Readings 22nd March 2019
Thoughts
It’s a week from the tragedy of Christchurch. So much has
been said but what is that schools can do to develop greater cultural
awareness, understanding and respect?
This is a wakeup call to move away from the technocratic
approach of the past decades towards a focus on developing a more humanitarian
appreciation of the different cultures that are part of our New Zealand society
– ‘cultural literacy’. It is obvious
that racism, prejudice, and intolerance underlies many of the problems we face
in New Zealand and this has been amplified by the inequality created by three
decades of a neo-liberal politics with its emphasis on ‘me first’ individual
rights over community obligations.
The New Zealand Curriculum is light in respect to this area
particularly in the second half where the curriculum
defines the expectations
for the various levels. All that is provided is a list of bullet points. All
other learning areas provide greater definition.
Is it time to return to the older term Social Studies – the
term used prior to Tomorrows Schools? This older syllabus provided broad directions of cultures past and
present for students to study leaving plenty of room for teacher choice.
One practical recommendation is for principals and teachers
to read the publications and writings of the late Kelvin Smythe and reintroduce
his ‘feelings for’
approach to respect and value other cultures past and
present. Kelvin wrote powerfully about the need to appreciate the attitudinal
aspects of education in contrast to the current one dimensional achievement
bias.
The following links will download eight articles on ‘feelings
for’ Social Studies that Kelvin reworked for his legacy publication: The File
Mary Faire pioneers a trialling of the ‘feeling
for’ approach (1984): an insightful narrative Part 1
Mary Faire pioneers a trialling of the ‘feeling
for’ approach (1984): an insightful narrative Part 2
Mary Faire pioneers a trialling of the ‘feeling
for’ approach (1984): an insightful narrative Part 3
If you want to explore more of Kelvin’s writings, check out
these two websites:
Bruce
Hammonds and Allan
Alach
Opinion Piece: Tomorrow's School
Review - little to lose and much to gain
‘The only real concern is we are not
brave enough nor selfless enough to support changes that might benefit our
entire educational system for fear of relinquishing
perceived notions of
control. Of course no report is perfect, and with 32 recommendations to
consider the devil will be in the detail and the proof will be in the pudding.
There is always the risk of unintended consequences (as there was with the
Picot Report in 1988) and there is the very real risk of some of the richness
of these recommendations being lost in implementation and any plans being so
slow to roll out that little, if any, gain is seen or felt for years to come.
But on reflection, even when we consider all of these factors, the Tomorrow’s
School Report creates a vision for tomorrow where there is little to lose and
much to gain’ Claire Amos
 |
| Claire Amos |
The Tomorrow's School Review - A Quiet
Optimism - Part One
‘This is the first post in a series, and seeks to look at
some of the things that concern me with the TSR. The things that give me cause for concern.
Going forward, I am cautiously optimistic.
Whilst I have concerns, I am heartened by the Minister who informed
leaders at
the NZPF Moot that he was genuine in wanting to work in
collaboration with the sector. There is
an opportunity here to be innovative and futures focused, and most importantly,
better equipped to resource schools and ensure there is equity in the system! I
think there is potential here. If the
sector is fully engaged, and collaborative co constructors in the architecture
of this re imagined new educational landscape, then we have the opportunity to
create something quite amazing. To do this, we need to leave our mistrust, our
cynicisms and our hurts from the dark days of educational persecution, behind
us. We cannot let the bad experiences of
our yesterday colour us into a foul mood for today and the educational future
of tomorrow.’
 |
| Time for fresh thinking |
Strong panel drives debate on Tomorrow’s
Schools Review
 |
| Prof. Peter O'Conner |
How to Develop a Greater Sense of
Motivation in Students
‘Teachers can know their content backwards and forwards.
They might have put
hours into their lesson plans. But if their students aren't
motivated, learning won't happen. Often, childhood experiences may make
motivation harder for students, according to a new working paper . The paper
takes a look at the machinery of motivation: what’s going on in children’s
brains when they’re motivated, and what’s holding them back? The researchers
identify two types of motivation: approach motivation, which steers us toward a
reward, and avoidance motivation, which prompts us to avoid damage. Ideally,
they balance each other out.’
The Absurd Structure of High School
‘We are married to a system that has not been properly
re-evaluated for 21st-century capabilities and capacities.’
How Algebra Ruins Lives
‘Raise your hand if your child feels tyrannized
by abstract math. Raise your hand if you think our society would be better
served if we spent more time learning skills that solve real-life problems — like
finance, budgeting, and the ultimate life-skill: How not to be an asshole.’
#3quotes from Papert
 |
| Saymour Papert |
‘MIT professor Seymour Papert wanted
to turn education on its head. He was disillusioned with the idea that we
should 'instruct' children and that they would learn solely from content
delivery. He was particularly critical of the use of computers as
'replacements' for teachers.’
The growth mindset problem
‘Despite extraordinary claims for the
efficacy of a growth mindset, however, it’s increasingly unclear whether
attempts
to change students’ mindsets about their abilities have any positive
effect on their learning at all. And the story of the growth mindset is a
cautionary tale about what happens when psychological theories are translated
into the reality of the classroom, no matter how well-intentioned.’
 |
| Carol Dweck |
Stimulate Wonder: Make Curriculum
Strange
The Key To Raising A Happy Child
‘For much of the past half-century,
children, adolescents
and young adults in the U.S. have been saying they feel
as though their lives are increasingly out of their control. At the same time,
rates of anxiety and depression have risen steadily.What's the fix? Feeling in control of
your own destiny. Let's call it “agency.”'
Oldies
Why schools don't educate – from John Gatto a US Teacher of the Year
Gatto concludes saying we have to bi pass the vested
interests that support the
status quo and get grass roots thinking to demand
that ‘new voices and new ideas get a hearing’; that, ‘we have had a bellyful of
authorized voices’. That, ‘we need a decade long free-for-all debate…not more “expert”
solutions’; “experts” in education have never got it right’. ‘Enough’ he says, ‘time
for a return to democracy, individuality, and family.
Savants : Beautiful minds - 'in a world of
their own'
Savants are special individuals that have one amazing passion. Possibly the most
well known
savant was featured in the film ‘Rain man’ portrayed by Dustin Hoffman. Based
on a particular individual who had an amazing mind for mathematics and, in
common with other savants, was very limited in social and relationship
areas.The programme made viewers wonder about the amazing potential that lies
within us all.
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