I'm not sure how to react to this YouTube clip. It is worth watching and reflecting. Perhaps all I can do is be more careful, read user agreements, not use 'free' services where my privacy and data are traded and influence others to do the same.
According to Robinson (2009), “Taking part in collaborative enquiries into improving teaching and learning is the single most impactful action a school leader can take to improve educational outcomes for pupils.”
Lesson Study is one way of achieving this. It is a planned programme of teacher enquiry which originated in Japan. It enables teachers to work collaboratively in order to explore and improve their own practice.
However, it requires a strong commitment from staff and is time-consuming. As such, school leaders must be serious about setting time aside for teachers to meet, observe each other, and give feedback. This might involve getting cover for some lessons.
When I first read these ideas for learning through humility, I thought these would be tough to implement well, but not so difficult if you are also working on being a good listener at the same time. Given, I have just started a new position, being a good listener and observer is critical to success.
It is becoming clearer that it is important that we do not lose handwriting as a skill! Strong positive neural development in a child is far more important than adeptness in using digital technologies. If research continues to support these initial studies many educators will need to reflect and possibly readjust.
As education grows and changes educators have the opportunity to change the way they envision their roles and their classrooms.
Jobs in education, Pink said in a recent interview, are all about moving other people, changing their behavior, like getting kids to pay attention in class; getting teens to understand they need to look at their future and to therefore study harder.
At the center of all this persuasion is selling: educators are sellers of ideas.
'One of the big topics Pink tackles in his current book is the idea of moving from transactions to transcendence — to making something personal. That’s the best way to “sell” students on what they’re learning, Pink maintains. This has been a recurring theme in education: connecting what’s taught in classrooms to students’ personal lives. But, as evidenced by current school dynamics, that’s not the way the tide is moving.
“Most of our education is heavily, heavily, heavily standardized,” Pink said. ... The idea that you treat everybody the same way is foolish, and yet the headwinds in education are very much toward routines, right answer, standardization.”
Why is it moving this way? One of the reasons, Pink said, is the “appalling” absence of leadership on this issue. “One of the things that I see as an outsider is that so much of education policy seems designed for the convenience of adults rather than the education of children,” he said.... "Why do we have standardized testing? Because it’s unbelievably cheap. If you want to give real evaluations to kids, they have to be personalized, tailored to the kids, at the unit of one. Standardized testing: totally easy, totally cheap, and scales. Convenient for politicians and taxpayers.”
"Technology is a tool–a platform, a tactic, a strategy, and a space, but–unless you’re teaching a technology class–never an end." I first heard this type of comment in the 1980's from astute educators. It was, and remains entirely appropriate.
Education 3.0 is a term that has been used to describe a level of transformative capabilities and practices for education in the 21st century.
Professor Derek Keats, of the University of Witwatersrand in Johannesburg, South Africa, and his co-author Jan Philipp Schmidt, FreeCourseWare Manager at University of the Western Cape, South Africa, used the term in 2007 to apply to the use and impact on education of collaborative and personalized learning, reusable learning content, and recognition of prior learning (RPL) whether by formal or informal means.
Keats' explorations were focused on higher education. Dr. John Moravec at the University of Minnesota broadens this view, and describes Education 3.0 as a product necessary to support what he labels "Society 3.0" - a near future paradigm of social co-constructivism, ambient technology, and propelled by continuous innovation at all levels of society.
This proposition is quite young and currently being tested through discourse and debate. Aspects of this model have authenticity; some ignore basic but differing practicialities of both tertiary and school education. As a framework for considered reflection, it is worthy and will develop over time.
All that said, the toughest issues confronting school education are not 'what' are the preferred futures but the 'how' to implement.
"Coaches operate with an underlying assumption that giving advice to others undermines the confidence and self-worth of others. Others don’t need to be fixed. In teaching we need to move to exactly this stance in order to foster creativity in our students–to allow our students the choice, control, novelty and challenge that builds their creativity.
Without the assumption that our students are already competent, imaginative, and ready to burst forth with regular exhibitions of novel and valuable ideas and products, we are limiting their creative capacities before they’ve even had a chance to discover them."
It remains easy to slip back into the mindset, perhaps habitual, that knowledge is something to be transmitted by the teacher and the student is an empty vessel to be filled. While there is some truth in this stereotype, research on neuro-plasticity, understandings about how learning occurs, and about interpersonal skills suggest clearly that a growth mindset model is more useful for teaching and learning with children and young adults.
Remember the old adage ‘the best way to remember your story is to tell the truth?’ Well, it’s the same with Intercultural Communications. The best way to interact with others is to be keenly aware of yourself…but also hyper sensitive and receptive to the individuality and autonomous experience of others around you.
As a former Visual Arts and Design and Technology teacher, this resonates well. There is much for classroom teachers from diverse backgrounds using design thinking to progress their teaching and student's learning. There are many versions of the parts to design thinking but this will suffice today:
- Identify the problem/issue - Develop possible solutions - Test these solutions - Welcome and learn from failure and success
One of the most important lessons is that people who care about the needs of others and give of themselves go much further in life. Giving is a winning game
Some people may look at you cross-eyed after you make a kind gesture. “C’mon,” they’ll think, “why are you really doing this? No one does something for nothing.” Then, when they realize there’s no catch, something magical will happen. You’ll be viewed in an entirely new light.
Just think how far your kindness will go toward building trust, strengthening your relationships, developing teamwork and camaraderie, enhancing your reputation and sense of self-worth — not to mention, adding to your karma.
Giving is a winning game. As Patti Thor says, “It’s not that successful people are givers; it is that givers are successful people.” So remember, it IS better to give than receive. Go ahead; give it a try.
I am a 'slow learner' but have gradually come to this conclusion over time and experience. We are making, thus far a successful attempt to have young people learn this at a younger age. This is a useful read.
Blogger's note: This post focuses on the importance of integrating collaboration into classroom practice. In my next post, I'll talk about strategies for successful facilitation of collaborative work...
Learning is a social process, and the learning process is deepened when ideas are challenged and learners are pushed to produce work that surpasses their expectations of what they can do.
That said, working in groups is a continually challenging process. It is important that students aren't forced to work together on projects where collaboration isn't necessary or beneficial to the final product.
"John Dewey believed that education must be " . . . a process of living and not a preparation for future living." This powerful idea is a helpful reminder of the rich, insightful growth and knowledge that can come from deep, collaborative learning experiences."
Therefore, it could be said true learning is about acting out the theory, of rhetoric and reality remaining close, of adults modelling for young people appropriate learning attitudes and behaviours, as those young people, if forced to choose, will copy what you do rather than do what you say!
It is now called flipped PD but such coaching has been occurring for nearly twenty eyars to my knowledge in some places. It is well worthwhile and its success is enhanced by modern systems such as YouTube, but in the end the quality of the result is dependent upon the quality of the coaching.
This is a very useful guide. My concern is more that my generation has a very different approach to an expected level fo privacy to that of current teenagers and young adults. This generational difference is due to more than age and experience. I will be curious to understand if these current yong people find privacy more important as they get older! Thanks Gust Mees.
"The shift is from learning content to learning how to learn.
The takeaways for teachers probably start with the role of the student in the learning process: voice, choice, personalization, self-direction, project-based learning, and other low-hanging fruit of current trends in learning.
Bigger picture, the conclusions are probably more directed with educational structures, the form of curriculum, and school design."
The micro needs to be worked on in school. The macro needs to be addressed by school and system leaders. Thanks Gust!
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