The Role of Museums in Education Reform
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Wendy Ng
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The Role of Museums in Education Reform
- 1. The Role of Museums in Education Reform Wendy Ng Manager of Learning Royal Ontario Museum
- 3. Toronto
- 4. 2011 National Household Survey of Toronto population • 2.6 million people • 49% were immigrants • 51% were born outside of Canada • 49% identified as a “visible minority” • Top three “visible minority” groups: 12% South Asian, 11% Chinese, and 9% Black • 0.8% identified as Indigenous: 67% First Nations, 25% Métis, 2% Inuk (Inuit), and 1% multiple Indigenous identities • From 2006-2011, fastest growing age groups:60 64 and‐ 85+; declining age groups: 5 14 and 35 44‐ ‐ • 28.2% are between 0 24 years old‐
- 5. Cultural Attractions in Toronto • Royal Ontario Museum • Ontario Science Centre • Art Gallery of Ontario • Toronto Zoo • CN Tower • Gardiner Museum of Ceramic Art • Bata Shoe Museum • Ripley’s Aquarium • Aga Khan Museum
- 6. Ontario
- 8. Canada
- 9. World Cultures and Natural History
- 11. Guided Tours led by Staff
- 12. Hands-on Labs – Touch “real” objects!
- 13. Self-Guided Visits – Support materials
- 14. Virtual Visits – Geography is not a barrier!
- 15. Travelling Programs – Bring the ROM to you!
- 16. Educational Reform by Provincial Government
- 17. Full-day Early Learning and Kindergarten Programs
- 18. Increase Literacy and Numeracy Rates
- 19. Increase high school graduation rates
- 20. Digital Technology in Schools
- 23. Historical Response to Reform • Revised programs based on curriculum revisions • High school co-operative education placements at the ROM • Built Digital Gallery and created Virtual Visits to incorporate digital technology • Formed a Teacher Advisory Committee • Delivered professional learning workshops for teachers and student teachers • Attended annual conferences of subject associations • Seconded teachers from school boards to work at the ROM
- 24. Principles Guiding Our Current Response “Don't limit a child to your own learning, for he was born in another time.” – Rabindranath Tagore •Relevant and Responsive: 21st century learning, educational reform, Museum collections & research •Student-Centred: Pedagogical approach (constructivism) and teaching methodologies (inquiry-based, anti-oppressive) •Object-Based: What are the strengths of our collection? Leverage our unique curatorial assets •Accountable: Gather input and measure the impact of our programs on students, teachers, staff
- 25. Current Response to Reform • Invest in staff professional learning focused on student-centred pedagogical approaches and teaching methodologies • Develop new programs focused on key goals of reform (early learners, literacy and numeracy, high school graduation rates) in addition to curriculum revisions • Incorporate digital technology as a teaching tool in school visits and plan for on-going investment in digital learning (equipment, staffing, virtual visits, online experiences)
- 26. Current Response (cont’d) • Develop deeper relationships with educational stakeholders: – Re-establish Teacher Advisory Circle to address barriers to visiting, advise on programming and marketing, teacher professional learning – Work in partnership with teacher unions and subject associations to increase professional capacity of teachers to use museum as a teaching and learning resource
- 27. Wendy Ng Manager of Learning Royal Ontario Museum wendyn@rom.on.ca www.rom.on.ca/schools www.facebook.com/royalontariomuseum @ROMtoronto @twin_muses Tak! Thank you!
- 28. Credits • ROM Images • http://www.cbc.ca/news2/interactives/before-after/toronto-condos/images/toronto-skyline-muise-after2012rb.jpg • http://www1.toronto.ca/city_of_toronto/social_development_finance__administration/files/pdf/nhs_backgrounder.pdf • http://www1.toronto.ca/city_of_toronto/social_development_finance__administration/files/pdf/censusbackgrounder_ag eandsex_2011.pdf • http://www.unesco.org/new/en/social-and-human-sciences/themes/fight-against-discrimination/coalition-of- cities/good-practices/toronto/ • http://4.bp.blogspot.com/-wtXOLGvWacQ/T5IpWhokGrI/AAAAAAAABRA/6d9o5zSTUyQ/s1600/ontario-regions-map.png • http://www.rainbowtourism.com/wp-content/uploads/2014/05/map-of-canada-by-Regions_travelgaycanada.jpg • http://www.rom.on.ca/collections/ • http://www.rom.on.ca/en/rom-recollects/stories/grade-5-at-the-rom • https://shawglobalnews.files.wordpress.com/2014/06/vote-here.jpg?w=720 • http://www.canadianbusiness.com/wp-content/uploads/2014/08/kindergarten-class-cc-by-woodleywonderworks.jpg • http://www.eqao.com/categories/home.aspx?Lang=E • http://www.thestar.com/content/dam/thestar/life/parent/2009/03/09/ontarios_high_school_graduation_rate_grows/gr aduation.jpeg • http://learningforwardontario.ca/images/img2.jpg • http://i2.wp.com/vipmedia.globalnews.ca/2014/01/math-class-file.jpg?crop=0px%2C10px%2C720px %2C480px&resize=720%2C480 • http://www.boldinternet.com/images/content/work/education_3.png
Notas do Editor
- Agency of the Ontario government
- Located in downtown Toronto
- According to the United Nations, Toronto is one of the world's most diverse cities with 51% born outside of Canada Baby Boom generation aging School-aged population (0-24 years) make up 28.2%
- Competitors and Partners
- Provincial mandate
- Geography, Perception of Museum are barriers
- Encyclopedic museum organized by Centres of Discovery: Ancient Cultures, Biodiversity, Canada, Contemporary Culture, Earth & Space, Fossils & Evolution, Textiles & Fashions, World Art & Culture
- In early 1988, my grade 5 gifted class took advantage of an amazing opportunity: we spent every Wednesday for six weeks at the ROM. Each visit was dedicated to a specific theme. One visit was all about ancient Egypt and another was about Canadian wildlife. Those school trips were the beginning of my lifelong love for the ROM and some of my favourite childhood memories. It always brings a smile to my face to see young children discovering the ROM’s treasures during class trips. I’ve been a ROM member for several years now, and I never tire of visiting.
- School Visits are fee-based 3 FT Teachers, 28 PT Teachers, 13 PT Facilitators = 44 TOTAL Instructional Staff
- Work with curatorial departments to transfer objects into teaching collection + purchases Unique selling point for School Visits
- Online orientation and activity guides
- In partnership with Contact North, not-for-profit corporation funded by Ontario government to deliver distance learning
- Long-standing program to meet provincial mandate Includes travelling exhibitions, edukits, and planetarium
- Educational reform is ongoing with each elected provincial government Latest reform started 12 years ago in 2003 with the provincial election of a left-of-centre political party, which remains in power today
- Changed from half-day to full-day kindergarten (4-5 year olds) and create early learning and full-day pre-school programs (0-3 year olds)
- Measured via standardized tests in Grades 3, 6, 9, 10
- Percentage of students graduating in 5 years: 68% in 2003-2004; increased 15% to 83% in 2013-2014 Percentage of students graduating in 4 years: 56% in 2003-2004; increased 19% to 75% in 2013-2014 Specialist High Skills Major, dual credits, expanded cooperative education
- $150 million technology and learning fund for digital equipment in schools and professional learning for teachers
- Collaborative school cultures and professional learning communities In schools, between schools, between boards
- Each subject revised approximately every 10 years
- Recent curriculum revisions: Social Studies, Canadian and World Studies High school co-operative education is work experience for students Digital Gallery opened in 2004: large projection and stationary touch screens Teacher Advisory Committee in late 90s/early 2000s Requests from boards, subject associations to develop customized professional learning experiences OHASSTA, STAO Up until late 90s, seconded teachers from boards
- 21st century learning: shifting from formal, structured, teacher‐led learning to informal, self‐directed, and blended learning; focus on skill-building with content knowledge Problem-Based Learning, Indigenous education, Environmental education Strength is cross-collection opportunities Incorporate evaluation in all aspects of work: front-end, formative, summative
- Define Core Priorities Indigenous Outreach & Learning Coordinator leading staff training to infuse Indigenous knowledge and perspectives into School Visits programs and pedagogy In first year of new Learning Strategy Using iPads in tours, redesigning the Learning Portal, dependent on philanthropy
- Create input and feedback loop with Teacher Advisory Circle Registration for Museum-produced teacher workshops has declined; need to work with unions and subject associations to leverage partnership