There are three keys to building capability:
- Re-think your role
- Re-think the classroom
- Re-think the goal of learning
What are some of the implications of making this shift toward building capability?
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There are three keys to building capability:
What are some of the implications of making this shift toward building capability?
One of the biggest implications is that some teachers would make the shift from the lecture style to a more free flipped method, while others might not. Student could be feel lost and unsure of how to react for the outcomes they want.
Also the compliance methods (assessments) around measuring a successful student would have to altered significantly to ensure this re-think would work properly. As it should not just be a rote learning, memory and test. it should be learning and then seeing how they can apply what they have learned in a new situation that will actually equipment them with that creative and innovative skills that they need for the future.
It would be great for a portion of the timetable to be a flipped style for every class to aid students in adapting to change. The open classroom style would not suit every student just as formal classrooms don’t either.
One of my favourite aspects of school was learning new information and recalling it. I enjoyed learning planet names, dinosaur names, times tables, sporting teams and players, Oscar winners, historical events, etc and felt this provided engagement for me as I feel I have a good memory that could be tested.
Maybe my enjoyment of education was suited for the time and now I must adapt and suit the needs of my students who are part of a completely new and exciting world.
Making the shift towards building capabilities is needed to meet the goals of the Melbourne Declaration and prepare students for life in the 21st century. Practicalities such as resources including professional learning, time constraints and funding, create challenges from moving towards this shift in teaching pedagogy. Constructivist methods of teaching will provide opportunities for students to gain the skills they require to succeed, perhaps more professional learning is required to support teachers in adopting these pedagogies, whilst also acknowledging the important role of explicit teaching.
As educators, our role is always changing to maximise learning outcomes for students.
I think as teachers we are continually trying to re-think our classroom pedagogy and the learning intentions of lessons.
But to what capacity are our thoughts becoming actions?
I agree, but there are many restraints that impact including the workload and expectations of what teachers need to do to meet day to day DoE requirements. This impacts on what we like to do and reality.
I am open to rethinking my role as a teacher and feel that I have adapted my teaching strategies with time. I do think that the fear of losing control is there for some teachers and therefore they are not willing to give up the traditional teaching methods that have worked for so long.
I agree some teachers will fear giving up that control and some students may also feel lost without that guidance they have been taught to expect from a teacher
I feel most successful teachers have adapted new styles and changed approaches but we need to clear the final hurdle of this new approach. We need to be provided with more in order to complete this. More funding, more time and provided from the government, policy writers, curriculum developers, leadership of the school, and community support. I wonder how the new curriculum will allow us to adopt these practices.
We deliver practical based content in the kitchen and hence we do need to exercise that control to finish in the stipulated time frame. In this case I really feel that I am a control freak but this is key to the completion of the task. I guess i can adopt these great strategies in the theory classes. Since the launching of the online classes due the Pandemic I feel there is better interaction with the students
I am open to re-thinking my role and am old enough to have made changes throughout my teaching career more than once. The environment in which i teach however has never had much of a change as there has never been the money to fund this in a way that would make a dramatic change. I find the goal of learning for students is different for each one and trying to meet all these goals and needs can be quite challenging.
one of the largest implications for those who are eager to make this shift is finding the balance between making it work for the students and still meeting the regulatory requirements….and hence the implication of issuing qualifications that aren’t seen as “valid” however may be more useful than a “valid” qualification.
That’s a really good point, Jodie. And something that is being spoken of in the upper echelons of VET training in recent times. To meet ASQA requirements for “valid” qualifications can we alter our practices to adaptive learning?
The question for most VET providers at the moment is Certified Qualifications or Uncertified Industry response qualifications.
Yes this is especially true when we are very rigidly controlled by training packages. shifting away from a holistic assessment approach to a very prescribed way. The training packages are very rigid and due to slashing of delivery time, this becomes a huge barrier
As teachers, I think it’s easy for many of us to re-think our roles, the dynamics of the classroom and even the goals of learning and adapt to the needs, but there are other factors that have to be taken into consideration. In the first place, we have actually lost the essence of the ideology of teaching, leave alone that of facilitating cognitive and meta-cognitive approaches to learning, deep thinking and capability building. Very often, teachers are expected to teach to the assessments and getting the students across the line s as to be able to attract funding and more business. Flipping the classroom is a brilliant idea, but mixed-ability classes with disparate students who have varied systems and resources to study, limited resources for teaching, lack of space and time for instructions, absence of effective professional development opportunities for teachers and dismal attitudes of students all add to the setbacks of the utopian shift.
I should mention that, the transition to blended/ connected delivery and online teaching has offered some glimmer of hope, but has placed a huge strain on the students who have been struggling to cope with the shift to more self-assisted and adaptive learning methods. The issue of varied systems of delivery and disparate technological/ computer skills has added to the woes, though. When this situation of the eases I would definitely like to rethink and reinitiate the strategies mentioned in this session.
I love the idea of flipped classrooms and have even tried to flip my lessons, but time constraints and limited resources, in addition to, learners with disparate learning styles and competence has hampered my trial. The courses are assessment-driven and result-oriented which leaves no time to experiment these excellent strategies which would actually benefit our students, in the long run.
This has definitely been a moral defeat for teachers who care for the quality outcomes of their students. The “push to pass” is detrimental to the students’ actual capabilities. This is something that the government definitely needs to look at.
Rethinking the teacher role I see as an easy adjustment for the teacher but a little surprising for the student. The classroom organisation would be dependent on what you are teaching and in my case it currently involves PC on fixed desk tops. So to change this as suggested would mean the use of laptops – who would provide these? Many of the students have laptops with varying capability and software. The idea of being trained at a TAFE institution generally means the equipment will be provided for the students. With the connected learning that has taken place due to COVID 19, the disparity in student’s equipment has become very evident. The shift to re-think the goal of learning would require a minor adjustment for the teacher but more for the students who expect to be provided with material to answer the assessment questions.
I am struck that the central problem in the VET space space with these concepts is that our funding bodies and compliance arms are all developed around the “traditional” concepts, making these changes, directly impacts on our ability to fund ourselves. A circular problem.
As a librarian I feel that this is what we have always done in libraries, the mantra of ” show a patron the answer, they have the answer, show them how to find the answer, they have a life solution”.
I do however love the concept of flipping the classroom, and can see how this can be implemented even in the stodgiest old school mindset.
I agree Matthew the funding to make some the suggested changes would be expensive.
I see using the flipped classroom with connected learning almost a MUST in order to complete the curriculum on schedule.
agree the age old saying teach them how to fish, don’t fish for them
The concept of getting students to think and find answers for themselves is spot on, it works. They actually try and give an answer to a question.
Rhonda this is great and as you said “spot on”….and I actually find the “down side” of loosing control exciting!
I also agree with your comments – students do try and give an answer to a question
Implications such as the fear of moving out of our comfort zone and what we know would be hard shift to make. Many teachers have been teaching ‘their way’ for so long that its difficult to break habits, patterns and change their thinking and practice.
I love the idea of a flipped classroom (function and form) but many schools do not have the funds to purchase elaborate and expensive furniture to create these awesome spaces- What can we do to utilise what we have already?
It is definately a re-think in terms of curriculum planning and what the expectations are from above us in terms of what we need to teach in terms of assessment and reporting.
Liz, yes, I see that as the biggest challenge for this too. Hopefully there will be a growing enlightenment to this sort of thinking over the next few years.
It is a scary thought, having to relinquish control in the classroom! However, I really love the idea of allowing students to take more control of their learning – for them to become the ones who both ask and answer questions. I think, again, the success of this type of new, contemporary approach to teaching and learning could be hampered by our current content heavy, assessment based curriculum.
Hi Laura, I agree the assessment based curriculum is making it harder to provide students with what is required.
Relinquishing the classroom control may be difficult for some. My concern would be how to cover the material in the same period as when a teacher had control.
I’m with you on this one, Laura and Judith. Our assessment-driven, result-oriented curriculum that is controlled limited resources – space, time and sometimes infrastructure/ equipment.
This is going to be a difficult time for teachers to adapt to the new concepts and loss the of control as a teacher.
Its very hard to get the current student to research the information needed, I will try to use some of these techniques learnt to enable to student.
In the current environment with online learning and a relook at the teaching role, expectations and resources we are poised to move in a different direction or to do the same as always. Those who resist change will be left behind. We need to release control and learn with our students. It is scary!
Couldn’t agree more, Tracey! It is always scary making changes, but often embracing the change can be so rewarding…
I agree… those who resist will be left behind, and sadly, so will the kids.
Such a valid point to bring up in the current climate of education. It’s amazing how quickly schools adapted to online learning platforms. Imagine the possibilities when these skills are incorporated into current teaching practices!
The three keys to building capability can certainly help our students acquire best learning. However, it is a very difficult task for teachers to complete the volume of learning and the number of assessments in the limitation of course time. If there is not a change in the curriculum design, it is hard to shift the goal of learning or our facilitator role.
It will be interesting with the new curriculum and the focus on Maths and English whether this will be considered.
Definitely, I am concerned with the volume of learning and the limited coarse time
The push for shortening timeframes and less f2f contact with students seems to fly in the face of this new flipped classrom. I want to have conversations with my students, i want to help them develop lifelong skills that are flexible and enduring, but I am hamstrung by systems designed to limit those very interactions as non efficient and costly.
Yes, Matthew. I love the idea of flipped classrooms and have even tried to flip my lessons, but time constraints and limited resources, in addition to, learners with disparate learning styles and competence has hampered my trial. The courses are assessment-driven and result-oriented which leaves no time to experiment these excellent strategies which would actually benefit our students, in the long run.
I really enjoy using class time to discuss and complete tasks and group work related to the content that students have access to via the online platforms. However, getting students to complete the pre reading is the challenge as many still just want the answers
Teaching in the VET sector i have sound some teachers are willing to just give the students the answers as opposed to helping them find the answers. Therefore making colleagues look bad. re thinking the role of the teacher will help this.
With online learning as our future classrooms, some of the concepts put here may need to be relooked.
I agree
i agree with you on this one Sujeet!
I enjoyed the concept of trying to get students to think and find answers for themselves – asking them a question when they ask a question.
Agree, but we need to change the thinking of the students and get them to want to find the answers rather than be told, we need them to be curious.
Such a difficult teaching point. Teaching curiosity is a challenge for everyone.
I agree. I think when you use this approach in the classroom you are really encouraging students to think more critically about the world around them – a skill that is so necessary in this day and age!
I agree with this comment Lana! Makes them think as to why it is happening or has happened! I find some students just want the answers without the workings behind it!
We will need to ensure we are equipped and ready with new skills to deliver/teach/assess in new and creative ways. We need to carefully consider how we differentiate to meet students needs in the way we present material and we will need to be ever so careful to maintain access and equity.
We need to ensure that we educate our stakeholders in recognising the shift in paradigm too.. so that learning is still respected , regardless of the methods used to achieve a goal of skill and knowledge development.
I agree. Teachers need to realize their changing role according to the changing needs of the future society and students.
I agree, we do have to adapt and change our teaching methods
Although classroom discussions are beneficial, it is often the same kids that participate and it can be hard to encourage the quieter ones, who would much prefer the old system of learning from the teacher.
True, that happens in every classroom and becomes much more difficult in online sessions
sometimes it can be hard to engage all the students in the room
There will always be the students that hide at the back of the class and hope you don’t ask them a question. It would be nice to see that turn around having them asking you the questions.
I agree this is a challenge…. we need to use strategies to get everyone involved in these discussions. I find that the quieter students are often more involved when we work in smaller groups rather than as a whole group.
Yes, classroom discussions are beneficial especially if everyone participates, not just a few students. The quieter students when encouraged often come up with interesting answers
Some great questions to think about – and really like the respond to a question with a question – encouraging students own capability. Great presentation again!
Teachers who are not willing to make the change. Teachers who are used to teaching students using the teacher-centered model are a massive implication towards building capabilities.
Students often still want to have their learning in quantifiable terms. When you open things up to a building capabilities model students won’t always give the learning the dedicated time needed to develop those skills. This is especially true if they are developing soft skills and if they can’t be recorded in some easily measured way.
What learners perceive learning to be? I remember students in my 1993 Psychology uni class – all mature age, complaining about a lecturer who gave us an assignment to do by discovery learning. Yes, it was uncomfortable at the time. However, with time and reflection, it was a great learning experience. Thanks Bob!
‘Discovery learning’ can indeed be fun. However, when you are in school or uni to learn something, you go to the expert – the teacher. The teacher’s role is to give you the information to save you time. From there, you will be given a research project, armed with the foundation knowledge which you have gained in the classroom. That is what teachers do: they save the student TIME.
If one had time to reinvent the knowledge that is already out there, go exploratory learning. But if one wants to learn and understand in order to develop the capabilities needed to be able to develop further, then one must start with the bedrock of what is there.
Kirshner, P. (2006) Why minimal guidance during Instruction does not work. An analysis of the failure of Constructivist; discovery; problem based; Experiential and inquiry based learning.
I have tried to work with students within a flipped classroom and have found that many students (adults) don’t do the preparation so are not able to participate in the classroom discussions, i wonder how i could restructure our timetable so that this could be included into lesson time, as such.
Good observation Cassie. I to have this experience. I send out material before each online lesson and asked the students warming into the online lesson “who has looked at the pre-lesson material?” Response nil. Anyone with successful strategies? Please respond.
Interestingly, this was EXACTLY the same at uni: mature students – no prereading done before class. Those of us who had read, then had to sit and wait for the teacher to bring those who had not, up to speed.
I can only think that a incentive of some kind may work – but in the end, it is up to the individual to do the work.
Can I hit “Like” for this question. I too would also like to hear anyone with successful strategies. I try not waste the students’ time who have done the pre-reading but this can often backfire on the success of the class discussion as there are only a small percentage who are able to contribute.
We often incorporate an exercise that requires them to pre-read the information that can then be counted towards classmarks.
I agree. I think it is hard for students who are young to get them to do the preparation independently. This does not always work as some students need more support than others.
It seems this post has hit a common experience. I too deliver using a flipped classroom model and frequently find that learners have not competed ‘pre’class work. I find too that varying degrees of ability (specifically literacy levels) meant that flipped learning varies int he tie needed and students want me to tell then ‘how long’ it will take them. I reply explaining that learning is different for everyone..but they would like a one size fits all method of lock step learning.
Great point!
I have also fund this as an issue – this is then unfair on the students who have completed the pre reading. It would be great if we could find ways to incorporate these requirements into part of the assessment for the course
I think the implications are only positive for both teachers and students.
The biggest we have always had and will continue to have is the lack of resources and funding. The obsession with measurement of success by some arbitrary mark set by a bureaucrat in a cubicle is what stops every single attempt at modernisation and change.
There will be old school teachers who will need to adapt or leave because the new world will leave them behind.
We need to stop expecting “Listen-Remember-Regurgitate” because it does not demonstrate understanding.
I can’t wait!
I agree with you. Having funding makes a big difference in terms of resources and funding for training for teachers.
We also need to get the teachers ‘on side’ that these new methods are the way forward as many are reluctant either because the focus is on passing exams and the marks, or because it’s seen as just too hard to change the system.
With respect, you are incorrect. You can have all the money and resource thrown at you as you like, but if the teaching methodology does not provide students with the foundational knowledge which they need to be successful, then it will fail.
Old school teachers are not the problem ( although I am not really sure where you mean ‘ old’ as in aged, OR old as in ‘old school’ methods. In either case, you it is clearly NOT the teachers who are at fault. As you read the comments here , you may see that it is the students who, no matter what new fandangled and up to date pedagogy is implemented, they do not respond in the excited and eager way in which the educators assume that they will.
Why would this be?
It had not been about ‘listen- regurgitate – remember’ for years – and now we are seeing the result with children who do not know the alphabet or the times tables.
See Paul Kirchner for more on this.
Agreed, more funding required to implement these measures
I have no doubt that flipping the classroom is what we need to do. But, and maybe it is part of the control aspect, how do I cater for the needs of children who are easily distracted and/or need emotional/behavioural support? There are some kids who I believe would really struggle being in free flow enviroment with 2 classes and huge windows. Would I be spending twice as much time with them, and therefore lose my time to properly facilitate other children?
Maybe consider that the current function and form of the classroom is what’s the problem, rather than the student?
Our students are bombarded by multiple sensory inputs all day every day in a way that we never experienced. So how can we expect them to “behave” in the same way we did?
Liz i imagine that you would need to be resourced to manage this, additional teachers and engaging learning curriculum spaces would be the key
Exciting concepts to play with and think about – hard to implement in practical terms. That doesn’t mean they are not worth doing!
Yes, they’re certainly exciting concepts, its great to be more open and respond with a question really works well to get the students thinking
Building capability will require more resources and more training. Parents and students will need to be convinced that the required amount of learning is still taking place even if students aren’t sitting in rows and listening attentively!
Capability is difficult when the system rewards content.
What doe you mean? Without content, there can be no capability. What is the student meant to be capable in?
The problem is that students learn in different ways so how can we say one model is better than the other?
It is difficult to rethink our role and lose control – we try to manage behaviours and teach at the same time. We need to have control but in a different way by leading and facilitating rather than controlling the answers that our students give. The new look classrooms would be a great environment but I would need to think about the distractions through the glass windows and ask – Is it important for students to stay focused in our classroom or should they be able to day dream and look into other classrooms and see what the other learners are doing. Consideration does need to be given to What is the Goal of learning? Do we still follow a curriculum or have a more broad base set of objectives?
As a teacher in both early childhood and vocational learning, I see my role varies depending on cohort. In early childhood, our philosophy is very much around facilitating learning, co-collaboration with children, exploring together, hypothesising, researching – dispositions for learning.
As a vocational teacher, it really depends on the individual student at times, many want the answers given to them and I do worry about what they have actually learnt, whilst ome love that debate, discussion and application in the simulated workplace. Its about a balance to meet all needs as this is something that cannot be changed overnight – I will though consider this in my next class of teaching or should I say facilitating.
Working in vocational education, the role of teachers is very much facilitators of learning. Questioning, problem solving and evaluating learning experiences are everyday tools and the classroom is often a simulated workplace. Students straight out of school are excited by this, but their expectations are clearly that the learning will be teacher led – they want the answers given to them rather than working in groups to problem solve and find solutions: they need to learn how to do this. The implications of rethinking roles and building capabilities is that the students will be more workplace ready – including a smoother pathway into vocational training.
I work in VET too and found some of the suggested ideas reassuringly familiar
Absolutely. I’m VET and primary but came to teaching after the age of 40. I consider myself to be an early adopter of technology and I love my job. Why? Because I don’t see myself as a “dumper of data”, but as a learner myself. The first thing I say to my students, no matter their age is “I don’t have all the answers”.
I’m the same Keri and I find it so exciting when you can go on a learning journey together with a student.
Certainly it is challenging learning how to move from a teaching to more of a facilitating role. We need resources, structures, systems & training that help us as teachers develop these skills & feel confident in making the changes to benefit our learners.
Yes I agree with you Anna we do need to have more professional development with the way towards the 21st Century teaching and to help us to rethink but we need support with resources and developing our skills and knowledge.
Yes to resources. I’ve only just got wifi in my classroom. I’ve got one student computer in my room. Walking 6 laptops through the playground at 8.30am to find most not charged, is not a great way to start my new age classroom.
Agree. Teachers don’t always get what they need to achieve what is required
I agree – change without support is difficult.
Personally, I am excited about making changes and also interested to give it a go. I like the idea of a flipped classroom but worried that students won’t do the pre-work then come to class and miss the important content that others have done? I would also like to hand control over to the students but would be a bit nervous in doing so.
I agree, I find the giving the students more ‘control’ is risky. In my experience with adult learners it can widen the ‘gap’ in the classroom. I do however agree that it is the way of the future.
Yes Amanda, I have experienced this in my teaching, no pre reading done – and for those whose reading is not their strong point can have even more of a detrimental effect
I agree with your worry that some students may not do the pre-work for the flipped classroom to work.
Implementing these three keys for building capability is going to introduce flexibility. This would give rise to deep thinking and hence build the capability among learners.They would not feel threatened in the classroom where the answers to problems is not expected in a time frame and also not limited to set of resources.
Certainly it is challenging learning how to move from a teaching to more of a facilitating role and re-defining the measurement of demonstrating learning.
I think most teachers are keen for this move, but the limitations of time, curriculum, resources and assessment requirements are barriers.
Yes teachers do want to move forward and update our environment and our own personal skills we need to be given time to develop these and investigate and research other schools or countries that are leading the way to 21st Century teaching. If we were given the time I am sure we all could use our own creativity and innovation within us.
I was heartened to read the ‘curriculum’ review released a few days ago. Stepping towards a skills, attitudes and cooperative learning based curriculum and away form time-limited goals will be transfroming.
This kind of reminds me of the Robin Williams’ teacher character in Dead Poets’ Society. There can be a lot of resistance towards the idea of breaking teaching traditions in order to “seize the day”. For it to work I would think it would need the cooperation of the whole school community not just one teacher.
Very true and that will surely take considerable time… it only takes one to start change though I guess.
Yes, in with adult learners many require a lot of direction and I would be concerned about the level of learning that would be taking place, or lack thereof.
I agree Glen. “Whole school community” However, student first of course. If they are not on board? Forget it. Nurture.
Going back to basics…when planning a lesson. Rather than having an end result in sight we must allow flexibility. Rather than being “in control” and having to cover a certain amount of content we should allow the lesson to evolve based on student input. This doesn’t work for every lesson of course but these classes are often the best!!
Couldn’t agree more Sue!
Hi Sue, i agree with you it is going to introduce flexibility. This would give rise to deep thinking and hence build the capability among learners.They would not feel threatened in the classroom where the answers to problems is not expected in a time frame and also not limited to set of resources.
Yes, I like it. Flexibility is the key here.
Great comment Sue. Flexibility is gold. I find in adult education we all learn. Adults often bring a wealth of experience with them & we need to allow opportunity for this to be shared. This doesn’t always come from the lesson plan.
One of my all time favourite movies. Inspiration at its best ! Inspiring our students and finding new ways to connect with learners is key to our role.
Very true.
I agree.
Some of the implications of making the shift include rethinking our role as teachers and the time required to planning how the new role of a teacher will look. As McWilliam mentioned, when we think about guiding our students it often results in teachers taking a passive role on the sidelines. Both teachers and students will struggle with the change in role, as everyone is “comfortable” with how things are. Getting everyone on board with the change of the classroom teacher’s role will be met with resistance from many. But it will be exciting when we see it working.
Yes, I agree.
I can see the need for it and I would like to get started ASAP.
Yes, being seen as taking a passive role is something that we will need to be wary of as most students and parents see the teacher’s role as being stationed at the front of the classroom, delivering the content.
It is quite confronting to have to rethink your role and change things you are comfortable with. The idea of this really excites me and I think if done well it will have a huge impact on teaching and learning. I hope that it would inspire rather than create that passive teacher
The need is obvious – i guess that changing how the teachers role is understood is at the crux of change
The barriers to change weigh so heavily on a school and the implications of change on the prospects of the students make it all very scary! The money to make changes obviously inhibit the modifications / improvements to physical environments that we all agree are necessary. You wouldn’t shop in a store that was as poorly fitted as a classroom but we expect students and staff to do amazing things in those spaces. The quote from Alexandra Trenfor resonated with me – ‘the best teachers are those who show where to look but don’t tell you what to see’.
I totally agree with Brad’s comments. Wish I had the ability to express it as well.
Yes, the $$$. I’m buying my own blu-tac. It is good to see some of the new schools being built are forward thinking. I taught in one brand new building and the glass door was so heavy that the Kindergarten children couldn’t open it to come and go at break times, or go to the toilet. I wonder how much it cost to fix that issue (probably more than the blu-tac I’m buying).
Extensive funds needed to build modern class room and extensive training needed for the teachers how to teach in extensive challenging environments.
Yes, I agree that funding for more resources will be necessary to put these new methodologies into practise.
The quote about “mobile phones being the most powerful learning tool any student has ever had” really resonated with me here. Our school is only just now broaching the topic of BYOD (and yes we know we are well behind many) and there is still so much hesitancy about the students phones. It most definitely seems to stem from the ‘control factor’ that was presented.
Agree Andrew
I can understand why so many teachers feel more comfortable to ‘stick with what they know’ but I don’t think there are any teachers who genuinely believe that this is the way it should be or will be in the future. I agree that the ‘professional pride’ concept seems to be holding a lot of us back. It is a fear of redundancy that I see expressed most often. Almost all of us feel that what we do is important and I think there is a real fear of that being undermined.
and it’s hard to lose or give up some control in an environment that may result in conflict
There is no doubt in my mind that making these shifts will be transformational.If we put into practise the changes which lead to both system and individual changes that build the capacities discussed then we better educate our students for the lives they are likely to live. The challenge is how we bring this about given the inherent interests we have in keeping the system the way it is. For example in Australia we now have an approach to universities which places an emphasis on building capacity for job skills rather than academia. If we are really to be successful in transformation then we need there to be a committed approach across our society, we need there to be a political will to provide the environment that encourages re thinking teachers roles, rethinking what classrooms like look and ultimately rethinking the goal of learning.
Hi Don, I agree with you this transformation is going to introduce flexibility. This would give rise to deep thinking and hence build the capability among learners.They would not feel threatened in the classroom where the answers to problems is not expected in a time frame and also not limited to set of resources.
While our end products HSC results, ATARS , Ato E Grades still exist and the system directs success with these things we are constrained by it. The big shift will happen when these things change. I think right now giving students and parents their own choice to choose a traditional pathway or a more creative, capabaility building, open ended thinking pathway should exist
and the HSC structure and its implications for entry into further study make it hard for students and parents to take a risk
I share this sentiment. It certainly is a worthy sounding goal but the reality is many students and their parents are essentially seeking good grades to jump over the hurdle to get into uni.
Flipped classrooms, open learning spaces, integrated curriculum areas, coteaching are all ideas which have been thrown around for all of my lengthy time in this business. We were shown examples of these when we were at uni, Canberra schools being a real eye opener at the time. It has taken many years for these ideas to be more of a focus in schools rather than just a concept. It is challenging for many but we are now experimenting with these ideas in our school. We need to be creative and approach these techniques with positive outcomes in mind. If it isn’t working how can we tweak it to bring about success? If we don’t have the resources what can we do to refit those that we do? We can’t wait for this to fall in our laps. If we agree this is a good way to go then we need to chase it.
I agree Karen! You must be willing to experiment and try with a positive and reflective mindset. Using your classroom environment is such a useful and inspiring tool!
This was interesting listening. Rethinking how I teach and changing what I have done in the past. It’s a hard thing to get over but it obviously needs to be done and thought about. Change is hard and when you have been doing something in a particular way and have to change ……. I did like the quote “The best teachers are those who show you where to look but don’t tell you what to see”.
Hi Sharon, I also like the reference in the TPL which highlighted that our system has worked well for so long because it really did suit the purpose of creating a better world ( ie building a bigger middle class), this really reinforces just how important the role of teaching has been. The building of new capabilities is not about saying what has happened in the past was wrong just now simply needing to change as our whole world continues to do so.
I also really liked this quote Sharon. This quote as well as this section of the presentation made me reflect on my current teaching practices and think about what aspects of my teaching encourage this way of learning? and what changes can I make to increase this way of learning in the classroom?