The Future is about learning not education.
A recent TED Talk presenter, when talking about developing
innovative enterprises, said the future was about learning not education. He
continued that education is what others do to you – learning you do for
yourself and that it is important to learn how to learn. ‘We need’, he said, ‘to
learn our way forward’.
He could have been talking about the intent of the 2007 New
Zealand Curriculum with its emphasis on ensuring all students need to ‘learn
how to learn’ defined by the Key Competencies.
Competencies such as Thinking – how to ‘seek, use and create their own
knowledge’; Using Language – to make meaning of experiences including
mathematical and scientific language;
Managing Self – developing a ‘can do attitude’ and ‘seeing themselves as
‘capable learners’; Relating to Others; and Participating.
An evolving universe. |
The Effective Pedagogy gives further emphasis to achieve the
curriculum’s vision of ‘life-long learners’
My feeling is that schools that base all their learning on
such beliefs are hard to find.
The curriculum, if implemented to the full, requires a
transformation of our school system and not adding on some inquiry teaching to
the current traditional emphasis on literacy and numeracy in primary schools,
nor the fragmented curriculum of secondary schooling. The reactionary
introduction of National Standards with its obsessive assessment requirements
reinforces traditional teaching narrowing the curriculum in the process.
Transformation of our schools is vital if they are to remain
relevant in an era when information and digital technologies are expanding
exponentially.
Powerful technologies will, by themselves, not be enough but
they will need to be integrated into the learning experience. A shift to 21ST
C teaching and learning is not just about the tools but requires transforming
the way most teachers teach today.
A visit to your local primary or secondary schools will show that teachers are still teaching as if it is they who control the learning. Current teachers reflect the way they themselves were taught or are conformed by accountability systems and pre-defined curriculums. If you do visit schools note the time spent on literacy and numeracy in primary schools and if learning is integrated across subjects in secondary or taught in separate subjects. Read some of the work of the students and ask does it reflect their thoughts and ideas or what has been ‘taught’ to them. Are student grouped by ability or working in mixed groups?
A visit to your local primary or secondary schools will show that teachers are still teaching as if it is they who control the learning. Current teachers reflect the way they themselves were taught or are conformed by accountability systems and pre-defined curriculums. If you do visit schools note the time spent on literacy and numeracy in primary schools and if learning is integrated across subjects in secondary or taught in separate subjects. Read some of the work of the students and ask does it reflect their thoughts and ideas or what has been ‘taught’ to them. Are student grouped by ability or working in mixed groups?
What is happening? |
Learning is the default mode of the very young but as they
progress through the school system many lose their passion for learning.
Retaining and amplifying this passion for learning is what 21st
century schooling is all about.
To retain this passion requires the personalisation of
learning by ensuring students see the point of what they are doing, where the
learning is relevant to them; where their unique gift and talents are valued
and engaged; and where they take responsibility for their own actions and
learning –
the point of the New Zealand Curriculum’s Key Competencies.
Can students find the Sth Cross? |
In a 21st century classroom inquiry learning is
the key and if done well makes use of all traditional Learning Areas. The
current studies/topics/projects needs to provide the energy to give purpose to learning across the curriculum.
Although the competencies are vital learning requires students to dig deeply
into content; competencies are both a means and an end and a study without
challenging content is a study at risk.
The teacher’s role is to ‘tempt’ students to become involved
in learning. Some students may well have developed poor attitudes through
previous experiences and this will provide teachers with a real challenge. Such students can only be recovered by experiencing on going success.
A teacher with a personalised teaching philosophy will come
to understand each student’s strengths – what their interests are and how each
student learns best. For all students to contribute requires respectful mutual
relationships which for some students will take time. Through success all students can become
confident learners willing to take the risks required to learn. This is the
artistry of a successful teacher.
Who is Neil Armstrong? |
In some cases you may have had no choice of the unit but non the
less how you develop it still provides plenty of opportunities to ensure your
students are their own meaning makers – able to ‘seek, use and create their own
knowledge’ and in the process develop their own particular interests and
talents.
Consider what big ideas you would like your students to gain
– time to check out curriculum objectives in the curriculum or other guides. Gather appropriate book resources. Also search Google for appropriate Khan Academy lessons ( excellent) . Download Apple Apps for searching the night sky - fascinating. Also explore space using Google Earth.
Consider what learning area might naturally be integrated
into the unit obviously science activities, maths activities related to size ,
distance and orbit time for planets ; language both scientific and creative;
art both observational and creative.
Next consider how best to ‘tempt’ them; to tap into their
innate curiosity? Perhaps a short u-tube
video? Maybe a display of photos downloaded from Google image? Maybe an expert
visitor? Maybe a simple learning challenge: ‘What do we know about Spaced and
what can we find out’?
http://www.youtube.com/watch?v=yaX4iGw-b_Y ( Background for teacher/older students)
http://www.theguardian.com/science/video/2013/feb/11/how-big-universe-sand-video1 (Worth showing - ideas about how big the Universe is 7min)
http://www.youtube.com/watch?v=G77UtGNNAmU (7 min space images)
http://www.youtube.com/watch?v=yaX4iGw-b_Y ( Background for teacher/older students)
http://www.theguardian.com/science/video/2013/feb/11/how-big-universe-sand-video1 (Worth showing - ideas about how big the Universe is 7min)
http://www.youtube.com/watch?v=G77UtGNNAmU (7 min space images)
What is famous about this footprint? |
Get them in groups to think of question they might have –
after groups have shared their ideas a set of study questions can be negotiated
with the class. Negotiation is important to develop ownership and to pass
responsibility over to the class. Negotiate 5/6 study question- remaining
questions could be useful for individual interest research
In groups again get students to provide their current
answers to questions decided upon. This prior knowledge will be useful to
evaluate the learning gains at the completion of the unit.
Negotiate how they might present their findings –
booklets/charts/ PowerPoint/models/ exhibition. Whatever is chosen may require
‘lessons’ to develop appropriate skills.
Data to interpret integrating science and maths. |
Lots of activities for you to present to your students;
http://www.astrosociety.org/education/hands-on-astronomy-activities/
Why was Galileo tried as a heretic? |
How the study evolves will depend on teacher knowledge,
students interest ( and interests) and time allowed for unit. Some teachers/
students may wish to explore Maori cosmology or Christian beliefs about how the
universe was created. The history of space exploration/theories would be
interesting – flat earth/round earth heresy.
To conclude the study consider what has been learnt (compare
to prior views) and what questions
have been impossible to answer or
understand.
Life in space??? |
Have the students improved in their ability to ‘seek, use and create their own knowledge’ about space; does their work reflect their own ‘voice’?
Reflect on your teaching/children’s’ learning in this unit
and how will you change things in the future (Teaching as Inquiry as it asks in
the New Zealand Curriculum?)
Have you ‘learnt you way forward’?
1 comment:
Thanks you for such profound ideas! Indeed, we need new vision of teaching where there is less teacher talk and more student talk, where teachers focus on how to help students take responsibility for their own learning. As a rule, when it comes to some ollege assignment, like dissertation writing, teachers just give task to students and don't provide with necessary tips, ideas and motivation. They don't inspire an interest, they just force to do this task for another grade. The old education system shoul be changed and modified in the best interests of children.
Post a Comment