What's your 'mental model' about teaching?

   Over the years I have become increasingly aware of the different ideas people hold about teaching; in today’s terminology ‘mindsets’.
It is also obvious that many teachers hold these ‘mindsets’ unconsciously – it is just the way they have learnt to do things. When asked about the beliefs that underpin their teaching many such teachers find it hard to move beyond platitudes or clichés. And when they can, all too often, their actions do not match their words. You only have to look at school philosophy statements – what they say and what students experience are two different things. No wonder many students find school confusing places. The only School Review that ought to count is how well the school reflects its beliefs.

It is important for teachers and schools to be able to articulate what they believe so that they can provide consistent learning for their students. There are two basic ‘mindsets’ to consider, each with extreme versions, and all too often they are either seen to be in conflict with each other, or teachers unconsciously ‘pick and mix’.

The first model, or 'mindset', is the traditional teacher centred approach where teachers ‘transmit’ predetermined knowledge to their students. Learning is assessed by the knowledge students retain, by means of tests, and students pass and fail accordingly.

In this traditional model the system defines the scope and sequence and standardized curriculums are developed for teachers to ‘deliver’. The most recent technocratic version involves defining all learning around learning areas, strands, levels and learning objectives. Teachers are expected to assess and record what objectives students have learned. The perennial ‘back to basics’ cry ( literacy and numeracy) has long been part of this ‘mindset’.

Discipline, control and order are issues that concern teachers in such schools
School subjects are timetabled and taught separately by specialists. Little value is placed on individual students, questions, culture or views. It is essentially a ‘one size fit all’ approach. This approach is commonly seen in secondary schools.

The second mindset might be called ‘progressive’, or child-centred, and relates to such educationalists as John Dewey. Teachers who hold this view see themselves as learning coaches or advisers, guides or mentors, who help students ‘learn by doing’.

Programmes in such schools are centred around student questions, project and group work and learning area are integrated as required. Teachers with this 'mindset' 'design' curriculum with students to help them ‘construct’ their own understandings.

In the early years ( the sixties) the work of Piaget underpinned an individualized 'child centred' approach but more recently it has been the writings of Lev Vygotsky that has had more influence. Vygotsky believed that, ‘what a child can learn with help today she can do by herself tomorrow’. Modern 'constructivism' is better called 'co-constructivism' to emphasize the teacher's role in helping students ‘construct’ their own learning. Such teachers base their teaching on, and then challenge, student's ‘prior learning’, or 'constructs'. Constructivist classrooms are based on real problems, student’s questions, and lots of focused interaction and feedback from teachers. Co-constructivism places requiresa vital role for teachers to have the skill and knowledge to ensure students both improve their understandings and gain appropriate learning/thinking strategies; pedagogy is thus vital.

Extreme student centred approaches see traditional education as oppressive ( Paulo Friere) and believe that schools should be the centre of social reform and justice. Other approaches believe that students should control their own learning but these extremes are rarely to be found in schools.

Currently school curriculums are an unhappy mix of traditional and constructivist approaches. We need schools that are 'learning' rather than 'teacher' or 'child centred'.

The answer to the dilemma of two seemingly opposed ‘mindsets’ is to develop a ‘More Informed Vision’ that take the best from both. Combining the rigor, discipline (belief in effort/perseverance) and content knowledge of the ‘traditional mindset’ with the initiative, enterprise and learning strategies of the ‘constructivists’. 'Co- constructivism seems to be an ideal 'mental model'.

Currently primary school programmes reflect a co-constructivist ‘mental model’ while secondary schools a more traditional ‘transmission approach’. Students caught between the two are often called the 'muddle in the middle’.

If teachers were to spend time uncovering their basic ‘mental model’ and, through dialogue, develop an agreed set of teaching learning beliefs, they might be able to develop an inclusive approach that reflects the 'best of both worlds'. This would be preferable student success being pre-determined by unquestioned ‘mental models’, structures and curriculum approaches.

Our students deserve better.

Our website is dedicated to assisting school develop such a More Informed Vision.