).Pull (new needs) and push (means).






Pull (new needs) and push (means).Pull (new needs) and push (means).

Does this make sense so far?Does this make sense so far?


2. What Might a New Paradigm 2. What Might a New Paradigm of Education Be Like?of Education Be Like?

Industrial AgeIndustrial Age Information AgeInformation Age

Look at Societal ChangesLook at Societal Changes



Bureaucratic organizationBureaucratic organization Team organizationTeam organization




Bureaucratic organizationBureaucratic organization Team organizationTeam organizationAutocratic leadershipAutocratic leadership Shared leadershipShared leadership




Bureaucratic organizationBureaucratic organization Team organizationTeam organizationAutocratic leadershipAutocratic leadership Shared leadershipShared leadershipCentralized controlCentralized control Autonomy, Autonomy, accountabilityaccountability




Bureaucratic organizationBureaucratic organization Team organizationTeam organizationAutocratic leadershipAutocratic leadership Shared leadershipShared leadershipCentralized controlCentralized control Autonomy, Autonomy, accountabilityaccountabilityAdversarial relationshipsAdversarial relationships Cooperative Cooperative relationshipsrelationships




Bureaucratic organizationBureaucratic organization Team organizationTeam organizationAutocratic leadershipAutocratic leadership Shared leadershipShared leadershipCentralized controlCentralized control Autonomy, accountabilityAutonomy, accountabilityAdversarial relationshipsAdversarial relationships Cooperative Cooperative relationshipsrelationshipsMass production, etc.Mass production, etc. Customized production, Customized production, etc.etc.





Bureaucratic organizationBureaucratic organization Team organizationTeam organizationAutocratic leadershipAutocratic leadership Shared leadershipShared leadershipCentralized controlCentralized control Autonomy, accountabilityAutonomy, accountabilityAdversarial relationshipsAdversarial relationships Cooperative Cooperative relationshipsrelationshipsMass production, etc.Mass production, etc. Customized production, Customized production, etc.etc.ComplianceCompliance InitiativeInitiative




Bureaucratic organizationBureaucratic organization Team organizationTeam organizationAutocratic leadershipAutocratic leadership Shared leadershipShared leadershipCentralized controlCentralized control Autonomy, accountabilityAutonomy, accountabilityAdversarial relationshipsAdversarial relationships Cooperative Cooperative relationshipsrelationshipsMass production, etc.Mass production, etc. Customized production, Customized production, etc.etc.ComplianceCompliance InitiativeInitiativeConformityConformity DiversityDiversity




Bureaucratic organizationBureaucratic organization Team organizationTeam organizationAutocratic leadershipAutocratic leadership Shared leadershipShared leadershipCentralized controlCentralized control Autonomy, accountabilityAutonomy, accountabilityAdversarial relationshipsAdversarial relationships Cooperative Cooperative relationshipsrelationshipsMass production, etc.Mass production, etc. Customized production, Customized production, etc.etc.ComplianceCompliance InitiativeInitiativeConformityConformity DiversityDiversityOne-way communicationsOne-way communications NetworkingNetworking



Bureaucratic organizationBureaucratic organization Team organizationTeam organizationAutocratic leadershipAutocratic leadership Shared leadershipShared leadershipCentralized controlCentralized control Autonomy, accountabilityAutonomy, accountabilityAdversarial relationshipsAdversarial relationships Cooperative Cooperative relationshipsrelationshipsMass production, etc.Mass production, etc. Customized production, Customized production, etc.etc.ComplianceCompliance InitiativeInitiativeConformityConformity DiversityDiversityOne-way communicationsOne-way communications NetworkingNetworkingCompartmentalizationCompartmentalization HolismHolism (Division of Labor)(Division of Labor) (Integration of tasks) (Integration of tasks)




Main Point #3Main Point #3

To understand what features an information-age To understand what features an information-age educational or training system should have . . .educational or training system should have . . .

We must first understand the changing We must first understand the changing needs and needs and conditionsconditions of the emerging information society. of the emerging information society.

Main Point #3Main Point #3

To understand what features an information-age To understand what features an information-age educational or training system should have . . .educational or training system should have . . .

We must first understand the changing We must first understand the changing needs and needs and conditionsconditions of the emerging information society. of the emerging information society.

• • Work placeWork place • Family• Family • Society • Society


Work PlaceWork Place

How has the work place changed?How has the work place changed?

• • ThinkingThinking • Cooperation• Cooperation • Initiative• Initiative





Response:Response:

• • Change theChange the curriculum curriculum? But . . . ? But . . .

Students aren't learning enough.Students aren't learning enough.Costs are rising.Costs are rising.Hidden curriculum.Hidden curriculum.





Response:Response:

• • Change theChange the curriculum curriculum? But . . . ? But . . .

Students aren't learning enough.Students aren't learning enough.Costs are rising.Costs are rising.Hidden curriculum.Hidden curriculum.

• • Change the Change the paradigmparadigm. In what ways?. In what ways?


People learn at different rates . . . .People learn at different rates . . . .

General FeaturesGeneral Features



SortingSorting vs. vs. Learning Learning





Time-basedTime-based Attainment-Attainment-basedbased






Group-basedGroup-based Person-basedPerson-based







Teacher-basedTeacher-based Resource-basedResource-based





Time-basedTime-based Attainment-basedAttainment-based


Teacher-basedTeacher-based Resource-basedResource-based

A key: The report cardA key: The report card



Emerging Picture of General FeaturesEmerging Picture of General Featuresfor an Information-Age Systemfor an Information-Age System

• • Mastery learningMastery learning

• • Continuous progressContinuous progress

• • Personal learning plans (customized)Personal learning plans (customized)

• • Performance-based assessment Performance-based assessment (PBA)(PBA)

• • Performance-based learning (PBL)Performance-based learning (PBL)

Emerging Picture of General FeaturesEmerging Picture of General Featuresfor an Information-Age Systemfor an Information-Age System

• • Mastery learningMastery learning

• • Continuous progressContinuous progress

• • Personal learning plans (customized)Personal learning plans (customized)

• • Performance-based assessment (PBA)Performance-based assessment (PBA)

• • Performance-based learning (PBL)Performance-based learning (PBL)

• • Cooperative learning (teams)Cooperative learning (teams)

• • Advanced technologies as toolsAdvanced technologies as tools

• • Teacher as coach or facilitatorTeacher as coach or facilitator

• • Thinking skills and meaning makingThinking skills and meaning making

• • Interpersonal skillsInterpersonal skills

FamilyFamily

What kinds of What kinds of changeschanges have occurred? have occurred?


FamilyFamily

What kinds of What kinds of changeschanges have occurred? have occurred?• • Lack of communicationLack of communication • Emotional needs • Emotional needs

unmetunmet• • Mental and physical abuseMental and physical abuse • Physical needs unmet • Physical needs unmet • • NeglectNeglect • Lack of discipline• Lack of discipline


FamilyFamily



Response:Response:More discipline, free lunch programs, it's not our problem. More discipline, free lunch programs, it's not our problem.

But . . . But . . .


FamilyFamily



Response:Response:More discipline, free lunch programs, it's not our problem. More discipline, free lunch programs, it's not our problem.

But . . . But . . .

Change the Change the paradigmparadigm! How?! How?

Need for:Need for: • Caring environment• Caring environment• • Cooperation with parent(s)Cooperation with parent(s) • Concern for whole child• Concern for whole child


Emerging Picture of FeaturesEmerging Picture of Featuresfor an Information-Age Systemfor an Information-Age System

•• A "teacher" is responsible for a child for a A "teacher" is responsible for a child for a period of about 4 years.period of about 4 years.

•• That teacher is responsible for educating the That teacher is responsible for educating the whole child.whole child.

•• Each school has no more than 10 teachers, Each school has no more than 10 teachers, to create a smaller, caring environment (the to create a smaller, caring environment (the notion of schools-within-a-school).notion of schools-within-a-school).

•• Each student develops a “quarterly” contract Each student develops a “quarterly” contract with the teacher and parents.with the teacher and parents.

Does it make sense to you that our educational system Does it make sense to you that our educational system has had a sorting focus?has had a sorting focus?



And that the educational needs of the information age And that the educational needs of the information age require a shift to a learning focus?require a shift to a learning focus?



And that the educational needs of the information age And that the educational needs of the information age require a shift to a learning focus?require a shift to a learning focus?

And that this will require many fundamental changes And that this will require many fundamental changes throughout the educational system?throughout the educational system?


3. Implications for the IU SoE3. Implications for the IU SoE

Broad IssuesBroad Issues

Need for a new paradigm of Need for a new paradigm of teachingteaching

•• Customized, focused on the learner.Customized, focused on the learner.


Broad IssuesBroad Issues

Need for a new paradigm of Need for a new paradigm of teachingteaching

•• Customized, focused on the learner.Customized, focused on the learner.

Need for new Need for new organizational structuresorganizational structures

•• Flexibility, choice, and supporting roleFlexibility, choice, and supporting role


1. What should a school system be like?1. What should a school system be like?Learning experiences, instruction, Learning experiences, instruction, administration, governanceadministration, governanceTechnology transformation, not integrationTechnology transformation, not integration

Implications for ResearchImplications for Research


1. What should a school system be like?1. What should a school system be like?Learning experiences, instruction, Learning experiences, instruction, administration, governanceadministration, governanceTechnology transformation, not integrationTechnology transformation, not integration

2. How can we help a school system to redesign itself?2. How can we help a school system to redesign itself?Ethical design processes.Ethical design processes.Empower communities to design their future.Empower communities to design their future.

Implications for ResearchImplications for Research


Need for interdisciplinary collaborationNeed for interdisciplinary collaboration

Implications for ServiceImplications for Service



Need for intensive, sustained efforts in schoolsNeed for intensive, sustained efforts in schools




Need for intensive, sustained efforts in schoolsNeed for intensive, sustained efforts in schools

Implications for 21st Century Teachers, CRLT (CEE), Implications for 21st Century Teachers, CRLT (CEE), Policy Center, the charter schools initiative, Policy Center, the charter schools initiative, and much moreand much more



How should preservice teacher education change?How should preservice teacher education change?ContentContentMethods (PT3, small TE programs)Methods (PT3, small TE programs)

Implications for TeachingImplications for Teaching


How should preservice teacher education change?How should preservice teacher education change?ContentContentMethods (PT3, small TE programs)Methods (PT3, small TE programs)

How should inservice teacher education change?How should inservice teacher education change?Sustained, customizedSustained, customizedCoordinated with service activitiesCoordinated with service activities

Implications for TeachingImplications for Teaching


… … to become the leading school to become the leading school of education in the country.of education in the country.

The Opportunity …The Opportunity …


1. What is a new paradigm, and is it needed? 2. What might a new paradigm of education be like? 3. What are the implications for the IU SoE? A New Paradigm.

Documents

paradigm shifts slide

horsetrain paradigm

wave of change

systemic changes

great waves of change

major kinds of change

new needs

reigeluth slide