indicated to us a system featuring an emphasis on literacy and numeracy with work on display more to do with teachers than celebrating student creativity.
As well, postings on the Teachers’ Facebook page seem to illustrate creativity more as decoration often clone like in appearance. And the issue of workload seems to relate to an obsession with testing, assessment and associated documentation once again focused around literacy and numeracy – areas that seem to take up most of the morning leaving little time for equally important Learning Areas. And to make it worse associated with demeaning ability grouping.
Let’s leave current formulaic teaching models.
|Prof Peter O'Conner|
The need to take risks
Art and well being
The need for creative empathetic citizens
not have to learn but want to learn more about self, others, and the world…..you seek to help the child forge connections between what he or she wants to know and what the child wants to learn’.
What if ....
So, the Modern Learners write ‘what if we started with the premise that school could be the most interesting place in a young person’s life given our curious, connected, self-directed modern learners are truly capable of doing what was previously unimaginable.’
experiences and context in classroom where kids can discover things they don’t know they love? This is done by implementing good projects that spur creativity, ownership and relevance'
.Another favourite writer of ours is Frank Smith who writes, ‘we become like the company we keep, we learn to be like them .. the identification creates the possibilities of learning. All learning pivots on who we think we are, and who we see ourselves as capable of becoming’.
In such a rich and challenging environment students will learn – it’s what they do.
No need for the current tiresome assessment models – the work the students complete, their portfolios, will be evaluation enough.
Fortunately, scientists are actively unraveling this concept and, in the process, making a convincing case that we can and should teach young minds to embrace their inquisitive nature.’