Making your classroom an incubator for global citizens.

Be it a classroom, a chat room or a war room, when do people choose to contribute to a situation? When you think about it for a moment, it’s not hard to work this out from experience. My first thoughts are:

  • Trusting relationships with the other stakeholders
  • A sense that:
    • you have something to offer
    • your contribution might succeed
    • one learns from any failures
  • Confidence to:
    • present your ideas to others
    • communicate and relate to new people

student teams01Developing these attributes and skills takes time. If you want to empower your students to feel they can use their school time to develop as contributing global citizens, your class lessons and projects need to have the above list as a foundation. You must also allow time for this development and not expect to be able to ‘teach’ it in a week or so. The confidence to contribute is not some thing one learns but something one develops through experience and feedback. To achieve these attributes, your class activities need to regularly be student driven, where the learners work together under expectations that they, not the teacher, need to formulate the best approach. They also need to develop habits in seeking and making productive connections with the right people, wherever they are in the world. Here’s my previous post on “What is Student-centred learning?

A networked world

What Teacher am IAnother understanding (that can be taught) is how young individuals are currently connecting globally to instigate projects and create products that are making a real difference. The examples below will showcase how becoming an active global change-maker, or a member of a change-network, can become a real possibility for anyone willing to purposely connect with others. It’s your classroom’s job to develop that will in your learners.

YOUNG PEOPLE HAVE NEW EXPECTATIONS OF THEMSELVES:

Book banner.001
Highlight to students that being a global citizen is an awareness that one exists as a node on a network. How important one is as a node is up to the individual but every node has an important role to play.
I have found that showcasing how young people are connecting to online ‘tribes’, centred on a particular issue or topic, and how they learn from that tribe through feedback on their contributions, inspires my students. This is how much of today’s global citizens operate and how much of the significant positive change takes place.

lemon aid

What difference can I make?

The more you teach your class as one unit, the less your students feel like individual learners and more importantly, individuals who might impact on global issues and change. To truly become an incubator for global citizens, the teachers job in the 21st century is to cultivate an empowering learning environment where students expect to take charge of both prescribed content and global impact, through their own development of networks, projects and feedback loops. This, like anything, takes practice and from as early as possible, this is the primary role of a 21st century classroom.

_____________________________________________________________

Richard Wells Author pic SMLAuthor: Richard Wells
Teaches grade 6 to 12
Deputy Principal in a New Zealand High School
Top 40 in edublog awards 2013
Top 12 Blogger – The Global Search for Education
Known for Educational Infographics (see Posters)
and an International Speaker.
Twitter :  @EduWells

This post is written as part of The Huffington Post’s The Global Search for Education: Our Top 12 Global Teacher Blogs: A series of questions that Cathy Rubin is asking several education bloggers. I’ll be sharing the link to her post that collects all of the responses. I’m excited to be part of this group of edu-bloggers.

_____________________________________________________________

 

Why Teachers should act like Rookies not Experts

RookieAs a teacher, I found Curious Minds episode 41 with Liz Wiseman on Why Learning Beats Knowing, sparked a number of ideas that connected with my recent posts emphasising the need for self-learning practice in schools over that of receiving teaching. Liz explains with numerous examples, why a ‘rookie’ approaches problems and projects from possibly a better starting point than an expert might. I thought I’d offer you my takeaways from this podcast (although I highly recommend listening to the whole thing). Liz’s book is available here.

Be Rookie smart not Expert smart

The most important role a teacher has theses days is to model learning and encourage curiosity. If we continue to base classroom practice around our expert status, we present ourselves as the endpoint of any expectation or debate. Teachers develop better learners when they model trial & error. Nurturing a classroom culture where everyone, including the teacher, is in a constant state of personal development means expectations and possibilities are left open-ended rather than fixed to the teacher’s ‘correct answers’.

Rookie Smart

 

Hide your inner expert to inspire your rookies

  • Learner plateRookies make for better learners than experts.
  • Ability to learn has more value than what you know in the 21st Century.
  • Rookies aren’t weighed down with prior assumptions and have a larger need to seek and build new knowledge. This leads to new ideas and approaches to problems.
  • A rookie has to make smaller but more regular development steps, constantly needing feedback and assurance. ‘Expert’ teachers often make giant leaps towards known answers. The rookie’s baby steps require a rapid feedback loop, which leads to a more agile learning process more suited to the 21st Century economy/society.
  • Acting as if no expert exists in the room, rookies need to connect with others, which encourages collaboration and participation.
  • Lacking knowledge resources leads to more adaptive and resourceful approaches to problem solving and knowledge acquisition.

It’s time for teachers to ask their students:

  • What makes a successful rookie?
  • What do we need and where might we get it?
  • Who can help us? etc.

It’s best teachers present the idea that no correct answers exist in the room and even if they secretly do, it’s the challenge for teachers to guide in such a way that students might arrive at their own answers but hopefully in new and inspiring ways that the teacher can learn from. This completes a rather neat circle of learning.

Here’s a great video (via @geomouldey, via @Dwenmoth) that outlines many of the reasons why we need rookie rather than expert approach to classroom practice.

Book banner.001Want more ideas and initiatives like this one? My book A Learner’s Paradise by Richard Wells is full of them. Available now on Amazon.com

Is your classroom filled with students or learners?

In a connected world with Wikipedia and Youtube, and technology that deletes more and more workplace roles every week, what should schools be focused on? Many teachers simply feel they do a better job that the internet at tailoring material to ensure students pass assessments. Teachers still prepare resources to read, watch and complete. Students are given or access these resources and work through them over a set period of time. They are then assessed and conclude that they have either acquired (temporarily) the skills and knowledge or not. What’s missing from this experience? – Learners! One analogy question I have for schools:

Is your school serving fish on a plate or issuing fishing rods?

Learning-to-Fish-EduWells

What’s the difference between a learner and a student? A student goes through the motions of learning for the sake of school structures and assessment, whereas a learner knows the context of the experience, can measure their own progress and makes decisions on next steps. The next steps might include consulting with an expert, such as the teacher, but it’s a learner who drives the experience. Well, that’s what I do when I’m learning something these days and it’s certainly not what I did at school.

Like the vast majority of current school leavers, It was after school that I spent years having to learn how to learn and look after myself. The school day had never given me any significant reason to look after myself beyond abstract grades and thus the teachers operated on the basis I never would show any genuine interest. They issued everything I needed in bite-sized chunks hoping I’d re-enact it in the assessment. Learning is exciting, being a student sucks, and as Chuck Berry said in 1957 – “Soon as 3 o’clock rolls around, I finally lay my burden down.” I remember thinking exactly the same thing and know that most students still feel the same.

“learning is exciting, being a student sucks”

So what should schools be doing? Developing learners. If from an early age the expectation is that one will learn how to look after one’s own learning and this expectation remains consistent, teachers wont find they have to do all the ‘learning‘ preparation on behalf of the students as is happening today, even with university students. No matter how much teachers would like it, the standard factory model school (still the vast majority) is not designed to and thus should never expect to develop true independence. Any school’s successful students who seem more independently driven, will be so due to expectations  for decision making and showing initiative during experiences outside the classroom somewhere – think scout leader, sports captain or orchestra member.

Scaffolding how to go about learning and be productive is what teachers should be working on.

Making decisions about what, how and who to work with so as to produce and evaluate outcomes, should be the norm in any classroom at any age. Scaffolding how to go about learning and be productive is what teachers should be working on. We need faith that by placing “how to learn and be productive” at the heart of classroom thinking, the average student will gain experience in driving situations just like our best students receive outside the classroom. 2 Posters I use to continue the learning conversation are below.

How to Learn.001

Design Thinking - EduWells

How New Zealand builds the best and the brightest teachers

The conversation around diminishing teacher numbers and the quality of new applicants has been going on for some time. Here’s one from 1999! You only have to look at the stock exchange to realise that the brightest flock towards the money and teaching in most OECD countries, doesn’t pay enough. Until the shortage of teachers becomes the largest of political hot potatoes,  It might be decades before the public in general support significant rise to wages. In the meantime, rather than wait for the golden ticket, New Zealand has taken a systematic and pragmatic approach to ensuring quality teaching and learning.

PTCs

Teacher certification-Growth NOT compliance

Question: Will a teacher’s current practice and content be appropriate in ten years? Given the rapid developments in culture (transgender), communication (Social Media) and technology (Uber), values, skills and their subsequent requirements are also changing rapidly. To ensure relevant and quality teaching, one does not just require people to be clever and talented. An education system in the 21st century needs teachers who adapt and challenge their practice against such changes.  This is where New Zealand has hit the ground running. For over a decade now, teachers in New Zealand have been asked to provide a portfolio of evidence that confirms their quality practice every three years.

To many teachers around the world this would seem like an affront to their professionalism, but in New Zealand we are developing a new kind of growth-mindset culture amongst educators. Teachers are not asked to prove their compliance with a set of rules but show growth in twelve teaching practice criteria determined by teachers and the NZ education council. This turns conversations onto development and experimentation with new ideas and research trends. As long as a teacher is showing they are applying effort to grow their practice, that’s fine. Collected over three years, evidence of growth in these Twelve areas of practice is required.

How to encourage a growth culture

To complement this demand for professional growth, New Zealand has devised a development model called “Teaching as Inquiry“. As part of their professional development, all New Zealand teachers are expected to document small action research projects that target either weaker areas of their own practice or new initiatives. Teaching-as-inquiry_referenceThey are expected to use data to evaluate the success of these new ideas and can often be found running several each year, as part of their teaching. This makes the planning and implementation of teaching a much richer experience that generates critical thinking discussions between teachers.

I believe it makes for a more positive debate when people discuss the potential growth of current teachers, than that of asking how do we attract better people? New Zealand has developed a model based on growth-mindset and there’s very much a national sense of collaboration and support between government agencies and schools. I am proud and excited to work with all New Zealand teachers.

Want to know more? My book is out next month! A Learner’s Paradise by Richard Wells

Book banner

_____________________________________________________________

Richard Wells Author pic SMLAuthor: Richard Wells
Teaches grade 6 to 12
Leader in a New Zealand High School
Top 40 in edublog awards 2013
Top 12 Blogger – The Global Search for Education
Known for Educational Infographics (see Posters)
and an International Speaker.
Twitter :  @EduWells

This post is written as part of The Global Search for Education: Our Top 12 Global Teacher Blogs: A series of questions that Cathy Rubin is asking several education bloggers. I’ll be sharing the link to her post that collects all of the responses. I’m excited to be part of this group of edu-bloggers.

_____________________________________________________________

 

Schools & the Death of the UBER career

Everyone is talking about UBER. There are now sites dedicated to “The UBER for X“. It is a popular analogy for presenters and bloggers because it epitomised modern technological disruption. UBER is a great example of how questioning the status quo and connecting dots between existing ideas can have such significant global impact in just a year or two. A similar thing is happening with telephone operators v.s SIRI type technology.  But for me, it’s the next chapter that most interests me: The death of the UBER career.

UBER timeline-Eduwells

I thought presenters, bloggers, and teachers might find a simple timeline useful. Please feel free to use this but please give me a mention:-)

People? What people?

This article discusses how many of the major car companies, alongside Google and UBER (that’s quite a team!) are lobbying the U.S, government to ensure their driverless cars (it’s not just Google who are making them) can cross state borders and be recognised as ‘legal drivers’. Given the safety, cost-saving and productivity gains offered by driverless cars, I think most people will be surprised at how quickly they embed into society in the developed world.

The UBER story is more about entire new industries being born and dying in the same decade, than it is about the death of old industries. The speed of change is getting faster and this is a new norm that schools must be aware of when discussing their purpose for existing. How quickly people can learn new knowledge and skills is far more important now than any particular knowledge or skill. This needs to have a huge impact on what gets practiced and emphasised in classrooms around the world.

best-apps-of-the-year-uber

The most expensive thing in any industry is it’s people. Most companies are working hard to remove the requirement for employing people. Amazon already have robot organised factories passing products automatically to drones for delivery! Losing your job because it’s cancelled all together is now so common, the U.S has introduce new employment insurance products to help people out.

What does this mean for the classroom?

The classroom is now a place to practice collaborating to learn. The questions that students should be allowed to ask and run with might be:

  • What should I be working on?
  • Who with?
  • What will we need?
  • Who can we call? (Ghostbusters?)

Practicing these questions and improving one’s collaborative productivity is going to be key to surviving the 21st century job market. This will help people continue to remain employable as well as up-skilling them for developing their own careers and businesses in a market where that itself might become a necessity. This does mean that if students in a classroom are currently reliant on a teacher for what to do and how to do it, they’re in big trouble!

Are teachers stealing problems from learners?

My school’s team of counsellors invited a speaker to provide professional development on the introduction of our student mediation program. Some students were going to receive training on how to become mediators of their peers’ problems. The training focused on the types of questions you ask as a mediator and the difficulties people found in not automatically trying to solve the problems they were listening to.

Owning Problems

The speaker asked the teachers to roleplay a mediation situation and discuss a problem that a teacher was having at the time. The aim was to become better listeners and through the example mediation questions, empower the problem-owner by letting them realise their own solution. In discussion afterwards, there seemed general agreement that it was:

  • Important to let the person work it through themselves as otherwise we might not truly solve the problem
  • Interrupting with suggested solutions would switch ownership of the problem from the victim to the mediator, disenfranchising the victim from the solution.

A parallel with teaching

My simple conclusion at the end of the session was that the relationship between teacher and learner should be exactly the same. Teachers should pullback from providing solutions in classrooms as this means that learners never own the challenge. This itself is a challenging proposition as I am suggesting that once students see a teacher trying to provide solutions, they understandably struggle to truly engage in the experience.

This does question:

  • Worksheets
  • Lecturing
  • Flipped Teaching
  • Lesson plans around content
  • Textbooks (The answers at the back!)
  • etc.

It’s time for teachers to build their practice around prompting questions and not guiding solutions. This makes for a better and more meaningful journey for the learners.

A matter of context?

The strange thing from me is that some teachers have their practice of teaching content and solutions so ingrained that the struggle or refuse to see this parallel. Where they have some faith that young people might be able to solve their own personal and social problems, they still maintain a notion that without a teacher, few learning solutions would ever eventuate. This of course is the common issue of relinquishing one’s power base and stepping down from one’s stage. It is as human to want a sense of power and especially an ego boosting ‘stage’ in the classroom, as it is for anyone to interrupt mediation with solutions to people’s personal problems.

It’s time for teachers to shift their practice to one of mediating learning. Plan and structure the learning environment and questioning, not the paths that learners must follow to arrive at predetermined solutions as this reduces the depth of the learning experience.

Factory education fails everyone

Reminding teachers of what it’s really like to be a student in school is one of my favourite professional pass times. I was presenting at a conference recently and at 3pm, many teachers were talking about being overloaded with information and how tired they were. I highlighted that this was exactly what it’s like to be at school except they had not even been asked for any outcomes or work and would not have to do this for the following 200 days! They all agreed this was good news for them. But what about our students?

Thanks to my friend Danielle Myburgh for telling me to get on with producing a Factory Education poster!

Factory Education-EduWells

 

IS School is still a burden?

My presentation (Slides below) was on Learner agency: the purpose, control and ownership students do or don’t feel they have over their learning. I started with a 1957 Chuck Berry line: ““Soon as three o’clock rolls around, you finally lay your burden down” I highlighted how 40 years of almost zero development had led Bart Simpson in the 1990s to share the common joy of : “woo hoo! Snow Day!” I asked the audience of about 50 teachers to fill out 2 Google form questions to confirm if they thought the school day was still a “burden.” Even with a massive majority of elementary school teachers, there was still a 50% agreement that it was. I’m sure this figure would have been higher with high school teachers.

Top students hide their grievances

3 examples I gave of academically successful students not rating the school expericene as positive, regardless of being able to comply with it, were:

  1. A top grade 7 student regularly achieving a top 3 in class tests and projects, excelling at two sports and working as a library assistant, expressing most mornings how she did not want to go to school due to it being “really boring!” This was the last student her teachers would expect to have this attitude towards school. What must the less engaged be saying?
  2. The head girl and head boy in a high school both starting the respective ‘high achievers’ speeches with implications that their success was in spite of school not because of it. The top female student highlighted that she had been a well supported high achiever from day one and school had been a great opportunity to show how her already positive approach to challenges could yield great results. The male top student semi-joked that making his bed every morning had started his day with a sense of pride and achievement meaning his self-worth would approach the required compliance in school more positively.

Employers and Universities share their GRIEVANCES

  1. “teenagers are leaving school lacking basic skills” – UK (Source)
  2. “School leavers are not meeting the needs of the New Zealand workplace, according to an employer survey.” – NZ (Source)
  3. “… despite being fully eligible to attend college, they are not ready for postsecondary studies” – US (Source)

My presentation also included 3 examples of the 100s of articles and reports you can find to show employers, universities and even parents are commonly under impressed or disappointed by the motivation and skill set held by school leavers. I highlighted that Malcolm Gladwell’s Ten thousand hour rule, would expect that after 12 or 13 years of 5 hours a day experience, students would be extremely motivated and skilled to make significant impact on the world. The fact that they are commonly unmotivated and lacking confident to tackle situations without significant guidance and scaffolding, means we have them practicing the wrong things.

Tackle Deja Vu with “VuJa de!”

I came across “Vuja De” when a friend of mine, Steve Mouldey introduced me to the Curious Minds Podcast interview with Adam grant.

‘Vuja De’ definition: “The vuja de mentality is the ability to keep shifting opinion and perception. It can mean reversing assumptions about cause and effect, or what matters most versus least. It means not traveling through life on automatic pilot.” – Bob Sutton – ‘Scaling Up for Excellence’

It is time for all school leaders to question every aspect of deja vu within their professional life. This is best explained in the way that comedians take a seemingly fresh look at everyday occurrences and by highlighting them, make us laugh out loud. This type of perspective is required if school leaders are to ever see that what they think is being successful within their factory school model is not serving either the children or their future.

Here are my slides:

Does your classroom put the cart before the horse?

Most people assume formal education is a process of individual development from being heavily assisted at the age of 5, moving on to only requiring guidance and eventually achieving full independence and confidence to tackle one’s own learning and growth. The sad truth is that most teachers of 18-year-olds will tell you that their students remain heavily dependent on constant guidance and support. I produced the following graphic to sum up the three aforementioned stages and I wonder which one best depicts the average teenager in your education system.

Horse & Cart-EduWells

Whether, as a teacher, you are tackling a prescribed set of content, have the luxury of devising your own, or even better, are negotiating the tasks and content with your students, it is worth considering who is doing most of the work. You can’t develop a top footballer without allowing them to practice, try, fail, and try again. The same goes for what we want from our students. Most classrooms are so busy avoiding wrong answers they maintain and develop dependent learners who check with teacher before making any step forward.

Where do ‘good’ students come from?

The top students in any school, through family, sporting or performance experiences, are normally high achievers in spite of school and not because of it. They have arrived at the school having regularly experienced situations where their decision-making mattered, they were or remain responsible for for the success of activities, and the possibility of failure was common. This is exactly the conditions that the average school classroom avoids and thus does not develop the average student into a genuinely motivated, confident citizen. At school, I was very much an average student and can confirm that any motivation and responsible decision making was left until after university. I was kept safe from such matters by the education system I went through and spent my twenties working out how to perform effectively in teams and get projects completed on time. 

STAR_WARS2 _ EDUWELLS.017

“…But they get the grades”

Please don’t confuse success in exams and grade acquisition for genuine achievement. Many, if not most top grades around the world are achieved through targeted teacher coaching. Coaching only tuned for the specific prescribed challenges of the assessment at hand. This only results in what universities and employers report as school leavers lacking initiative, motivation and professional skills. This is not educational success by any stretch of the imagination. You will still get your grades if you devote time in early years to letting learners experience managing their own learning as a norm and not spoon feeding content to them. This will develop people who have their own coping mechanisms when it comes to exams later.

The Classroom is for developing people

The habits of many schools hand the responsibility of growing the person to extra-curricular activities and not the classroom where the students spend most of their time. The number of times I’ve heard the words ‘all-round education’ in discussion of sports or cultural events and at the same time the classroom is reduced to only a place in which information is passed from teacher to student. Many adults make the mistake of thinking “I went to school and turned out alright.” But when challenged they will conclude that any confidence or initiative they have has been developed post-school not during. This I feel is a massive missed opportunity that many non-high achievers miss out on.

It’s time to make the classroom as challenging as the sports field or theatre stage. Make the students more accountable for what takes place and whether or not it succeeds. Shift the responsibility from teacher to student for organising how the current challenges get tackled.  It may go wrong initially by like football players, they’ll get better and better until they are ready to face their final school challenges independently.

Play safe and start early

This does not happen overnight. What I propose here is a vision for your school in 5 years time, not tomorrow. Don’t dismiss this because you can’t picture your more senior students handling the responsibility of devising their own plans for learning. If they haven’t had the prior practice they’re not going to take charge tomorrow. You have to build the expectations and competencies over a 5 year process. Rethink the learning environments that your school’s youngest learners experience and let the current students live out the teacher-directed education they were introduced to as much as they need to. Focus on what your school will offer the next intake and how it will develop them to tackle the content without it being spoon fed from day 1.

What is Student-Centred Learning?

A recent job vacancy for a leading position in a New Zealand school asked for a focus on genuine student-centred learning. What fascinated me was their use of the word ‘genuine’. My experience shows me that confusion, misinterpretation, and a lack of exposure to relevant examples, means that too many educators do not understand true student-centric learning. Many schools feel under pressure to be implementing such models but often only change surface level elements whilst proclaiming they have achieved it.

What is student centred learning-eduwells

Why being student-centric matters

Let’s cut to the chase. This matters because we all know that young people (including ourselves many moons ago) would rather stay at home than go to school. If students tell people that they like school, what they’re often picturing as they say it are things such as hangin’ with friends, music productions or the sports events. When students are asked what their favourite part of school is, they rarely mention anything that takes place in a classroom. I recently asked 3 boys, who had moved from elementary to junior high, what was positive about the change. They actually agreed on “moving between rooms” as the first improvement that sprung to mind. That’s right folks, their best part of the daily school experience is the brief time spent in the corridors! All you have to do is endure an hour with one teacher and then you get a break for 5 minutes before the next.

The New Zealand education review office that runs quality assurance checks on schools’ practice recently reported on 68 schools that :

“Students in all schools were experiencing an assessment- driven curriculum and assessment anxiety. In many schools the only people who understood the overall curriculum and the competing demands on them were the students.” – ERO “Success in secondary school

The constant amongst most schools that drives this pessimistic view held by students is that they rarely control any significant part of their day. As an example of how common this view is, I can even use teachers to prove my point. I’ve worked in four schools that have all held teacher training days. During a number of those days, sessions have been prearranged to showcase tools or pedagogies and staff have moved from one session to another. Many of these days have received feedback that they were not very useful. A recent example I experienced broke the trend and offered longer sessions of self-directed time for colleagues from the same department to work on their own material. The feedback included:

“Best staff training days so far, we got to work on our own stuff and had time to get things done. It was great to work with other departments” – Teachers

Many teachers agree that student-directed learning makes sense when it comes to their own learning but this rarely translates to their approach to teaching.  Releasing control is always difficult, so I thought I’d do my best to outline some practical questions and advice from my own experience that will hopefully make some teachers reconsider their need for absolute control of when, what and how learning takes place.

1. TIME(TABLE) TO LEARN

Timetabling the day has more impact than you think. As the teachers highlighted above, how the day is divided often shapes it’s potential to engage people in learning. A comment by a New Zealand principal has confused many educators I’ve shown it to:

“The timetabling I’ve grown to love is that which subjugates the timetable to its role of representing the vision and values of the school and bringing life to the curriculum design principles that emerge from the vision and values – a timetable that is flexible and responsive with the needs of the learner firmly at the centre.” – Mauri Abraham (NZ Principal)

The idea of a timetable representing the vision for the school confuses many. The way you allocate time indicates your school’s priorities and thus your values. This is because teachers who are used to a day centred on the their needs don’t view the timetable as an enabler for students to learn but as another mechanism for managing them.

One major requirement for learning is reflection. Hardly any schools timetable for it.

“We do not learn from experience… we learn from reflecting on experience.”
― John Dewey

Students are normally given no time to reflect on recent learning before they are thrown into another unrelated lesson (High school) or topic (elementary).

2. RELEASE CONTROL

If your timetable is focused on the needs of the learners rather than teachers then you’ll be free to let the students shape a great deal of your teachers’ day. One issue that both restricts student experience and makes it less engaging  is that the whole day is often prearanged by the teachers for the teachers. Where to be, what to look at and what to aim for has been predicted and so actually demands less challenge. Learning happens when best when the learner is immersed in the experience. To truly immerse, a learner must have input into that experience.

Compliance is not learning, even if it results in good grades. Teachers should arrive at work wondering how they will be needed, not how students will conform to their pre-arrangements. I’ve always thought that the prescribed experience of school that teachers experienced in the 20th century is to blame for so many not taking ownership of their own professional development. Many are still waiting for the imaginary PD timetable and activities to be written for them. I wouldn’t want to think we were breeding another generation of people who wait for learning to be arranged.

3. allow technology to reach its potential

Technology is not essential, but it helps. A large number of schools are now using technology but teachers’ prearranged learning and goals restrict the experience for students in what potential there is to explore and discover with technology and the internet. Rather than learn, they are asked to use technology to achieve prearranged targets. This does not allow them to experience the same real learning process that people do outside classrooms.

Most young people are used to exploring and contributing to online discussion and events in their personal life. Many schools don’t make the most of this and create an abstract environment where study material has already been sorted and the path a discussion will follow is already well trodden by previous classes. Access to technology should be an empowering opportunity and I hope teachers ask students to surprise them with what the can achieve rather restrict expectations with rigidly structured tasks.

4. Students owning their assessment

Involving students in the design of assessment is both crucial to engagement and exactly what any learning involves when people outside schools undertake a challenge. If adults attempt to learn anything they start by setting criteria for how they will know they’ve reached their goal, be it piano or a google chrome extension. This is also something we generally deny students in schools. They are normally adhering to someone else’s idea of success. In doing this, teachers and schools remove an important personal connection to the learning experience.

I have experimented much in the last 3 years by challenging students to consider what marks success within each task they undertake. I have been surprised by how engaging this activity is for my students. It might be because it’s a novelty in relation to other learning they do but one group, for example, extended the assessment design to a full week of lessons without any encouragement from me!

Even if you are working in a high school and assessments set by high authorities. Ensure your students have time to review the course demands and construct their own list of requirements. To some teachers, this will seems like a waste of time, when they have already done it for them. But again, I stress that it is part of true learning and to remove this step only creates an environment of compliance and the skill of learning is not developed by the students.

Like reflection, considering one’s own success criteria is an important part of the learning process and schools should reintroduce this if learning is ever to be considered as authentic and meaningful.

Don’t just state your vision but be it

Many schools will state that they want students to be independent, responsible and confident. But if your students are walking into a school environment where every aspect is prearranged, you remove the need to be independent, responsible and confident about anything significant. We say practice makes progress, well let’s start allowing students to practice what we want them to become.

Hey #Teacher, what’s your PD ratio?

Whether you’re new to teaching or have enjoyed it for decades, I’m sure you’ve had varying experiences with what has been labelled professional development. If any of this has been PD you have chosen, then good on you. If it was thrust upon you because someone thought you needed it, then I hope they were right. In either case, I wonder what the focus was.

PD RATIO - eduwells

 

4 popular areas of Professional development encouraged in teaching are:

  1. Curriculum
  2. Technology
  3. Administration
  4. Pedagogy

Now guess which one of these four is stated by most teachers as the most important area for teachers’ growth, and which happens to be the least addressed in professional development. You’ve got it … Pedagogy.

Why does pedagogy get left behind?

I think it’s best to start looking at why the other 3 are more popular.

Curriculum

Curriculum is popular PD because most education systems prioritise this over key competencies due to the relative ease of measuring content acquisition. Driven by meeting grade targets, teachers and their leaders are keen to find the best way to deliver curriculum. It is also attractive PD because teachers gravitate towards others whom they know will have mutually agreeable issues and aims. Opinions differ more on matters of technology and pedagogy. There is comfort in knowing that another look at curriculum will be a more pleasant experience without challenge to mindset. The common focus in curriculum PD is to better prearrange what learners should look at, rather than any sense of empowering them.

Technology

Technology PD is popular because it’s often a practical workshop with shiny, visually pleasing outcomes. It is also less likely to include lecturing and even if it does, you’ve got something to play with. Technology is not necessarily going to challenge a teachers approach to running their classroom the way they already do and many school cultures view technology as just make existing tasks easier. A superficial reason that school leaders will support tech PD is because it makes the school look good in the eyes of parents who see it as an agreed and required modernisation.

ADMIN

Even if it’s not popular, professional development in administrative systems, grading and protocol is common. It is often encouraged by many school leaders eager to meet targets set by higher authorities. Most school leadership teams spend the majority of their time outside the classroom and it’s easy for them to accidentally develop a school culture focused on issues they are most familiar with, namely admin.

Pedagogy – learning not teaching

Pedagogy and the learning environments that teachers create are the key ingredient for determining genuine, motivated and deep learning. That’s learning that stays with you and that you wish to continue with. So why is it discussed so infrequently in many schools? For me, it’s again a matter of school leadership and to what extent they truly understand the pedagogical options available and why many of them are so important in this increasingly changeable world. If leaders don’t promote pedagogical debate as a norm, then teachers will not feel encouraged to either look into it or worse, bother implementing it against the existing tide. If teachers don’t feel supported by their school culture to make significant change in modernising pedagogy, they will shy away from trying to.

Readdressing the balance

There are many exciting and dramatic changes happening in education around the world, particularly around student-led learning. These changes do impact on curriculum, involve technology and even require a little administration, but their most common focus is on pedagogy and way in which schools organise learning. It is time for your school’s PD to reflect this and look to empower a new generation of young people to make a real difference in the world.