5 Key competencies for 21st Century learning

nzqa-post-qualification“THE ERA OF QUALIFICATIONS AS WE KNOW IT IS OVER … AS IS NZQA” – Sue Suckling : Chair of New Zealand Qualifications Authority.

I’ve written much about how blessed I am to teach in New Zealand, in fact, [plug warning] I’ve written a whole book on the subject. What’s especially nice about being connected with kiwi educators is hearing and chatting about the increasing number of schools making their shift from 20th century knowledge-based educataion to 21st century education centred on competencies and one’s ability to learn and relearn. As universities around the globe start to discuss the value of qualifications in a rapidly developing world, I don’t believe any country has all its necessary systems in place to make this shift more than New Zealand.  With this in mind I thought I’d look at how my school and many others in these beautiful islands are focusing their efforts on our curriculum’s core feature: it’s Key Competencies for 21st century learners.

FIVE BY THREE – DEPTH OF COMPETENCY

kcs-eduwells-2017

As my own school looks to focus more on the Key Competencies, I’ve been working on an infographic (above) to help staff and students not only understand them but begin to discuss a progression in depth of competency. Based on the SOLO taxonomy around depth of thinking, I’ve applied the same three layers to the other 4 competencies. I’m blogging it here for feedback, so please tweet me with other ideas, thanks.

INDIVIDUAL AND TEAM COMPETENCIES

There are two ways to look at three layers of key competencies. Firstly, I’m presenting these ideas to individual learners as three ‘states of being’ where I challenge all students to reflect on what they are doing in their day to prove they have reached the ‘Apply’ level of each key competency. The second way to discuss them is to consider what it means to teamwork, in that we all have different strengths and all five competencies are presented best by a team who understand the strengths each member brings to the team. So to run through them for non-kiwis, I thought I’d outline my understanding of them as if they were 5 team members, each with a specialism.

The A-Team of Key competencies

Bear with me while I run through an A-Team analogy … (Image link: Wikipedia)

  1. The Thinker (Hannibal): The ability to take the elements (victims & baddies) presented to you, consider how they connect and relate to each other and think outside the box as to resolutions and impacts in other contexts.
  2. The Empathiser (Murdoch): The ability to read other people and consider other points of view to aide progress and quality solutions. Note: it was always Murdoch who got BA Baracus onto planes!
  3. The presenter (Face): There’s no point having the cleverest idea or plan in the world if you can’t explain it to or convince others . The ability to present ideas and designs effectively enough to impact others is a skill that takes practice.
  4. The manager (Hannibal – sorry, only 4 in the team :-): Organising when tasks should take place, the people required, and the tools needed is a tough challenge if you want a successful outcome to any project or task.
  5. The “Doer” (BA Baracus): Participating to such and extent that you inspire the best in others and have genuine impact on the world (some would say ‘getting your hands dirty’) is again, something that only a few people develop the temperament and thus competency for. BA always just wanted to get on with the plan and couldn’t stand that ‘stupid fool’ Murdoch and his delaying jibber-jabba!

Sowing the right seed

What I like to emphasis to teachers and students is that task design that allows students to focus on, practice and develop these key competencies early on will lead to the grades schools want through the independence they generate in learners. It absolutely does not happen the other way round. A focus on knowledge and skill acquisition does not cater for all learners long term and produces senior students who need and often expect assistance to appear when needed in any given situation. For example, in school communities still focused on fixed knowledge curriculums, parents will show much apprehension around which teacher their child receives to “get them through it.” This does not prepare young people for a world that no longer can have much faith in qualifications that indicate what one once did in different circumstances.

P.S. I do not endorse the smoking of cigars or teams void of women.

Supporting children confused by current world events

It’s funny how events in my life so often seem to align along themes, or maybe that’s just my mind playing tricks on me. As classrooms around the world continue to discuss and debate the meaning of surprise events like the UK’s Brexit and Donald Trump’s election win, I’m mentoring an intensive entrepreneur startup weekend centred on new ideas for education. What’s aligned in my mind? For me, the world events and the challenge faced by startup teams all revolve around dealing with assumptions and stereotypes. This is how classroom practice and school cultures could start to address much of the confusion children are currently expressing.

Assumptions and stereotypes

Facebook has suffered much criticism for allowing people to propagate simplified click-bate ‘news’ based on shallow assumptions, stereotypes and even completely fake information. In London, Boris Johnson paraded the streets in a bus plastered with wrong assumptions and I think the less said about Donald Trump’s campaign ideas, the better. Meanwhile, at this startup weekend, teams dynamically formed on a Friday night, attempt to put together a solid business model for an app, website or service to pitch on Sunday afternoon to judges.

swaklThis process, that I’m trying to mentor the teams through, has them stumble most on realising that their ideas are just assumptions. These are often based on stereotypes such as, “boys always like competition,” and halfway through the weekend they find it’s not always true and they no longer have a viable business to pitch. At the end of the day, wanting to simplify problems with assumptions and stereotypes seems to be human nature (note: I’m making an assumption) and thus is a theme that schools should be strongly focused on.

developing deeper thought

Any classroom activity will be filled with assumptions held by both students and teachers. Somewhere towards the beginning of most tasks, teachers can encourage discussions about challenging existing perspectives a normal part of the process. By doing this, it will help develop young people better equiped and informed to deal with world events like those experienced in 2016. Here are some common assumptions held by both teachers and students that subconsciously impact on class activity:

  • The teacher knows what’s best for me
  • The boys need strict discipline
  • You’ll find the answer with Google
  • All the students need to know this now
  • This app is the perfect tool

How do you know that?

swakl2We need to develop school cultures that understand the constructive side of everyone challenging their own thoughts as much as each other’s. As a startup mentor, I’ve been learning that how and when you challenge people is a skill that requires practice. This is why classrooms need to make debate a regular event with scaffolding to help young people and their teachers become better at moving discussion forward, strengthening relationships, and solving problems. The question, “How do you know that?” is a powerful one. It questions the background behind an idea as much as the idea itself. Asking students to validate their thoughts with evidence is something that often goes unchecked in classrooms focused on how ideas align with the curriculum’s target answer.

Now … how do I know that?

Thanks to Chris Clay for inviting me along to Startup Weekend Auckland and allowing me to learn so much from the Startup team and the other mentors.

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richard-wells-author-pic-sml-white-bnw
Author: 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 keynote 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.

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R.I.P. public #Education in America

Every 11 seconds on Wall street, someone has the thought “There are billions of dollars tied up in public education that I can’t make more money on using the money I already have.” The phrase “Corporate education” does not sit comfortably with most voters on both sides of the political divide and so right-wing parties and their financial market friends around the globe try to disguise corporate education models under better sounding social initiatives, such as “School choice.” Trump obviously hasn’t had a thought about education and so has borrowed one from the Koch brothers.

Learning is first about money making

It’s Facebook that personifies the idea that all human activity should now be monetised as the social-media giant indirectly makes money on every photo and comment we upload. [Note: The scary prospect of how much money Trump made Facebook in the last 18 months.] So why shouldn’t the activity of learning be any different? Kids learn while rich investors make money! Sounds wonderful, doesn’t it? So, with Republicans in control of every level of government and federal “School choice” almost inevitable, it’s worth looking into whether it works in practice.

This is where I could stop writing and just ask you to Google it. It takes the most basic Google searches to discover that all these market-driven policies are made to sound nice but do the exact opposite they claim to. Like all right-wing policies, they never allow for natural human behaviour such as personal and organisational self-preservation, and greed. This was made clear in “The maestro” Alan Greenspan’s comments on the (his) 2008 global financial crisis, “I made a mistake in trusting the banks would act in the best interests of their investors.” Even the wikipedia page on School choice goes to great length at explaining how the policy doesn’t work!

“Many of the current school choice models do not offer transportation to out-of-neighborhood schools, which discourages low-income families from selecting schools outside of their neighborhoods.[27] The “free market” created by school choice models is inherently unequal.” – Wikipedia

Saving education

The thought that I could save American education by simply asking Donald to go read Wikipedia sounds crazy but his lack of awareness of world issues and life on earth in general, he proved during campaigning, shows me that he’s never read wikipedia anyhow.    The problem America has is that the political discussion is always centred on the funding and organisational structure of education, rather than the experience one receives in the classroom. My own country New Zealand outperforms the US on every indicator at a fraction of the cost. We are worried firstly about what happens in the classroom and how engaged and involved individual children are in their own learning. We can only do this because we have no external pressures from third party interests, such as lobbying corporations like Pearson. Teachers know education better than corporations and business leaders and it’s teachers who run education in New Zealand.

DEAR DONALD…

If you want to know how to improve education for all at a fraction of the cost, learn from New Zealand. I just happen to written a book on the subject, in which I cover how we organise and fund public education to be one of the best in the world.

There’s more on future education in my book: A Learner’s Paradise: How New Zealand is reimagining education.

Teachers! Stop marking!

Marking & grading school work must be the most painful part of teaching, right? Well, it’s time to remove the pain and look at a number of reasons why teachers should work towards an almost marking-free professional life. If we get this balance right, the school environment becomes far more inspiring for all involved. The key issue centres on everyone’s historic understanding of the purpose of school and the role of teachers within it. Here I will attempt to challenge this with some common sense arguments that I hope will help teachers change these expectations held of themselves and their learners.self-directed-learning-eduwells-001

1. Raising expectations

The factory approach to education has always encouraged the idea that teachers exist to grade products at the end of learning ‘assembly lines’. The factory workers (students) are given ‘assembly’ instructions and attempt to follow them, waiting only for the teachers to assess the end results. This creates thousands of classrooms where learners do not consider the success of their efforts whilst they work because the understanding is that the teacher is paid to worry about the success after the task is complete. In most classrooms you walk into, you will not find students discussing their current progress with their peers or naturally critiquing each other’s work, without it being directly requested by the teacher. What’s needed if we are to change this situation is teachers who see their role as one who scaffolds peer critique, progress tracking, and goal setting. The learners need an expectation that they will understand the assessment enough include assessment as a key part of their own on-going learning process.

2. Self-reporting students

Under traditional teacher-driven education, the students become passive learners and expect to be processed through the teachers’ programmes. By including self-assessment as part of their learning programme, students develop a growth-mindset through being helped to monitor and understand their own current progress and calculate their next steps. Teachers are needed for producing the tools with which students can do this self and peer-tracking. Rather than spend hours marking, teachers need to use that time to produce resources to help students develop learning habits that include self-reporting on progress to either peers or their teacher. If students don’t understand the assessment criteria inside-out, you can’t expect them to be getting the grades you’d like them to. When teachers reflect on all the considerations they have while marking school work, they often realise they are considering more things than they have made clear to students. We empower young people when we build an expectation in themselves to take charge of their success with all the required tools.

3. Building learners is easier than processing students

To build a learning environment free from teacher marking takes time and practice. You must start with your school’s new intake and get them accustomed to these expectations that they will report to teachers on progress, success and next steps. But it’s time better spent. Teachers reduce the pressure on themselves to have processed a class correctly by focusing on what learning environment they are nurturing. A learning environment that exists predominantly in the mind of each learner.

Summary thought

If two students cannot work together to mark and grade their own essays, they weren’t ready to attempt the essay in the first place. Let’s all raise expectations and I know young people will rise to match them.

Want more …?

There’s more on future education in my book: A Learner’s Paradise: How New Zealand is reimagining education.

What makes a happy school?

no_hierachy_in_learning-eduwellsWhat makes all humans happy?

How about feeling:

  • you belong
  • you’re appreciated
  • you’re approach will be supported
  • and you’re important.

The factory gets everyone down

As education slowly drags itself out from the pit of 19th/20th century ‘factory’ education, it seems obvious to me that these were and are unfortunately the sentiments missing from much of my experience, both as student and teacher. The system my colleagues and I were educated in was centred on the exact opposite of the above list. It is very important to the uniform delivery of exam material that everyone comply and any appreciation of individuality be stifled. This has not only led to a history of students wanting to avoid school if possible (“Snow day” anybody?), but also led to unhappy teachers treated as evaluated delivery mechanisms.

A happy Alternative

hpss-danielle-on-floor-copyTo the left is my teacher friend Danielle, using the floor to indicate her equal status as a learner amongst her students. The flatter the learning hierarchies in a school are, the happier everyone is: staff; students; and parents. Developing a culture where everyone is a learner and has something to offer others is key to happiness for all. I have visited many schools in New Zealand and I can report that the happiest and healthiest exist where the principal is clearly viewed as lead learner not lead expert. Personally, I’m often tempted to judge a school by how visibly reflective its principal is. Many principals in New Zealand blog publicly (Links below) about both their successes and failures. This has the knock on effect of making teachers and their students more comfortable to try, fail, and thus learn.

Negotiation your way to happiness

A key to happy learners is to ensure nothing is assumed to be definite. The teacher doesn’t always know the best approach to learning for the specific learners in front of them. Students don’t always know their own strengths and weaknesses. The most effective environment is one of negotiation and reciprocal accountability between teacher and student. In New Zealand, schools use the native Maori term of “Ako” in place of the word “learning” as it better describes this reciprocal nature of learning. [Video credit: Breens Intermediate school, Christchurch]

“The concept of ako describes a teaching and learning relationship, where the educator is also learning from the student and where educators’ practices are informed by the latest research and are both deliberate and reflective. Ako is grounded in the principle of reciprocity and also recognises that the learner and whānau cannot be separated.”

Ka Hikitia, 2008, p.20

This is just one example where New Zealand’s balanced appreciation for both our primary cultures (Maori and European) benefits the wellbeing of our schools and their communities. To maintain one’s teaching certificate in New Zealand, teachers have to provide evidence every three years of how they have further developed their own learning and collaborative pedagogical approaches.

Western society was built on rigid hierarchies and from politics to medicine and certainly to education, the faster we learn that flattening them creates solutions to our biggest problems, the better for all involved.

There’s more on future education in my book: A Learner’s Paradise: How New Zealand is reimagining education.

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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 keynote 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.

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#EdTech makes no significant difference

Teachers like me, who are keen on the potential of educational technology to change schools are often the first to say “it’s not the technology that’s important, it’s what you do with it.” We also say things like, “It’s about creativity, collaboration and communication.” After all, I started this very blog as an iPad support site and spent the first 3 years discussing the wonderful things one could make on an iPad and how exciting all the apps and their technologies were. But regardless of how people are collaborating, creating, and getting excited, there’s one crucial thing to remember … technology makes no significant difference to learning.

edtech-no-differnece-eduwells

EdTech output does not equal BETTER learning

To help explain where schools still often miss the point when talking about technology use, I’d like to mention two important educators.

john-hattieJohn Hattie: A New Zealander who has been Professor of Education and Director of the Melbourne Education Research Institute at the University of Melbourne, Australia, since March 2011. He is the Author of “Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement.” an influential paper on what has a real impact on learning. In his list of nearly 200 influences on learning outcomes from an ever increasing meta-analysis of global educational research, you have to go to number 70 before you even get a mention of technology. Since it’s first publication in 2008, students self-reporting their own success has proved to be consistently the most influential indicator. This is something most schools don’t utilise at all whilst dedicating hours to training staff in technology.
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derek-mullerDerek Muller: An Australian who has had success in teaching through video and even has a PHD in doing so. His extremely popular video on why #edTech has little impact on learning has had more than a million views. In the video below, Derek takes you back 100 years and runs you through the history of the claim that This will revolutionise education.” He highlights that if the goal and content of an activity is the same, the format makes no difference. His summary reminds us that the point of education is not to aim for particular output from students or simply deliver information, even new styles of input & output. “The purpose is to inspire, challenge and excite people to want to learn.” Another key point he makes is that learning is a social activity and is most successful when every individual feels they have a role to play within that learning. Teachers are only truely successful when focused both on the design of and the locus of control within a social learning environment. That requirement is what maintains teachers as so important.

Does tech still have a role to play?

how-technology-in-schools-has-changed-over-time-infographicPlease don’t be confused and think this is an anti-tech post. There’s nothing wrong with using technology as long as the classroom norm is that individual students expect to evaluate their own outcomes (Just as Hattie’s studies indicate) and preferably against calculated targets for understanding and impact that the students devised or negotiated in the first place. All learning must include the questions below, if it does, technology only opens up further opportunities, if it doesn’t, then technology only becomes the distraction that many fear it is.
Click the infographic to the left for a nice history of EdTech.

Questions for all learnERS

  1. Why am I learning this?
  2. How will I measure my own success?
  3. Who with and how might I best succeed?
  4. What are my next steps?
  5. How am I tracking my progress?

Technology will help answer all 5 questions but if they are absent from the mind of the learner, technology will not assist true learning at all. My primary concern as an educator now is who is driving the learning in my classroom, be they using tech or not.

I have covered many aspects of future education trends in my $16 book A Learner’s Paradise: How New Zealand is reimagining education. Here’s the Ad:

The Amazing iPadpaloozaGC 2016

ipadpaloozagcI’ve just had a fantastic week on the Gold Coast of Australia at iPadPaloozaGC! Cathy Hunt (@art_cathyhunt) and her team organised the widest breadth of inspirational speakers and demonstrations I think I have ever seen at one event. I thought I’d focus my summary on that breadth, so lets take a look at the themes covered.

1. Creativity

The conference had so many sessions on the creative side of tech use in schools and encouraged the notion that technology was not about consumption and was far more engaging and effective when challenging young people to create and share. Paul Hamilton, Cathy Hunt, Simon Lees and Brandt Ward all ran pre-conference days on making and learning through problem solving and story telling. All four discussed how the technology encouraged constant review and reflection from young people and how tech’s speed of production allowed for rapid prototyping and iteration. This is what learning should always be about. Music, Film-making, robotics, Minecraft were also strong themes at the event and made for a dynamic and exciting atmosphere all-round.

2. Wellbeing and acceptance

michael-carr-greggMichael Carr-Gregg (@MCG58) was the Keynote speaker on day one and gave a brilliant, no-nonsense, info + advice packed talk on young people and mental-health. His advice covered so many topics including acceptance, depression & health. He highlighted how they all contribute to the success, or lack of, that children experience at school. He explained wrong assumptions held by adults regarding young people’s mindsets and also the way that technology has such a positive role to play in tackling issues of wellness. Put simply, if schools want to improve grades, they need to invest much more time and money in mental health. Brilliant stuff, Michael! You have immediately made my life better by introducing me to sleep apps and iPhone settings to improve my wellbeing significantly.

3. Accessibility

craig-smithI thought things had been pretty amazing on day 1 and then Craig Smith (@wrenasmir) and Christopher Hills (@IamMaccing) appeared on stage and blew my mind! Craig works extensively around the issue of accessibility and is an inspiring man to meet. He acts as a powerful reminder that the world is a far more complicated place filled with amazing people overcoming challenges daily that most people don’t even notice. Craig introduced us to a team of educators like Michael Harrison (@ozmsh) and David Woodbridge (@dwoodbridge) who are working tirelessly to raise awareness of the progress being forged by technology accessibility options, especially by the people at Apple. Craig was great but then Chris hit the stage and made me cry, laugh and tweet like a madman, sometimes doing all three simultaneously. Chris is a world recognised Final cut pro accredited trainer, phenomenal film-maker and now programmer, who just happens to have an acute form of cerebral palsy. His videos showcased his ninja skills on Mac software that would outperform most people regardless of that fact he didn’t use his hands! Craig let me in on an extra story about Chris where it was suggested Chris apply for extra test time during his Final Cut Pro accreditation, which Chris turned down only to go on to beat his assessor’s time !!! I haven’t blogged about technology for a while now but Chris and Craig reinvigorated my passion for the impact technology can have in changing lives for the better. thank you so much to both of them.

Here’s one of Chris’ videos:

4. Security

Troy Hunt (@troyhunt) took the stage for keynote of Day 2 and wowed us with a funny, slick and scary presentation on tech security. He showed us how vulnerable, ignorant, and easy to hack we all were, troy-hunt
whilst making us laugh and gasp. He was yet another significant change of theme and sent us all away with a sense of needing to do yet more education in the area of security and digital citizenship. Social media and online accounts have become such a daily norm that we need to keep up our discussion around safety.

5. FUN !!

Firstly, big up to Bella Paton and her fellow students at St Hilda’s for their amazing talented entertainment during the event. The number of delegates who said “That’s not live is it” when they first heard the girls’ singing and showed disbelief as they peered round the corner. Congrats Bella, You’ll be so successful, I’m sure! Now, something I don’t say very often but “thank god for Americans” My friends from the U.S, Carl Hooker (@MrHooker), Lisa Johnson (@TechChef4U), and Felix (@FelixJacomino) and Judy Jacomino (@JudyJacomino) bring so much energy to these events, they really send you home buzzing. They make you excited to be an educator and demonstrate in so many ways how teachers can connect to have such a bigger impact on young learners around the world. Thank you SO MUCH, all of you!

cathy-hunt-and-carl-hookerThat was one very special week and I can’t end this post with out saying how kind, talented and important Cathy Hunt and her work around the world is. This event exuded Cathy’s passion for education, creativity and fun. I know she’s worked so hard to make it happen and deserves all the praise she’s getting for doing so. Follow her NOW and get her books on iPad Art and you’ll be amazed at how she invigorates your love for creating and the potential Art has to change anybody’s life. Big congrats Cathy and even bigger thanks for inviting me to iPadpaloozaGC !!

I didn’t mention it too many time at iPadpalooza so I thought I’d just mention that there’s more on future education in my book: A Learner’s Paradise: How New Zealand is reimagining education. [Watch the Video!]

Why are we still ignoring @SirKenRobinson?

It’s 10 years since Ken Robinson’s infamous talk on how schools kill creativity. In it, he mentions the entrenched hierarchy of subjects with Math and English at the top and Dance and Drama at the bottom. So … has your school changed? No? Mine neither. Change is hard but it’s time to take another look at what Robinson’s message was and maybe try to add a more practical perspective on why young people need this change to happen asap.

subject-hierachy-eduwells

The Hierarchy generations

The current teaching profession was born and developed in a world based on long-standing hierarchies. These orders of importance were how the world operated and they had been fixed for hundreds of years. The world unfortunately still subconsciously behaves on the basis that, for example, the mind is more important than the body, and men are more important than women. To ask the current generation of teachers to significantly shift an engrained mindset is a big ask. Society still assumes that universities do the most important educational work and thus we allow universities to continue to drive the purpose of school. But Robinson highlighted ten years ago that earning a degree was becoming less connected with guaranteed success and fewer young people every year were convinced that academic success was worth working for.

Subject ego trumps learner

The problem we have with this change is our  understanding of why schools exist. The industrial approach to education has school communities (teachers, students, parents, and business) focused on the output from any aspect of school. English produces essays, which must be important because writing is all around us. Science looks at results and graphs and these have always looked important. Art produces paintings and these are just a nice-to-have and so Art must be of less importance. The factory model has always been preoccupied by production and teachers plaster their classroom walls with what students have produced.

hierarchy-of-subjects-eduwells

By maintaining a focus on product, we loose focus on the process of learning and development and thus what each subject area in a school has to offer all individual learners regarding process and mindset. Young people do not see
school attendance as a matter of self-development but as a series of requests from teachers for output that matches exemplars. Robinson discusses the creative arts as important but his message is for schools to focus on the creative opportunities in all subject areas and preferably across them. The importance placed on the output of learning content has led schools to lose touch with students’ individuality and what they expect of themselves.

Why SOME subjects are MORE like gaming THAN OTHERS

When a subject’s content is held in such high esteem, a feeling develops where there’s little need to be creative or worry about what the students could add to the situation. This results in young people who wait to be issued material and challenges, at which point they will attempt to process them as requested and instructed. Like gaming, things appear in front of you and you are provided with tools with which you process those things and success is decided by a comparison between your processing of the situation and the pre-designed perfect example. Computer Games and most lessons are centred on the stuff and the tools. What’s invisible in the mindset of both gamer and traditional classroom student is the self. What’s most important to me at this moment? What would be the best thing to challenge myself with? What are my needs at this time? These are questions that students do not generally ask during English, Maths, Humanities and Science.

Self is part of the arts’ modus operandi

Dance, Drama, Music, and Visual Art ask “Who are you?” and “How do you operate?” as a matter of course. This is a regular practice that the current “top 4” don’t do enough of. In a world where employment will not be offered to possibly 50% of western society in 20 years time, we need to build confidence in young people in exactly who they are and what their strengths are in open situations. Confidence to invent, innovate, and contribute without requiring someone else to provide a starting point or even a job.

students-self-eduwells

Ken was correct and as he predicted in 2006, he’s even more correct today. Knowing and confidence in what one has to offer the world is the key requirement in a rapidly changing future and the arts offer this to all. We’d be safer with them at the top of the hierarchy, regardlesss of what they output.

Here’s a nice video by Prince Ea, covering the same theme:

 

 

 

Whoever drives learning determines the destination

Whilst reminiscing with adults about our own experience of school, there are two types of story or description that emerge Classroom stories normally focus on the teacher, be it the way they talked, dressed or displayed terrible personal hygiene. Any other school stories include personal memories from trips, stage performances or embarrassing social moments. Now, notice here that stories that relate directly to the individual are outside the classroom, and most classroom memories do not relate oneself.

Where is the self in the classroom?

Who drives learning-eduwellsTeachers are often proud of their ability to build relationships with individual students but it’s the nature of and reason for that relationship that I want to examine. What I am about to write might frustrate some who see the nature of these relationships as the cornerstone of their practice. But like I have done many times, it’s the fundamental systems that schools use to deliver education that I am questioning and the way in which those systems impact on the relationships many teachers have with their students.

My thoughts this week relate to my recent discussions about factory style compliance being the driver for school practice and decider of success. When compliance with teacher issued work and rules is the primary concern during the school day, it has the tendency to shape the relationships of all those concerned. A topic that is talked about often is the difference between education and learning, where education is a finite something received from others and learning is a personal and authentic journey that doesn’t necessarily have an final destination. My feeling is that relationships formed within an environment of education do not recognise the individual beyond a need to comply with and complete work issued. An education predefines how learning takes place and so one-to-one relationships have to centre on either compliance assistance or issues outside the learning, like recent sporting successes or student hobbies. Relationships formed within an environment focused on learning are designed around the needs and passions of each individual to progress. In this way, education does not equip the individual for further learning as much as a personally driven experience that develops one’s own strategies and tactics.

BECOMING A LEARNING TAKES TIME

I was invited to speak about change at another New Zealand high school this week where I did my best to explain the shift from educating the masses to developing individual learners and why the changing world was busy extending our need to do so. The thing I couldn’t stress enough is that whole school change is not worth attempting. The senior students in 90% of high schools have been trained to be educated by others and will often resent the idea of taking charge and being responsible for their learning.

So play the long game. Start with your youngest year group and have the teachers build a library of learning strategies and classroom expectations that have the learners consider “How might we or I progress towards this goal?” Challenge your students more to practice considering all the available options rather than waiting to be given them. Equip and empower your learners to be more independent but also self-aware in knowing when and how to seek assistance from those inside and outside the classroom.

Same workload – less stress

Confusion exists amongst teacher about student-driven learning. It requires just as much work from the teacher but the focus of the work is strategic and centred on resourcing students (example here) so they know:

  • how to go about being productive
  • how to hold meaningful discussion
  • how to evaluate information
  • how to think deeply
  • how to listen
  • how to communicate ideas
  • how to show empathy
  • and so on…

These questions must feature as the most common discussions in classrooms if schools are to genuinely recognise the individual learner. Once teachers are brave enough to start the long game and build better learners, the stress levels plummet. As a teacher in such a situation said to me last year: “why didn’t we do this 20 years ago!”

I have covered many aspects of future education trends in my book A Learner’s Paradise: How New Zealand is reimagining education. Here’s the Ad:

How New Zealand education builds appreciation for cultural differences

donald trumpIf you look at current world events, such as #Brexit or #Trump, it’s not hard to conclude that ignorance of other cultures leads to prejudice and intolerance. Changing people’s prejudices is not impossible but ongoing conflicts around the globe show it’s difficult. The place to really tackle these unfortunate human habits and build a better future is to overtly address them in your nation’s education system. I wonder how your country’s education is tackling them? At what levels and in what form are these issues systematically addressed by your education system? IMAGE CREDIT

Not just tolErance but full appreciation

This is where I can proudly explain how New Zealand’s approach to educating appreciation for other cultures is both systematic and multifaceted. To be clear, New Zealand has not solved or completely eliminated issues around race, culture, and tolerance, but the initiatives it has implemented as integral parts of its education system have made a serious start at addressing these concerns. This small Pacific country has woven the development of cultural understanding into its education, from government level down to every classroom. It’s not just a topic in our curriculum but a requirement in how we approach everything at school. It also forms part of our professional development requirements to remain registered as a teacher, a process that expects growth every three years.

The two New Zealand schools in the video below are not typical as they are both exclusive schools teaching generally the children of the most affluent in the country. But because of this, this video acts as a good example of how prevalent cultural respect is in New Zealand schools. Even in the most conservative, traditionally “white” schools, the cultural respect is still successfully encouraged.

Why such a strong cultural focus?

nz curriculumsIt helps that New Zealand is bi-cultural with a founding treaty demanding the strong union between to strikingly different cultures. Our geographic situation also places us within easy reach of multiple asian countries making Auckland, in particular, a cultural melting-pot. Ive been to 3 schools that boast over 40 nationalities amongst their students. All government departments have an obligation to represent both Maori and Pakeha (European colonial cultures) equally in all processes and initiatives. This means we don’t just have one national curriculum translated in two languages but have two curriculums that share the same values and goals but outline very different culturally sensitive approaches to achieving them.

Developing culturally respectful learning

In New Zealand, teachers are expected to professionally develop to such an extent they are required to maintain a portfolio of growth and development in 12 professional practice criteria, Three of which directly relate to cultural respect and awareness. They are stated as:

  • demonstrate commitment to promoting the well-being of all ākonga(students). Take all reasonable steps to provide and maintain a teaching and learning environment that is physically, socially, culturally and emotionally safe. Acknowledge and respect the languages, heritages and cultures of all ākonga
  • Demonstrate commitment to bicultural partnership in Aotearoa New Zealand. Demonstrate respect for the heritages, languages and cultures of both partners to the Treaty of Waitangi.
  • work effectively within the bicultural context of Aotearoa New Zealand. Practise and develop the relevant use of te reo Māori me ngā tikanga-a-iwi(
    the language and culture) in context. Specifically and effectively address the educational aspirations of ākonga Māori, displaying high expectations for their learning

Teachers must provide evidence each three years that their practice has grown in respect to the criteria above. This leads to government and teacher driven supportive resources and networks that help teachers develop their practice in helping young people become respectful and appreciative of each other’s cultures and customs. I would go as far to say that there are few places on earth more peaceful and safe as New Zealand. Given its education system, this will only improve further in the future.

I have covered most aspects of New Zealand education in my book A Learner’s Paradise: How New Zealand is reimagining education. Here’s the Ad:

 

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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.

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