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 think content delivery to capability building is the paradigm shift most challenging in my context as I am so focused on teaching specific units and completing structured standard assessments it’s sometimes hard to re-think the classroom and remind myself what my students goals of learning are.
Definitely the expounding to experience learning…..this involves a whole new mindset on the content we deliver as well as it then being about more than me delivering the content and a reliance on others to be willing to impart their knowledge and experience.
I agree Jodie. The new mindset I feel would be the most time consuming and require the most management of time and resources. What is the first step in changing? I’m not too sure what it is and perhaps is the reason why so many schools are reluctant to adopt project-based or problem-based learning.
Being in the VET sector, i would find changing from being Role driven to relationship driven the most challenging. The other 4 Paradigm’s can be put into practice with ease. I do feel the students would benefit from a teacher being relationship driven.
Hi apottz77, i try to do this with different cohorts, usually TVET students.
And over a four hour lesson, I knew more about the students than previous teachers that had had this group.
Of the four paradigm shifts, although the shift from Content Delivery to Capability Building, the idea of moving from Role Driven to Relationship Driven and the change from Expounding Learning to Experiencing Learning are interesting paradigm shifts, I reckon the most challenging with my students would be enabling the transformation from Self-Esteem to Self-Efficacy.
Most of my students are adult migrants and some are refugees and although I try to be very supportive and extremely understanding, they lack the ability to appreciate themselves and their achievements. They always look for external approval and feel overwhelmed especially when their performance is tested. Despite the attempts to empower them with thoughtful, effort praise so that they developed the ability to exert control over their own motivation and behavior, they lacked the confidence to exhibit confidence, although they do improve, on teh whole.
All four shifts require an adjustment but the one I would like to improve on is the self-esteem to self-efficacy so that student develop a growth mindset. This would enable them to develop capability in study and life.
The wording of feedback will require more thought.
I also agree that self-efficacy is the most challenging paradigm shift among my students, too.
Judith….I agree….and our feedback definitely needs to be more considered
I also agree the subtle difference is difficult yet will have a big impact
I’d say the most challenging paradigm shift will be moving from self esteem to self efficacy. Many students I work with have low self esteem so will benefit greatly when they realise ‘I can do this” and go on to be successful at the set task
I agree, i see this all to often. Once the student realises that they are capable they do their most creative work
Certainly a difficult paradigm shift. Applicable to students of all ages and teachers!
hi Rhonda, I agree with you on this comments, student I have had before with low self esteem withdraw and do not want to even attempt tasks! but once they realise they can, its amazing to see their sefl esteem improve!
I believe that one of the most challenging shift is content delivery to capability building. Many teachers have the belief that they must know all the answers, deliver the content and are focused on the end product rather than the process.
The challenge then in TAFE is how to develop capability as a measureable process to encourage its inclusion in the training process. Beyone Competent, Not Yet Competent.
The change of content to capability will require an adjustment but will be beneficial to our students. It is going to be the change of teachers’ mindset.
I agree. This shift requires a complete shift in mindset, it can be scary to open yourself up to being vulnerable.
I agree, Alyssa. We need to realise the path to knowledge is just as important as the destination.
Relationships are definitely at the key to so much of this, especially linked with self esteem and self efficacy and role drive to relationship driven. Always the key to success for many of our students, the importance of having a champion, someone who believes in you.
I love the Everyone deserves a champion ted talk 🙂 Relationships are a huge factor in being a successful student. I was always told you must have the 3 R’s to be a great teacher- Relationships, Relationships, Relationships!
A lot of change required on the teachers behalf to learn and develop a set of relationship buliding skills, above and beyond knowledge and skillset specialisation.
Totally! It always makes a difference if you know you have someone in your corner.
Having someone back you and believe in you supports your success both as a student and an individual – we really need to find opportunities to develop those positive affirming relationships
I feel the paradigm that i will have the most difficulties adapting to is the 1st one Content deliveries to Capabilities deliveries, The extra out of classroom work is extensive now and feel adapting new teaching formats and making changes is going to add a lot of extra pressure… change is sometimes difficult as things move forward I’m sure we will adapt to the change.
There are lots of technological tools available to communicate content, and students should now be expected to utilyse these, even if the only one they use is “Google”. Our focus should be about “soft skills”, learning skills, resilience skills, capabilites, this is the challenge that we have, how do we do this.
I agree we need to shift the mindset of both teachers and students.
I think the change in the Teacher – Student relationship is a big change for many and a very powerful one. Many of my students have both parents working and feel that they just want time, they want to be heard, listened to and valued.
I agree , the students who thrive are the ones who you spend your lunch break and after class listening to their life challenges
The paradigm shift from content delivery to capability is really challenging for me because there are many units and assessments needed to be completed within the time frame of the course.
Alan I agree…and finding that balance between giving our students the relevant life skills for the course area and meeting all the regulatory requirements.
The shift from expounding learning to experiencing learning even in the VET sector, is a challenging one with reductions in funding and therefore time allocated to teach particular units of study. The paperwork and time involved in getting students “out” of the classroom and off the campus to experience learning in the real world is often a deterrent for many teachers. However, in our courses that have a big practical component this experience is essential – Covid-19 has added to the complexity of providing these “real” opportunities for our students.
Spot on… how do we convince ASQA and Govt’s that it is less about the content and more about the experience, the “capability”.
The shift to experiencing learning would be great, but I agree with Lee challenging in the VET sector as business are not forthcoming in offering assistance due to their business work load. The organisation by the teacher adds to their workload which appears now to be focused on students completing assessments.
Two new units I have had to teach this semester (Apply inclusive communication skills and Apply negotiation strategies) did not have assessment tasks on Learning bank so I was able to design my own and make the context “real” and practical. I received some encouraging feedback from my students as to how “fun” the tasks were, as the students did the work but I did the paperwork in terms of observation checklists.
I think the most challenging paradigm shift will be moving from self esteem to self efficacy as I find many students lack self esteem and have a need for approval and to be right all of the time.
This shift is a challenging one as I agree, many students have low esteem, low resilience and easily give up when things get a little challenging.
Agree, they are afraid to try if they do not know the answer or it is hard, they don’t want to “fail” although this is the learning part
The same with my students. Lana. They lack confidence and look forward to regular approval and constant external appreciation.
Yes I agree, students do have a need for approval and give up way too easily.
I think the most challenging Paradigm shift will be to drive from self esteem to self efficacy as majority of students I teach are coming from disadvantaged background. They have either dropped out of school or have experienced number of failures in their life. They all have fixed mindset and changing that is bit challenging
I feel the same, we need to be open to new techniques to change of capabilities for the future
I feel my learners will find it challenging to move from self esteem to self efficacy. Many come with a fixed mindset and often very poor self esteem.
Very True, that’s what we also experience amongst the majority of students in VET sector.
It is difficult to encourage students to believe “they can do it”
In the VET sector we aim for a combination of shifts 1 and 3 and I focus on being relationship driven, this session has me focusing on shift 4 and how to incorporate that shift.
Agreed, shifting of Paradigm 1-3 is always the focus but tchanging the mindset is the real challenge
I was teaching practical subjects so seemed a perfect opportunity to get the students out to participate in ‘real life’ situations, especially as most of them liked the hands-on approach, but the more traditional head teacher made it very difficult, citing all the paper work required, curriculum requirements and that they were going out of the classroom too much! We persevered and the difference in the student attitudes made the effort worthwhile.
Teacher – student relationships are the key to good results for students in as much that a student who feels as if they matter, is often more motivated to achieve and to push through the barriers.
I have found this to be consistent throughout my teaching. Sometimes it is not about what you teach, but your attitude in how you teach, that seems to be the most powerful for students.
Agreed, how you teach develops the relationship
Yes. If students find teachers care about them, they will try to be attentive in our class.
The relationship you have with the student definitely impacts the learning.
Creating a positive and supportive learning environment is key!
Yes, that’s correct, the manner of your teaching develops the relationship.
Yes this is true. I find if you put extra effort into contacting students when they don’t show up or show an interest in their lives outside of the classroom they are more responsive in the classroom and their attendance will be more regular.
I agree it is so important that students feel liked and valued. . Building strong relationships and environments where students feel safe and supported is essential for productive learning.
Yes agree, teachers need to build a relationship with each student and have mutual respect and trust for each other.
The ‘expounding learning to experiencing learning’ paradigm is one that I am very interested in and excited about embracing in my classes. I believe it is a great step forward but worry that the VET system is so geared towards us being a facilitator rather than a teacher that the limited amount of time allocated for preparing classes makes the development and inclusion of experience based learning hard in real time.
Yes: it is a balancing act Elizabeth.
However, content or foundations must first be expounded so that they can be experienced. They can only be experienced once the student has enough knowledge to build understanding and then, to develop their concepts. Expounding provides a good starting place; however, is all about how it is done in the classroom in my view.
I think that teachers need to be skilled expounders, and then , be able to ‘facilitate’ the learning by meaningfully linked activities to solidify the knowledge for the learner.
Personally, as a relatively “new” teacher, this way of thinking has been a part of my teaching for the past 5 years or so, and I have found it served me well. I think as an institution, education provision will continue to struggle with moving from Content Delivery to Capability Building because too many of us just don’t know how to deliver it. There is also a reluctant attitude to change the way “we’ve always done things”….
Content is key to knowledge in my view. There is no reason why an institution should stop delivering content; however the content must be made meaningful so that the student can understand how this knowledge will benefit THEM.
The two go together like bread and butter in my experience. Without good content, there is nothing to learn about.
I agree – content is so important, as the students need to acquire this knowledge ….it is about the way we deliver that is the key to this being relevant and meaningful.
Content delivery to capability is difficult because there is so much to teach and not enough time.
very true.
I believe vocational education addresses paradigm 1 & 3 satisfactorily, paradigm 4 can be developed through training & reflection. However, role to relationship is the most challenging! It is very difficult to develop trust & relationships with teenagers that come to TAFE with personal struggles.
Why? What do you see as the barriers?
I think building relationship needs to take time. Give your students time. They can sense your sincere care.
Relationships are the key, we underestimate the value of these in our teaching practices, students need to feel safe and secure to learn and grow.
Yes Cassie, I agree
Relationships are very important and immediate results can usually be seen, but time constraints make it hard to do for all the students.
So true!
Self-Esteem to Self-Efficacy simply because it’s something I struggle with personally and can see it now in my son too and it upsets me how much I have unintentionally passed on.
Totally! Being a parent and a teacher is a double edged sword! I myself grew up with the labels my parents gave – I was the smart one, my sister was the beautiful one….and now my own daughters see themselves as the “maths one” and the “english one”. Or one is creative and one is sporty…..I do wonder how much it suits us to put ourselves into boxes?!
Agreed! I have to make so much effort to change the words and phrases I traditionally look for. Hoping they role off the tongue a little more easily soon.
I was one of 5 kids so my mother said she tried to find one thing that each of us could be considered good at to make us feel more special. With the best intentions, as we have seen from this session, it backfires and we have all grown up feeling inadequate in so many other areas and it’s hard to change that mindset. Being aware of it has made me more careful both with my own kids at home and in the classroom.
I was so pleased to listen to him talk about the shift from role driven to relationship driven. Everybody needs to feel loved, respected, capable, valuable. That is how some teachers always seem to end up with ‘really nice classes’ and others seem to always end up with ‘a demanding class’.
100% agree. The teacher who demands respect v’s the one who gives respect and hence naturally receives it back.
I agree. Building rapport with your student can make such a big difference in their lives and ours.
Yes: it is definitely about the relationship first. Sometimes a teacher may not be the best, but their actual presence motivates the learner.
Absolutely – we need to ensure that basic needs for inclusion are met,also valuing each other ( and in turn being respectful of each other)
Number 1 – content delivery to capability building. Not everything about this paradigm shift but some aspects where I’m very ‘comfortable’ delivering content.
I feel that content delivery to capability delivery will be the most challenging, as our education system is set up to be content driven. Finding time to factor in experiential learning opportunities will be hard to find and not always appreciated by the parents or the educational hierachy.
Good point Sharon. We are expected to deliver ‘X’ content in ‘X’ time-frame.
How is this actually possible? as we all learn differently.
There is so little time and focus on the preparation side of teaching that it’s hard to break the old habits and spend time planning better methods of delivery.
I agree! I think parents also have a big impact on the school system. It takes time to use 21st-century methods to teach students however the impact on students can be quite powerful.
Content delivery to capability building will be challenging as we have very structured curriculum that must be delivered and assessed. The evidence collecting and reporting requirements driven by an outside body drives us along our journey. We also have unrealistic time frames to adhere to. It certainly will be a challenge to try and use the four paradigm shifts in our teaching.
Lorraine, I agree – the compliance requirements can be a challenge here.There has to be a way though.. so it is great to have time to reflect on the ‘how’.
I agree.
Definitely content delivery to capability building… why, due to training package elements and performance criteria and expectations, content expected delivery and reporting requirements to meet auditing purposes. Time is a factor, less time these days to deliver/capability build to met reduced funding (Vocational education)
Such a good point! Pressure of audits
The shift from content delivery to building capability is the most challenging with assessment requirements demanding an increasing amount of knowledge evidence. Skills building requires time – opportunities for active learning and feedback, building confidence, learning how to analyse and problem solve. The scope and complexity of learning outcomes in current curriculum is often unrealistic for the time frames available for learning. Education is increasingly assessment driven.
very true, so how can we make time for this?
Content delivery to capability may involve the most changes because of the resources we are given to work with and also the set content that we must deliver in a certain time frame but I am willing to look at re-designing my lesson plans to make changes where possible.
I think that content delivery to capability delivery will be the hardest to change. We (in adult learning) are shifting towards more online learning platforms and in addition to this I often feel we are teaching to assessments. The challenge will be managing this & finding a balance that will work for our learners.
Yes I agree with you Anna – it will be very challenging and we need the support to be able to achieve these shifts.
Yes! Teaching to complicated, compliant assessments
Agree. Teaching to assessments is becoming all too common
Building Role Driven to Relationship Driven. Maintaining good relationship with learners would foster self confidence in the learners and they would not feel threatened in the environment. They would be encouraged to speak up and discuss things openly.
Absolutely, & this can only be helpful.
I identified myself as an ‘affable’ teacher but I will now work more towards being an authoritative teacher.
Yes, I feel that’s it’s sometimes difficulty to develop relationships with students and still maintain a ‘professional distance’.
Yes, being the affable teacher is OK, but the authoritative teacher is more appropriate
Experiencing learning is nothing new, but needs time and effort and willingness from our leaders. P.S. Time spent outdoors in Finland is mandated as free play, it is not a structured time.
I believe that content delivery to capability delivery will be the hardest to change. If the current emphasis on ticking the boxes and ‘show me how you measure this’ continues, teachers will be stuck in the past as assessment and reporting will lag.
Agree Robin
Sorry, I spelt your name wrong, agree with you Robyn
Oh no! What about the NAPLAN?
As an offsite (correspondence) teacher, I think I would have the most difficulty with the Role Driven to Relationship Driven. This style of teaching has its benefits and conveniences for teachers and students but it is not conducive, I believe, to providing role model examples etc.
Yes MS Teams and online learning definitely do have challenges with relationship driven learning. I have found this the case in Term 2 when we have been using this method of delivery. I also find it hard to ‘read’ how the learners are really feeling – it is difficult to see their facial expressions especially when the camera needs to be turned off to safe broadband. This will be an ongoing challlenge.
Self Esteem to Self Efficacy. I find it more & more challenging these days to instill confidence in my students in their own amazing ability. Socio economic background has great impact on their self belief and resilience. I feel that the first three paradigm shifts are achievable from a teaching point of view. The fourth is influenced by so many factors, many out of my control.
Yes, we need to be careful with this one as it is a fine line between the two.
Good point to reflect on Sue – thanks for adding to the learning
I think moving from content delivery to capability will be difficult in the education system while we are still focusing on Naplan tests and HSC results and content dictated by the board of studies. Recognising that the values and attitudes we are instilling into students is important is a start, but there is still a long way to go. At the moment though we are facing an overcrowded curriculum and a lack of resources which make things difficult. Students in rural areas definitely find it harder when they have less opportunities to experience things and lack the drive and interest that is required for them to ask questions and seek answers, rather than just being spoon fed.
I believe the most challenging paradigm change in our context is the content delivery to capability building. So much of what we do is entrenched in historical roots and any attempt to make significant change is viewed with skepticism by staff, community and even students. Sometimes this is out of fear, sometimes out of laziness (for want of a better word) and sometimes out of narrow vision of what else is possible.
I believe looking back my experience as a teacher in Business, with many struggling students: Expounding Learning to Experiencing Learning. Because they have no imagination how the management operate in in the real world.
No doubt relationships are key to what we do. I hadn’t seen this ‘model’ of relationship style presented before and definitely found it a beneficial way of reflecting. One challenge of this is that staffing of schools – perhaps even more so in country schools – is a ongoing process to attract and retain staff. Leadership at both a whole school and faculty level is key to supporting staff in their relationship style with students – although at an individual level encouraging change in people’s personalities is not ‘an easy conversation’ or ‘short term solution/ quick fix’ either. And then this model of relationship could equally be applied to supervisors and their staff. These factors combine to make staff-staff and staff-students dynamics a fundamental driver for successful schools. Perhaps even moreso in periods of change.
I feel really fortunate that I am currently part of the leadership team in a school that has an expressed vision and plan that is in action to work towards many of the key aspects identified in each of these four identified ‘paradigm shifts’. It is motivating and reassuring to know that we as a school – as a reflection of our Senior Leadership Team are heading in the right direction. We may not necessairly use the exact same wording and terminology to describe what we do but the basis of the concepts is absolutely present. We are just about to come into a new planning period 2021-2024 and I am certain many of these concepts will become priorities for the next few years. This is an exciting and motivating thing to be a part of. Even to this point, there has been significant challenges from a system, community, staff perspective. Many barriers encountered – although even so we are further along the continuum than we could have been if we had a ‘status quo’ mindset.
The challenges make it hard to do but when you take the time to reflect on what the opportunities are the choice should be an easy one
I think the most challenging in a rural country high school will be content delivery to capability delivery. I think in more conservative areas people are not as willing to embrace change particularly when they have individually had success from what you are wanting to change. Traditional schools have educated so many in a country town and have, in many cases, educated the teachers who return to teach in the same school. In these schools there is not the same perception of the need to change, not just within the profession, but within the community. Moving away from content delivery which has been so many people’s experience will be more challenging in these settings.
I agree and have discussed this quite a bit with Don. I think from what we have found the community will get on board with change if there is a solid rationale and clearly communicated vision behind it.
The most challenging paradigm for me would be self-esteem to self-efficacy. As we know, every student learns and takes on feedback differently. Praising performance can sometimes be more important that the end product. The 21st century is all about the process and less about the product.
As teachers we need to remember this and also know what kind of feedback will help a particular child. Focusing more on their efforts will mean that feedback will benefit them during their work period rather than their success at the end.
I really like that comment about “praising performance can sometimes be more important than the end product”. I will try to keep that in mind.
I agree that students need feedback, and younger students need quick feedback. Talking about something they did yesterday or last week is a lost cause. Also artificial praise is useless. Children know what is heartfelt and true.
Great comment. Process is so important. Students need feedback on this & the opportunity to reflect on the process themselves. Feedback should be timely & genuine.
There are many issues such as poor literacy, self image or even the ‘self acceptance’ which Micheal discussed in the earlier presentation, which can result in these approaches being difficult or not as successful as we wish for our students. However teachers of the arts in schools are familiar with these, or variations of these, approaches in our classrooms. It is pleasing to see that the ‘creative’ approach is being recognised as a valuable method to engage and develop student capabilities. We are not content driven; the realisation that a positive relationship is necessary before students will be trustful enough to produce works which reflect their true belief or feelings is long understood; we expect our students to experience and experiment with techniques to develop individual results; and self efficacy or mastery is our goal for students even though it can be one which takes much time.
This paradigm shift is long overdue.
Totally agree Karen. The creative areas are so important in the wellbeing of our students aside from curriculum
Feedback is key and someone once said it is the ‘breakfast of champions’. Anything we can do to make feedback positive and valued rather than something to be avoided will be very important for our students. I think praising effort, while difficult is a powerful driver and one I will strive to deliver.
Hi Mary, i agree that feedback is very important. I teach students with various disabilities, and they often lack the drive, prob because they believe they are “not smart”. It is changing this belief that is important and using Carol Dweck’s theory that the brain is a muscle that needs to be exercised is important. I have found the How2Learn stuff very useful in implementing these ideas into my classroom.
I believe Self-Esteem to Self-Efficacy will be the most challenging in my class and stage. This is because being mindful and careful about the language you are using to communicate ability praise vs effort praise can be challenging. I can easily fall into giving a student ability praise or feedback without thinking and then this could end up having a negative effect on their learning. I will continue to find ways to engage and be encouraging by providing the right strategies for a student to follow. It can also be easy to give up when you feel you have given all the possible strategies at the time, perhaps then it’s time for a mental break!
I agree Alex. It is also dependent on the student and what kind of feedback is best for them. Some forms of feedback will not work every child and that it why is it important to understand the different ways each and every child in your class learns and progresses.
I think for me it will be the expounding to experiencing paradigm particularly when using technology. I admit I find PBL difficult to get my head around as well as some of the newer technologies and finding tangible learning experiences that are meaningful for the students. This would be closely followed by the content delivery to capability building by flipping the classroom.
With technology changing so rapidly, I feel we need to keep up to date and continue learning the new skills. Otherwise, our students will not be getting perhaps the latest experiences and will be challenging.
I agree Alex and in this context its important will all embrace each of the paradigm shifts covered in this session. Each shift will naturally impact on how we all see education as a whole and with changing perceptions should come authentic change.
I can see that the ‘flipped classroom’ is a challenge in our junior classes but perhaps that is a matter of assisting students to experience the benefits to be gained once they have engaged with it in a meaningful manner.
I really like the self-esteem to self-efficacy shift. Once kids have a more inherent sense of achievement and don’t look for praise they have the potential to develop into resilient life-long learners.
I agree! This will also allow students to be resilient on the whole.
Yes it is great to see the student who ‘thought they couldn’t’ at the start become the confident one who has achieved a deal of mastery over the process at hand.
The shift from self-esteem to self-efficacy seems like a move in the right direction. They both involve confidence but I think self-efficacy sounds more durable. Self-esteem can be easier to be eroded, I suspect.
Love the quiet moments in the room, when all are engaged and working. Self-efficacy in action.
Yes, for some students, self-esteem seems to be based almost entirely on their social media profile, so this becomes quite challenging when feedback given in class doesn’t meet their expectations.
Students feel safe when they only have to take in the content. The shift from content delivery to capability building will require a shift in the students mindset as well as the curriculum. I have always focused on relationship building ever since my first principal told me that teaching was about relationships. Its also about providing a safe environment where students can take risks.
I agree, building positive relationships with students can only lead to creating a positive and safe learning environment. Students can have a chance to explore, make mistakes and learn without feeling judged. I hope this is then when the real learning and connections are made.
I agree that teaching is about relationships. I strive to build a strong relationship with students but no doubt it is much harder with a few than with the majority. Finding the key to creating a productive relationship is key.
The relationship building is so powerful, I can remember when I decided 20 odd years ago to say hi to the ‘bad boys’ group as I walked past each morning rather than avoiding them. Absolutely game changing.
Brad, this would put you in the growth mindset category
Definitely agree with you Kelly. Relationships, relationships, relationships. Without it you have very little. It may take a bit longer to get to know them before you can get into the curriculum, but will definitely pay off in the end.
Yes, building good relationships, is the key to encouraging participation in the classroom, so that students feel valued and safe to contribute to their learning.