Pedagogical representations in classrooms around the world
According to the McKinsey study conducted in 2010, Ontario has registered significant, sustained and widespread student outcome gains where many others have failed. Ontario has been a sustained improver, showing 5 or more years of consistent rises in student performance. This is mostly because the locus of improvement has been moved from the centre to the school itself where peer-based learning takes place through school and system wide interaction. Ontario has focused on school- led innovation and this has been the key to its success in the past.
However, in order to refrain from stagnation in the future, Ontario schools need to maintain this momentum of consistent innovation. While Ontario shows a consistent upward trajectory between 2008 and 2013 for reading and writing, it becomes rather stagnant in Math with only 57 percent of grade 6 students at or above the provincial level in 2013. This figure has reduced 6 percentage points from 2008. Ontario schools cannot become complacent in its reading and writing successes. Rather it needs to look at the pedagogy of Math education among its fellow successful school systems such as Finland, Singapore, Hong Kong, South Korea etc within the McKinsey study.
However, in order to refrain from stagnation in the future, Ontario schools need to maintain this momentum of consistent innovation. While Ontario shows a consistent upward trajectory between 2008 and 2013 for reading and writing, it becomes rather stagnant in Math with only 57 percent of grade 6 students at or above the provincial level in 2013. This figure has reduced 6 percentage points from 2008. Ontario schools cannot become complacent in its reading and writing successes. Rather it needs to look at the pedagogy of Math education among its fellow successful school systems such as Finland, Singapore, Hong Kong, South Korea etc within the McKinsey study.