The NIC's Global Trends report for 20301 –
what a depressing and frightening read! And this was written before the
game-changing US elections! I’m going to put all the terrifying scenarios out
of my mind for now and focus on a something that I can do something about –
improving the education of the students in front of me, so they will be better
equipped for the world they are entering into.
A largely positive forecast from the NIC report is the global megatrend towards individual empowerment (see
the NIC report if you have the stomach for it). However we need a generation of young people with all the values and competencies described in the NZC2.
They will need confidence that they can make things better and skills and
understanding to enable them.We teachers have a huge role and responsibility to upskill
and empower today’s students so they are equipped for their future. Thanks to
what I have learned through the MindLab course, I am convinced of the need to
teach 21st Century skills.
ERO’s 2012 report “Evaluation at a Glance: Priority Learners
in New Zealand Schools”3 highlights the need for student-centred
learning. Teachers and schools are now challenged to “put students at the heart
of teaching & learning rather than on the periphery of school
decision-making and the curriculum”. (ERO 2012 Report, p. 6 ). I believe most
teachers mean to put students at the heart of what they do – we want the very
best for them – but how we do this is flawed being based on out-of-date
paradigms. We do not tend to include them in much decision-making about their
school nor what or how the curriculum is taught. We come from the perspective
that we are the adults and we know what is best for them. I agree we need to
shift the model on which our educational system is based (Sir Ken Robinson’sideas are insightful and hard to argue against). But as we struggle to make
learning really student-centred I think we need should tread carefully.
Here’s the dilemma: As a science teacher, I see the need for
a strong foundation of scientific knowledge, numeracy and literacy in order for
students to make sense of the information that is out there. There is a
platform of specific vocabulary and symbols that is the basis for scientific
knowledge construction. Surely it is our job as teachers to ensure they have
this knowledge base, along with a scientific and 21st C skills and values set, so
they can then engage in more student-driven and project-based learning. We
should be encouraging their divergent thinking along each step of the way.
To me it’s about balance. There are times when students need
to focus on gaining specific knowledge and times when they can be let loose to
explore, test, research and construct knowledge more independently. The balance
will differ for different students. Some have no interest in science at all,
and will never aspire to be scientists. Others will be motivated to pursue
science-based careers and will need a broader and deeper foundation from which
to build. How much science do we teach to those not interested? Do we let them
decide? Do we work together with them to develop more applied science courses
in our schools? How should we assess?
So while I agree with student-centred learning,
project-based learning, discovery learning and learning to learn rather than
rote-learning, I think there is still a place for gaining knowledge. We will be
doing our students a disservice if we don’t give them a solid grounding. We
need to do this in a culturally responsive and creative way that meets each
student where they are.
When we are changing the bathwater, let’s keep our eye on
the baby.
1National Intelligence Council.
(2012). Global trends: Alternative Worlds. National Intelligence Council: US. Retrieved from https://globaltrends2030.files.wordpress.com/2012/11/global-trends-2030-november2012.pdf
2NZ Curriculum Online. (n.d.). Retrieved February
15, 2017, from http://nzcurriculum.tki.org.nz/The-New-Zealand-Curriculum
3Education Review Office. (2012). Evaluation at a Glance: Priority Learners in
New Zealand Schools. Retrieved February 15, 2017, from http://www.ero.govt.nz/assets/Uploads/Evaluation-at-a-Glance-Priority-Learners-in-New-Zealand-Schools-August-2012.pdf
I agree that as Science teacher we have a real dichotomy. Building the scientific skills needed to respond to the C21st and the future problems. This requires an academic focus to ensure the rigours of the scientific processes to enable solutions to current global issues. Secondly the need to communicate scientific literacy to have an informed populace so decisions can be made from some knowledge base rather than what the mafia or politicians want us to believe. So we need to teach informatively and academically this is often tough in reality.
ReplyDeleteMarian, I finally discovered your new blog!!! I would have commented sooner. I agree there needs to be a certain amount of knowledge. When doing my literature review about real life, authentic learning (which discovery/inquiry fits into) etc, there was quite a bit of literature to support the fact that these approaches weren't as effective with students learner. However, the majority of literature supported this kind of learning. Yes, never chuck the baby out with the bathwater. Knowing the cyclic nature of education, the baby is bound to reappear???
ReplyDeleteI agree, we need to find a balance between teaching content and teaching skills. I also get those students who don't want to take my subject further and they simply want to know what they need for the assessment and nothing more. Maybe this is due to the focus on gaining credits and passing assessments that we have in schools? Students want to know relevance and I find they struggle to see past content they need for the assessment to see the importance of learning 21st century skills.
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