Problem 1: My stuff is really good – please go ahead and use it (but frankly your stuff sucks so I am not using it) or “Not invented here Syndrome”.
I’ve battled this problem for years. In my book “Transitional Services” I talk about the creation of a Document Lifecycle Management or DLM system that allows IP to move within an organization in a timely fashion and removes IP quickly that is no longer relevant. It however does not address this huge issue of “Not invented here.” For a long time I was one of the people advocating the not invented here syndrome. I built a lot of one off solutions to problems because I could easily produce what I needed. But it wasn’t repeatable or for that matter effective. I’ve learned to embrace the evil that is templates and process because, that is the best solution to any problem. If you know where you started and you know where you are supposed to end up, it is much harder to get lost.
Answer to problem 1: Consistency
If we all start from the same place and improve on the same base then your stuff may be better than mine, but it started in the same place and we are both leveraging the same source. I can easily adopt your improvement because, its better.
Problem 2: We have to test this
It has become the mantra of education – we have to be able to test what we are teaching. The problem is that some children fail tests. So you teach children to take the test. But that doesn’t solve the initial need which is teaching children to think.
I’ve taught a number of adult classes since leaving Elementary Education. I have found similar problems regardless of where I am teaching that have over the years caused me to wonder about the process we use to teach people.
1. Expert Syndrome (you are the expert you tell me what to think)
2. Expert idiot Syndrome (you are an expert? I know more than you do therefore everything you say is wrong)
3. Leader (where the class comes together as a group to follow the leader, which sadly isn’t always the speaker see numbers 1 and 2)
However the governments of various countries have expectations around what is the minimum expectation for a child age x academically. Meeting these expectations requires a system driven to producing test taking students.
Problem 2 solution: Consistency again!
Again with the students starting from the same place they will hopefully be moving along the same continuum consistently. There will always be some variance but they will be close. This allows the system to test for variance and success at the same time.