There are four paradigm shifts which are:
- Content Delivery to Capability
- Building Role Driven to Relationship Driven
- Expounding Learning to Experiencing Learning
- Self-Esteem to Self-Efficacy
Which of these paradigm shifts will be the most challenging in your context and why?
I feel that the shift from self-esteem to self-efficacy will be the most challenging for me. I think this is because it is so easy to praise students on their effort even (and especially) if they haven’t made an achievement or growth. Sometimes I feel I need to build their self-esteem but I need to do so in a constructive way that will develop student’s growth mindset and achievement.
I agree Imogen. Children often thrive on praise and we are teachers do spend time praising children to motivate them to work hard. We as teacher also need to consider our behaviour and make sure we set the correct examples of modelling the kinds of behaviour we want our students to copy.
well said Imogen! it is a balancing act for sure. I think you’re right in saying that as long as feedback is constructive it will ultimately lead to enhanced student development.
Good points Imogen with it being difficult to learn how not to try to build their self-esteem first before changing their mindset.
The most challenging paradigm shift for me is Expounding Learning to Experience Learning.
At first it challenges many of the concepts you have established as teachers over many years, the fear of loosing control of the learning or classroom. With careful planning I found the best method was to take one unit of work for each of my classes and structure the unit around PBL, Sometimes there is a need to adapt change modify, but these are things we have always done as teachers (at least I have). It is challenging to drill down to the higher order outcomes especially in the senior years or GAT classes, but the benefits are the confident students that start to emerge in your class.
I agree with you Warren.
Nicely said Warren, have a go to make it work. It is a process for teacher a student. Everyone learns with the journey using a PBL process.
While all four paradigm shifts have their challenges, I think the content delivery to capability building is probably the most challenging. It requires the resources as well as a change in the way we think. While is is possible to become the guide rather than the sage, it is necessary to have the physical space and the resources to facilitate the students’ investigations.
I agree with you Lisa and it can also take a lot of planning and organising.
I agree it will involve a lot of planning and organising but with practice and time, creativity will flow and become more familiar.
Thats right Lisa. We must have a physical environment that supports whatever shift we are trying to make in the classroom.
Very true Lisa. Resources is a major issue in the majority of schools and this paradigm will only effectively be achieved with more money set aside to set up school environments more effectively.
I believe all four paradigm shifts will be challenging to accomplish, but perhaps ‘Expounding Learning to Experiencing Learning’, may be the most difficult in my school context. current school model has entirely been created to facilitate the ‘expounding learning’ model of teaching, including the physical classrooms, the content and expectations placed on teachers and students. I feel that it will take a lot of effort on the part of teachers, funding to modernise classrooms and give access to technology in order to achieve the shift in this paradigm. It may even require a radical overhaul of the curriculum and outcomes.
I’m hearing you, but I am also seeing changes in our school, new layouts, new furniture, new opportunities – look at the middle school trial we are undertaking using the problem based learning model. It’s not perfect, but is being refined all the time.
Most challenging would be the shift from content delivery to capability. At present it would be hard to change due to the constraints of curriculum, content, class size, surrounds, time and computers and other resources. We need to have increased access to technology so we can “flip” the classroom and concentrate on assimilating the knowledge and learning of our students for the future
That’s true Kathy, there are still constraints that we need to abide by, particularly in government schools. There will always be a curriculum that needs to be taught from but we need to be creative in the way that we deliver that content.
This is so true Kathy. curriculum requirements, especially in high schools are a bug constraint. Increased access to technology will go a long way to helping teachers achieve this.
Agree with you Kathy, both Primary and High schools are under pressure due to the load of an over crowed curriculum.
I think in my school context expounding learning to experiencing learning will be the hardest. Traditional teachers who have been in the profession a long time are very accustomed to expounding learning in quite an authoritative way, asking students to copy work & handing out lots of “Busy” work/worksheets. Although, we have a great balance of teachers already striving to make learning real,tangible & practical…it will be a huge paradigm shift for some to embrace.
I do agree that it is difficult to change habits developed over many years. People become comfortable with what they know and are used to. Once you get your head around it though it becomes the basic practicalities of everything based on what is accessible.
I agree that the teachers who have been teaching a long time have formed habits which are hard to change. However the way we teach and the way students best learn are changing regularly and quickly and as educators we need to keep up. I feel as educators most of us are willing to change but need the support and time to adjust.
While all four paradigms challenging, I believe the most challenging is the expounding learning to experienced learning. In order to make learning real, tangible and practical, enough time and resources are needed to ensure these types of classroom environments successful. I strongly believe that tangible lessons are a great learning tool and students need that ‘hands on’ experience. However, not all students learn the same.
I agree Ben, however, with good planning some excellent outcomes can be achieved
In my opinion the most challenging shift will be expounding learning to experiencing learning. I feel we as teachers, are not given enough time to effectively plan project based learning experiences for students. There is definitely a shift in making subjects more tangible (specifically subjects such as maths and science), however, it feels as though these experiences are mostly ticking the ‘fun’ category rather than the ‘real’ and ‘practical’ side to learning that students benefit most from.
Completely agree, Lily. Having enough time to plan and organise is a huge factor.
yes we need to teach our students how to learn in this modern world where there is so much content – they need to inquire
Well said Lily. Time is a massive factor and as teachers, we don’t have enough time.
In my opinion the most challenging is content delivery to capability building. Most of my delivery in the classroom is based on content and it is hard to break old habbits
I see challenges across all 4 paradigms, however, I believe the greatest challenge will be moving from Content to Capability driven. To give students control in their learning, to empower them to take the lead in their learning requires a huge mindset change in many experienced teachers. Taking into account the barriers to shift change, including historically how a class has been taught, the time restrictions that exist, the massive syllabus expectations placed upon teachers, student AND parent expectations for the operations of a classroom, and a teacher’s own self belief in their ability, it must be said that whilst it is not beyond any teacher, it does require a huge change to historically how lessons have been delivered. Extensive and regular professional learning and plenty of opportunities for professional dialogue to take place is key to capability driven classrooms operating.
In my opinion i feel that the most challenging is content delivery to capability. While we all want the best for our students, sometimes our way of questioning becomes a habit. Like all habits it may take a lot of change and realisation for us to structure our questioning more efficient. As mentioned in the video, we often teach how we were taught (learned behavior) and even though i know i do not teach exactly how i was at school, sometimes i do find myself doing things i remember from my teacher. Kind of like parenting.
I Agree
Yes. We do often teach the way we find the best for our learning. It will take some practice to change from asking the why to asking the what and how.
Yes, that shift from asking why to the what and how was one that struck a note with me. We ask questions all the time, but that was one difference in wording that I had not really considered.
I agree we that we need to make changes to the way we ask questions. Asking what and how rather than why
We really do need to review our teaching on a personal level and I think the 4 sessions were excellent to help the review,
I believe in that in my school context, the largest challenge in paradigm shift would be moving content delivery to capability. Certain things like writing techniques and certain mathematical concepts must be taught by the teacher rather than relying on the students to acquire such information. This may present challenged as we are very content based.
I agree, particularly in the earlier years. Rather than answering questions with questions… some things just need to be explicitly taught.
This is true in some aspects, explicit teaching still needs to be taught and practised in the classroom, but ways that students can then use this information and then inquire further themselves would be useful for their self-efficacy and self learning.
Paradigm shift # 2 role driven to relationship driven.
I’ve been trained and used explicit direct instruction all my life which is based on structure and defined roles for teaher and students. I would find it hard to step outside of this framework and give students more control of the classroom.
It is definitely hard for teachers to change and adapt to new ways, when the way you have been teaching has work well in the past. Letting student have control does not always mean chaos, like loosing control can come across. The exciting thing as an educator is having the opportunity to change and grow with the students.
Tony, you are correct. This is going to be a great challenge, however when it has to occur, even teachers with lengthy teaching experiences can change their mindset. Watching teachers adjust to Home Learning during the COVID-19 pandemic has been so inspiring. Teachers, who literally 6 weeks ago didn’t even know what Google Classroom was, are now running there entire class’ learning remotely. This change has been inspirational. I think sometimes it is easier to say ‘we can’t’, rather than say ‘let’s have a go!’. Sometimes when you have no choice, and you just have to do it, it is amazing what you can accomplish.
While all may seem challenging, I have been thinking a lot about moving from role driven to relationship driven. The last few weeks of online learning due to COVID-19 have been so interesting. I have had very few students in the classroom and have had less work to complete with them which has allowed me to have more time building relationships with them and getting to know them. It has really shown me that on a day to day basis in a “normal” context, I have far less time to build those relationships as I am trying to teach a full class face to face, with the incredibly crowded curriculum that we have. While I may build relationships with some, it is impossible for me to make those deep connections with all children all the time, in order for me to teach effectively with a mix of supporting the students and being demanding in my expectations of learning. Time, expectations and class sizes are a huge impact on my relationship-building ability.
Yes! Time, expectations and class sizes do make it difficult to establish authentic relationships with our students. I also find that the students who are exceedingly ‘confident’ or require consistent support, often consume me. Meaning I can be left with some students in my class that I have not yet been able to know more deeply.
I agree Fiona, this pandemic has given us the time & breathing space to be increasingly relationship driven and to make more meaningful connections with our students. I have really valued this & want to sustain it. I feel there also needs to be a shift in my context away from austere and affable teacher roles.
I agree Fiona,
I have been able to connect with students and build relationships with them much more easily since the Covid 19 Restrictions.
I found that relationship learning has worked the best for me over many years, you become more relaxed and confident and students see you as someone they trust and look forward to learning with you.
Yes, with such a busy curriculum, cutting it back to the core during the pandemic has enabled us to build those relationships.
I agree Fiona. Since this pandemic, I have also had time to build relationship with my students.
In my school context, I believe the biggest challenge in terms of paradigm shifts will be moving from content delivery to capability learning. Some curriculum areas like mathematics are particularly content based and it will be challenging to find new ways to foster a facilitation approach to learning, especially in a primary setting, and particularly for very young children who will need to learn very basic concepts before they can enquire further. The way we plan, assess and report will all require re-thinking.
I agree, Jenny. I feel as though we spend so much of our year planning, assessing and reporting without the ability to make big changes to them. Our assessments are very much a “one size fits all” while our students are not! How can we possibly cater to every child’s individual needs effectively?
I agree
Good point, Jenny. A lot of re-thinking would be involved.
I agree Jenny. Content delivery is such a huge focus especially in both literacy and numeracy. Just focusing on making small changes bit by bit , I feel is possible to move closer to capability building in students. For example reflecting on the way we question to build critical thinking & deductive reasoning skills
Content delivery to Capability – we work within a system that doesn’t seem to understand or care for the worries of teachers on the ground that the syllabuses are too full. Stage 6 especially. This is on top of the expectation that we cover specific skills. While I’m sure content and skills can be integrated together into classroom activities, having the time, resources, energy and motivation to do so continues to be a challenge in a lot of schools, especially when we need to cater to individual class and student dynamics.
Couldn’t agree more. While I don’t disagree with anything that Michael McQeen is saying, I have to wonder how, once again, we find the time to make such large changes given that we are always under the pump.
Hi Chris,
I agree with your statement that the current system has little to no regard for the concerns of teachers. This has got to change if we are to successfully make any of the above-mentioned paradigm shifts.
You are so right Chris. Whilst a new creative approach is much needed, the amount of time required to constantly provide evidence of teaching, timely feedback, teaching an overfull curriculum with limited funding will continue to be a challenge, unless we are able to get our political leaders to support and participate in a reform.
I think capability building will be the most challenging shift as assessment at the moment isn’t on the ‘right’ page for it and teachers still want to ‘teach to tests’.
I believe teachers are very capable to rethink their roles and how they may foster capability building but will they be able to be more creative, flexible and innovative with the curriculum?
I’m not so sure that teachers want to teach to tests, more that they are almost forced to. Time constraints are so limiting given the wealth of content we’re expected to cover. And while making sure we cover that and the administration that comes with it, we then lack the time to focus on being creative, flexible and innovative. Box-ticking is the detriment, not teacher attitudes.
That is definitely a real problem. I also feel as though even teachers who don’t want to teach to tests are forced to – when schools’ funding is tied to test scores, it is hard to argue with it.
Content delivery to capability building sounds like a step in the right direction to promote a greater positive engagement .In maths we are very content orientated and sequential, which will present challenges.
Agreed Paul, especially with mathematics. It is far more flexible in the K-6 sector, I believe, than high school.
It would be nice to be able to work on cross-curricular content as well. The number of students in science I get complaining when we delve into Maths, English, Geography can be disheartening. The marriage of Maths and Science could really show them the real world applications of their learning!
I totally agree with you. At my school, we have the same issue as a lot of our Maths and English is content based.
I feel the most challenging paradigm shift will be the concept of expounding learning to experiencing learning. This can be restrictive due to the nature of how curriculum and schools have been traditionally setup. Ensuring that we address content and outcomes in the time allocated has its restrictions on setting tasks and excursions that promote experiencing learning. We are also drawn into the curriculum vs time paradigm, whereby we must consider whether the practical experiences we provide meet a narrow or broad range of outcomes. As a result, we are less likely to prioritise time on activities that address only one or two outcomes, as the restriction of time limits this.
As a PDHPE teacher I feel that we do well in the other aspects, for example, there is a natural tendency to rely on relationship driven roles as we explore concepts and learning on a personal level.
I think the idea of self-efficacy is also something we do as PDHPE teacher quite well. We provide feedback and encouragement based on effort and provide concurrent feedback in ways that help them improve, in particular, their movement skills in relation to a range of sports and activities. Students are able to see progression through consistent practice and encouragement.
As PE teachers I also find modelling of benefit as being fit and health and practicing what we do pays dividends. We get involved and make the learning positive.
I feel one thing here that can get us caught out is our bias in relation to student capabilities, that is, sibling inference and physical capabilities based on physical appearance. This is mostly not the case and we should always ask the question when we make a judgement on student ability and expectations.
Agree that the move form expounding to experiencing learning presents many challenges. given the nature of the current curriculum and how it is set out. Similarly there are issues with assessment and reporting in terms of this model and the availability of resources.
I find that the transition from Expounding Learning to Experiencing Learning can be challenging as programs have been developed previously to cater more for those learners who excel in question and answer learning and for ‘old-school’ teaching styles (with heavy use of textbook material and worksheets). The transition to introducing technology and increasing the opportunities for 21st century students to experience learning (making content engaging and relevant ‘real’) is important to embed into our developing programs.
Hi Chris,
I agree with the idea of moving to a focus on experiential learning as being the most challenging. I also agree that technology is a useful tool to speed up the transition. In the long term, for traction of this to occur, it would be beneficial to adapt the curriculum and stakeholder mindsets to make the experiences even more tangible.
This is a good point. Once we as educators feel comfortable with the content we are teaching, our next challenge is to find a way that learners feel excited and engaged in the way we teach the content. Students are more excited by online learning, than having to read textbooks. The problem with using technology, is that students have limited access often to devices at school or they are unreliable when being used.
I believe that in my context, the most challenging of the paradigm shifts is the shift from content delivery to capability building. The ability to make this shift is definitely hindered by the curriculum, content and other practicalities that we as educators are required to adhere to. There is very limited scope to deviate away from this to be able to build these capabilities that will equip our students for the future.
I feel that the change from content delivery to capability building will be the hardest for me as my whole previous beliefs about how I gained my education have been ingrained or hardwired into my thought patterns. This is really interesting though as I have just started a course to be a life coach, and we are currently getting into a section of our learning called NLP (Neuro Linguistic Programming)
This is the using an understanding about why the brain exercises certain thought patterns, and that those patterns can be changed on the subconscious level, and reprogrammed for a different result.
Even though changing one’s hardwired thought processes and beliefs is difficult, I am feeling confident that this is something very achievable.
Neuro-linguistic programming plays into the idea of mindset. There will need to be a mindset shift not just individually, but at a school. state and national educational level if we are to implement an enquiry based approach to learning.
The most challenging i think is content delivery to capability building. I feel like I do components of this well, however, time and a full curriculum does make this very difficult to manage as well as one would like. I feel I do 2 and 4 well.
I think that content to delivery will be the most challenging in the classroom. In my role having good relationships with students where they can trust and depend on you is important – if a student doesn’t trust you they will not let down their barriers and let you into their world. Self Efficacy also plays a huge part in my teaching role.
I feel like I already do 2 & 4 quite well as they are quite easy to develop within the context of the current system. The most challenging one will be content to capability. I’ve already made this a focus but in our current schools and the with the mandates from above, the freedom to work this way is impeded. If this is truly the direction that we want to go as a society and as a profession than the barriers such as funding, infrastructure, syllabuses, ability to have excursions, class sizes, teacher release, et al. Need to be completely rethought. Excuses excuses… I know.
I sometimes have a problem with the concept that schools are not the “real world”. We are probably more real world than the environment that surrounds some multi national corporation or construction site. Those work environments won’t deal too much, nor are interested in some of the everyday circumstances that our students experience, yet we will be.
Yes some of what we teach does not apply to that particular workplace but it does not mean we are not real world.
Our young people are also learning and developing to be equipped to exist in a post school environment where they continue to learn and adapt.
For all kids they will attempt so many big experiences for the first time, during their time at high school. They will fumble and mistake, lack confidence or exude cockiness. They will frustrate and do that for fun.
Maybe the best self-esteem is one that pushes you to self-efficacy, despite the self doubt, mistakes and errors along the way.
Glen, I have been loving your comments as it gives me a different perspective on my teaching journey. You can see things that are not apparent to me, and I think that the cockiness you describe (even though as a teacher it can be quite annoying) is, deep down, either self confidence or an attempt to “appear” to be in control and be knowledgeable. Making mistakes (or not making mistakes) is all part of the learning process, and I feel like we just have to try to treat all of the students with love and understanding to give them a platform that they can best learn and flourish from.
I think the paradigm shift that will be the most challenging would be content delivery to capability building. The idea of constantly re-thinking everything from our roles as teachers, to the classroom and then the goal of learning. When we have set times frames that the work has to be finished for the students to be to achieve all of the content from the curriculum. If we turn the control of the learning to the students how do we ensure that all students are completing the work and are understanding the content.
Agree. It will require the students doing a lot more work outside of the classroom, i.e. flipped classrooms. While this is good in principle, not all students will embrace self-directed learning as well as others and I fear when it comes to discussion time in the classrooms there will be evident gaps.
The paradigm shift I find most challenging is Expounding Learning to Experiencing learning. This is due to time constraints and the additional administrative work required in order to have the students out in the ‘real world’ to see how their learning can be applied. I do however find it is more common place in the special education sector. Many of my students are hands on learners who need literal examples in order to connect with content and practice the skills required for ‘real world’ interactions.
Hi Laura, I agree re time constraints and this is maybe what needs to be looked at for this to be a realistic and sustainable goal for the education system. Your experience special education should be considered and used for any changes that occur in mainstream education.
Content delivery to capability will be the most challenging shift to achieve because of how dense the current curriculum is. As educators we are expected to cover a huge amount of content with strict time frames. In my opinion, this allows for little time to cater to student interests and explore spontaneous teaching moments that would allow for true capability building.
I agree Kodi, the amount of we are to deliver to students in a set time frame is not realistic. Content delivery to capability building we have to re-think everything.
Less may equal more Kodi!
I agree Kodi. Catering for student interest and to explore concepts further and in more depth is hindered by a crowded curriculum.
Maybe asking those really good questions will lead to those spontaneous moments, and in the process deeply explore what needs to be learnt in the curriculum framework? Sure the curriculum is huge, but we as educators can filter it somewhat to deliver really meaningful learning experiences that can still give students the knowledge, problem solving and meta-cognitive skills that will see them successful in the world out of school.
It will be difficult to give up the classroom time to other forms of learning. Especially with the amount of content we need to get through.
Content Delivery to Capability. We still have a lot of content to cover, and while class discussions etc are suitable in some situation more traditional methods are more effective in the given time frames. Also class discussions generally get the engagement of a minority of students, leaving the rest to lose interest. However, fortunately my subject area enables first hand experiences through practicals and discovery.
I agree Rachel that while class discussion can be very effective in engaging some students, it just doesn’t interest others. With the amount of content we need to deliver it simply leaves very little time to really explore student interests. This makes it seem very challenging to achieve capability rather than just content delivery.
The self-esteem to self efficacy for mine. The language that he presents here is very familiar and I can hear myself saying these things in a classroom environment. A small thing like the choice of words that you use and the effect they have is very interesting.
Yes, we can all hear an echo of ourselves in some of those comments relating to feedback. Language and tone are so important in communicating and sometimes we don’t say what we really mean and like the presenter said ‘the students have an amazing BS radar’.
I agree, students are very good at detecting BS no matter what academic level they are at. I will have to remember to put “yet” at the end of my effort praise comments.
Jayson, I totally agree. Very interesting! Such small choices of words can make such a big impact.
The language that teachers use is so powerful. A throw away comment can be remembered by a student for a lifetime. Communication is so important. We need to be clear and transparent in what it is we want to communicate.
Yes. I will also need to be more conscious of how I give students feedback in the classroom. I often default to simple praise.
Expounding Learning to Experiencing Learning. There are plenty of opportunities to get kids outside and learning mathematics but I must confess I often don’t engage with those opportunities because it will be a lot to manage with students, difficult to monitor learning and time consuming to prepare/organise. I see the value in it and perhaps it is something I should look into incorporating more often in my teaching.
True that. It takes a lot of preparation to run a lesson outside the classroom and the feeling that you haven’t reached your goal for the lesson or that something wasn’t achieved is very prevalent in this learning environment.
You wonder about the anecdote about the class that went across the road to look at the buildings..did they do a correct risk assessment, permission note and variation to routine:)
We are often tied by the process.
Many kids actually like the routine and moving that takes skill and timing to achieve a good result.
Definitely. I am often needing to choose between staying on task and completing a teaching program on time, versus getting my students to engage in “real world” activities.
Can we in country schools even compare to the outside learning that a student living near a university, a stock exchange, a lab, a Conservatorium, a playhouse could get?
A very good point you raise Jacob. Schools in a rural setting can find themselves isolated from the ‘big ticket’ resources close at hand for students living in close proximity to the big smoke. However, I feel there are untapped resources we need to utilise in our local areas – for example taking students out to investigate a local waterway or historical building/site within the area to make their learning experience real and meaningful as it is a part of their home town.
Agreed. Teachers have great vision for their lessons to extend outside the classroom and I’m sure most of us would jump at the chance to exit the classroom in order to engage our students at a different level, but there are challenges when attempting to fulfill this vision. Possibly a whole school focus would assist, with time given to teachers to prepare these opportunities within programs across all faculties, which would ultimately be beneficial and excite students who choose the subjects.
Getting outside in to the real world can be vary hard at times. Purely due to distance and time constraints (and money) we don’t have the access to universities, museums, theatres etc
I believe that the most difficult paradigm shift Is that of content delivery capability. It is very hard with an archaic Education system. In the pods we are trying to give the learners more control over how they learn And the questions they want answered ,but we are still very much tied in with an overwhelming amount of content to cover in a very short period of time.
Yes indeed. Everyone calls for experiential learning and quality time to be spent exploring and discovering ideas … and then they throw an exhausting list of dot-points and paperwork requirements at us and we just revert back to what is ‘easy’ and ‘known’ to make time to get it all done.
I agree Carol, what happens in the PODS is great, we are on the right track to achieving amazing things with our learners, and I believe that the PODS are excellent in allowing us to achieve relationship driven teaching and learning, but with so much content to deliver in such a short time frame it proves very difficult to move from simply delivering content to actually building true capability in our students.
This is, I feel, the crux of the matter. An archaic system. Project Based Learning has such lofty goals, and perhaps equally lofty outcomes but the reality is we are still locked in to matching our students with some document that says exactly what they have to have learned from the experience.
I agree. And trying to do something different whilst being bound by the way the education system is currently structured is time consuming and doesn’t get done well due to the constraints of the system. The whole education system needs to be looked at – not just teacher practice as this is what is stifling teacher practice.
I totally agree with you Carol. Great points. I also think that it is very hard to do so as the amount of content that must be covered is extremely overwhelming and certain subjects like Maths are strictly content based.
Remembering my most influential teacher I remember their character, their personality, teaching style and how much they cared- not so much what they were teaching each lesson. This teacher was a relationship driven teacher. I liked when Michael said “students learn teachers not subjects”.
The paradigm shift of ‘role driven to relationship driven’ is particularly important for generation Z. They must know we care before we can expect students to learn with us. Within this though our challenge is when our learners with trauma backgrounds can of course seem unresponsive an
untrusting, this can be discouraging for sincere and genuine teachers. We must ensure teachers are supported in this and have the extra time to plan for and with these students.
This was exactly the reason I became a teacher! The one teacher I remember vividly and the content which I can still remember today was taught by a teacher who was relationship driven but also authoritative with high expectations of what I could achieve. He earned my respect because he respected me as a person, not an empty vessel.
I liked when he said “students learn teachers not subjects” and when he stated that us teachers are the only role models for the students. I agree that teachers need to be more supported and then extra time to plan for all students learning.
I believe the biggest challenge I would find is the shift from content delivery to capability building. The idea of giving students more control over their learning, being more actively involved in learning. Also the idea of continually re-thinking my role as a teacher and re thinking the goal of learning especially in an every changing society. To continually reflect on my practices and alter /change to suit the students within my classroom.
This is a big hurdle to get over – the transition of giving students more control of the classroom and their learning. A major shift in the trust of students is required on the teacher’s part/role in this environment.
I think the biggest challenge would be the shift from content delivery to capability building. Being able to shift the learning behaviours of students and change long practiced routines of us as creatures of habit proves a challenge.
I agree! i think this would be my challenge as well. However, i also believe that consistency within faculties and schools and having a holistic approach to providing the students with the tools to be life long learners would assist in this shift.
I agree Rohan, sometimes these changes can cause more harm than good. Many students (and teachers) are against disruptions to the status quo.
yes I agree. The challenge is great but needed in our current society. A whole school approach is needed.
I think that self-esteem to self-efficacy is an area that will always present challenges for us as teachers. Personally, I will often achieve this with many of my students in each class but find it a constant challenge to achieve this approach on students that are reluctant to let there guard down when they just don’t want to engage. Consequently, I find myself exhausted putting in the extra miles to try and get a win from the student; when it happens, the effort is well worth it.
The energy and time it takes is often a big challenge. But I agree, so rewarding when this does happen.
It can be a huge undertaking to break down this barrier with many students, and some students you may never wear down. I completely agree that it is such a good feeling when you do have some success.
I believe, there would be a combination of these paradigms at play in my context. There are definitely individual staff who struggle with being role driven and just do not make the connect that some of our students so desperately require. The focus on content delivery as driven by some of our curriculums will certainly present as an challenge to overcome (perhaps a greater focus in junior years is required initially). Lastly, with the well being framework in place, it may prove difficult to build self efficacy in students, though self efficacy is certainly something that would empower our students and future students to thrive, survive and succeed.
All of these will be important to the future as we teach hopefully with better ideas and resources .Making learning a real experience I think is a challenge and the idea of getting outside should be part of our lessons where possible.Having the confidence to implement new ideas and see how it works out for you.
I agree Noelene, I was definitely intrigued to hear how the Finish have their students outside for 15 minutes every hour. Movement certainly has its place in gaining greater engagement for students.
This is so true Noelene, I have a friend who has spent many years in Finland and has stated how amazing their education and healthcare system is. This is just one area that I believe would provide positive outcomes.
I love the idea of making real life experiences and getting outdoors. I think this shift links in extremely well with alot of learning styles of students but also being a connected communities school, the 8 ways of learning.
Expounding/experiencing learning. I can make learning real but it’s getting harder to make it more tangible and practical.
The most challenging shift will be from self esteem to self efficacy. Even though you give the feedback in a more positive manner that promotes the work and effort undertaken to reach their point of learning, there is still a lot of apathy in the general student population when they do not wish to try for themselves. To get them to undertake the investigation tasks in a manner that involves them to think and evaluate so that I can then give them encouraging feedback will take a shift in their engagement levels first.
Students generally lack self esteem and building this to self efficacy I agree will be difficult.
Good point Ian. Students self value and willingness to try and take on board constructive feedback is an issue.
In one of my previous blog comments I mention that no student will learn if they do not first want to learn. It’s so true how can problem/project based learning work if one of the 5 aims is for it to be student driven and students should monitor their own progress. The students do not value or care enough about their education for this to be even remotely possible.
Personally I will find the change from content delivery to capability and Expounding to experiencing more challenging. My reasoning for this is that, they both require more of a shift in skills and practice for me. These two paradigm shifts require greater change in personal and systemic teaching practice and will also require an adjustment period for students.
I already feel that in my role the importance of relationship building is at the forefront of my teaching as students tend to engage better and that building self-efficacy is something my subject training and personal practice has allowed me to develop more effectively.
I agree Toby, building relationships and being a good role-model is crucial.
I agree, the first thing to be developed is good relationships.
Definitely correct.You need to win over the students and develop positive relationships.
Content deliver to capability
It is a hard thing to implement with maths – but I’m going to try it.
Why because, why not. What I am doing now isn’t always working, so I’ll change something and hope that it works, if not then I’ll try something else.
We, just like students, need to adapt to our confides.
Agreed. If something doesn’t work why not give something else a go.
Each of these shifts will be difficult, however, the shift from content delivery to capacity building will be the hardest in my situation. I already regard the relationship between teacher and student as most important and spend time getting to know my students and continue to do so. Convincing students to take control of their learning is the hard part. It is difficult to break down the barriers to change the goal of learning from assessment driven to knowledge and understanding driven in our system. Modelling the mindset does bring rewards over time.
I think this will be the hardest for everyone to adapt to. At least you can say you tried.
I agree Jenny, but I also think that breaking down the barriers with the educators/systems is probably the more challenging part. students will have an adjustment period, agreed, but it would pretty quickly become the norm if they are exposed on a regular basis. They are in many cases products of their environment.
Will definitely take time to turn the ship around.
Hi I agree that building the necessary confidence in yourself and students to take the responsibility for their learning is hard particularly with having to tick the boxes in the curriculum.
Getting students to realise that they have control of their future and they are more responsible than they realise is certainly a hurdle that needs to be overcome. Some students will find it hard to overcome the difficulties they’re experiencing outside of school, some bring so much to school with them that the last thing on their mind is how the teacher is inspiring them to proceed with the greatest gift they can be afforded. The knowledge and understanding to empower them immensely.
Our own mindsets will be a significant factor in assisting and facilitating them moving forward.
The most challenging paradigm shift in my context would be the shift from content delivery to capability building. The school culture seems in many ways quite old school, with teachers regarded as deserving respect simply because they are teachers and their role as one of delivering content. Students expect to take a passive role in their learning and regard a lesson in which they have copied copious notes from the board as one in which they have worked hard. When asked to discuss a topic or question of importance to the learning activity, one of two things occur; either the room falls so silent a pin could be heard hitting the floor, OR the students take the word discussion to mean they may enter into a private discussion with their friends about irrelevant topics.
It is very hard to change school culture. Massive impact on the success or failure of this attempt to change.
I do not agree with this old school statement and unworthy teachers demanding respect unwarranted. It does not matter how we are presenting the work there is still a student apathy that needs to be overcome if learning is to continue. It is generally a lack of basic skills that needs to be addressed so that we can have students in front of us with some confidence from which we can then gather momentum and give them real feedback and encouragement.
Apathy is a major issue with students in many schools.
I believe that content delivery to capability will be the most challenging. This will require the highest amount of physical, resourced change and isn’t an either/or. A certain amount of foundation knowledge must be imparted before student exploration can begin. Student apathy and passivity within a classroom can turn this into a bigger process than intended and as a result leaves less time for application. In a crowded curriculum this isn’t ideal.
I agree with the points you have made – a crowded curriculum is truly hindering for building capabilities. Our curriculum could better suit and support this paradigm shift by being divided into the mandatory capability building points, and additional optional points that may or may not be covered as we build student capabilities and engage their interests.
I believe all of the four shits will be challenging however self-esteem to self-efficacy is the shift I believe will pose the greatest challenge. Praising for self-esteem has almost become the normal behaviour and in some ways I don’t think we even realise how much we do this. It has definitely become accepted behaviour to make sure everyone gets a prize and to not score at sporting matches to ensure there are no winners or losers. As Michael says, this is not great preparation for these kids for life. This is a problem we will all have to work on, as it is having and will continue to have huge implications for our youth.
Yes, so challenging. I especially find this hard for myself in response to my own accomplishments. The more that we use effort praise with students, the more students will use it with themselves. It is that ‘self talk’ that hopefully we can provide the soundtrack for.
I agree. Allowing students to never fail and continue through their schooling not having submitted much in the way of assessments or even participating in class does not help them in life. Self-esteem is built from within not from unrealistic expectations and ability praise.
I do agree with in so many ways – I also want consider the impacts of the current teaching methodology on this occurrence. If this methodology changes, will we see the same problems we currently have? Will the same level of disengagement exist? Will we be bound by the need to meet required outcomes????
I can’t help but feel that for many of these students who just scrape through the systems (not so much the teachers) is failing.
Self-efficacy is a developed by a person being able to feel PERSONAL achievement – not through false pretense of continued external praise.
I believe that the paradigm shift of moving from lecturing to flipped learning although difficult is a sure way to encourage student engagement and commitment. This will shift the rote learning to experiential learning and reflection as well.
But is it not a matter of what came first, the chicken or the egg? I mean, flipped learning may encourage student engagement and commitment IF they have the motivation, self-discipline and tenacity to engage with the flipped materials outside of class time. So how do we build that self-discipline and and tenacity that will motivate them to complete/view/read those materials at home, which will in turn, perhaps, lead to greater and enhanced engagement at school?
I totally agree. They need the basics first. Then flipped learning can be useful in the right situations.
Self discipline and motivation comes from success. The students need basic skills that many do not possess. We need to give them the skills even if it means reteaching, and then give them achievable goals through self motivated investigations that are then examined in a group settings with realistic feedback and effort driven comments.
Students will expedite learning from conducting hands on activities and therefore its so important that teachers embrace these activities rather than just standing at the front and lecturing.
Yes. Providing value to the learning by making it visible and meaningful for the students is definitely a great way of engaging students and providing higher opportunities for mastery. I wonder how often all subjects within schools can do this? For some it is easier than others.
Practical learning is great, not all subjects are easy to provide practical activities for. I find discussion and even debate, as well as student demonstration of graphs or such a great way for them to show their understanding or not.
I completely agree Joanne. Students are constantly engaged in a variety of different applications even just on their phones alone. Consequently, our classrooms need to engage the students or our chances of engaging students will diminish rapidly. Practical applications in a variety of contexts is essential for our new generation of learners.
Intentional and intelligent feedback
I think maybe shifting from self-esteem to self efficacy may be the most difficult. I like to praise the student for what they have achieved but need to re-evaluate how I do this so I’m not sending the wrong message, however well intended.