Today students face an uncertain and ever changing future (2Revolutions LLC, 2012). Bolstad, Gilbert, McDowall,Bull, Boyd & Hipkins (2012), note that a paradigm change in education is needed to help students meet these demands; “The old understanding of knowledge is no longer sufficient” p. 14. How we use, apply and think of knowledge has changed. Students need to be actively involved in their learning rather than passive recipients of content.
The 2012 report written by Bolstad et al, Supporting Future-oriented Learning and Teaching - a New Zealand Perspective, outlines key themes for educators to work towards to help prepare students for 21st century life.
- Personalising learning
- New views of equity, diversity and inclusivity
- Knowledge to develop learning capacity
- Rethinking learner and teacher roles
- Continuous learning
- Partnerships and relationships
- Current and emerging technologies
- The role of the collaborative process
At the heart of my change in practice since working with Mindlab, has been a focus on ‘knowledge to develop learning capacity’. This moves away from traditional subject/ content/ learning area focus towards a shift in thinking to ‘knowledge as a verb’, Ministry of Education (2012). Creating and using new knowledge to solve problems and find solutions, with ‘just in time’ teaching and learning.
A colleague and I created a learning experience to develop our students’ collaboration skills. Although this was our focus, the learning outcomes were much broader than we could have ever imagined.
So what did we do?
Noticing a lack of student voice in our community correspondence we implemented HTV - a student-led and designed digital television programme. As educators, we wanted to allow our students to take charge of their learning, work collaboratively and leave their mark. We put a lot of work into the foundations of this project. Setting up a shared vision and purpose of HTV, establishing an understanding of collaboration, co-constructing success criteria, and setting up frameworks to support students as they took over the running of the project through agile and design thinking learning processes.
Then...we handed the reins over. This involved a rethink of the roles of both teacher and learner. Together we were learners. Students were in charge of organising their learning, making decisions, sorting out disagreements, researching and finding solutions about how to do things. They had use and apply their digital learning in a professional way to create the HTV episode and hold a premiere evening for whanau and caregivers.
Was this the regular and tidy learning programme- no?! It was messy at times and pushed me out of my comfort zone. I had to stop myself from directing students and allow them to make mistakes. If I did that it would take away their decision-making processing, their autonomy and their voice; and that was really challenging! I became the question asker- what do you think, can you look at this in another way, who else could help with this etc?
My students too, found this very challenging - why wasn’t I playing the game? Wouldn’t it be easier for me to just say what to do or give an answer? Some students found it very hard to make decisions in case they were ‘wrong’. Others didn’t seem comfortable having to think for themselves. And on the other hand… some students just flew- they relished in the opportunity and surprised us with how they worked, what they learned and the skills they demonstrated.
Constructionist theory (Papert & Harel, 1991) underpins this learning. Bers (2007) outlines four key elements important to constructivism in the classroom.
Students need to be challenged and given more opportunities to think for themselves, to create together, to give back to their community. Messiness is okay (truly it is) and the learning gained from this can be uncomfortable at first but is so empowering. That way we can more fully prepare students for their futures.
References:
A colleague and I created a learning experience to develop our students’ collaboration skills. Although this was our focus, the learning outcomes were much broader than we could have ever imagined.
So what did we do?
Noticing a lack of student voice in our community correspondence we implemented HTV - a student-led and designed digital television programme. As educators, we wanted to allow our students to take charge of their learning, work collaboratively and leave their mark. We put a lot of work into the foundations of this project. Setting up a shared vision and purpose of HTV, establishing an understanding of collaboration, co-constructing success criteria, and setting up frameworks to support students as they took over the running of the project through agile and design thinking learning processes.
Then...we handed the reins over. This involved a rethink of the roles of both teacher and learner. Together we were learners. Students were in charge of organising their learning, making decisions, sorting out disagreements, researching and finding solutions about how to do things. They had use and apply their digital learning in a professional way to create the HTV episode and hold a premiere evening for whanau and caregivers.
Was this the regular and tidy learning programme- no?! It was messy at times and pushed me out of my comfort zone. I had to stop myself from directing students and allow them to make mistakes. If I did that it would take away their decision-making processing, their autonomy and their voice; and that was really challenging! I became the question asker- what do you think, can you look at this in another way, who else could help with this etc?My students too, found this very challenging - why wasn’t I playing the game? Wouldn’t it be easier for me to just say what to do or give an answer? Some students found it very hard to make decisions in case they were ‘wrong’. Others didn’t seem comfortable having to think for themselves. And on the other hand… some students just flew- they relished in the opportunity and surprised us with how they worked, what they learned and the skills they demonstrated.
Constructionist theory (Papert & Harel, 1991) underpins this learning. Bers (2007) outlines four key elements important to constructivism in the classroom.
- Learning is designed in communities, is interactive and students evaluate, assess and debug their learning as they go.
- Technological tools are used for collaborative teamwork and feedback.
- New ways of thinking assist in the creation of powerful ideas which have a personal connection for students.
- Learning about learning through technology. Students use technology safely, make positive contributions to themselves, their community, the world and technological development.
Students need to be challenged and given more opportunities to think for themselves, to create together, to give back to their community. Messiness is okay (truly it is) and the learning gained from this can be uncomfortable at first but is so empowering. That way we can more fully prepare students for their futures.
References:
2Revolutions LLC. (2012). The Future of Learning. [Online Video]. 1 March 2012. Available from: https://youtu.be/xoSJ3_dZcm8. [Accessed: 30 November 2017].
Bers, M. U. (2008). Blocks to robots: learning with technology in the early childhood classroom. New York: Teachers College Press.
Bolstad, R., Gilbert, J., McDowall, S., Bull, A., Boyd, S., & Hipkins, R. (2012). Supporting future-oriented learning and teaching — a New Zealand perspective. Report prepared for the Ministry of Education. Retrieved from https://www.educationcounts.govt.nz/publications/schooling/109306
Build Learning Capacity [Digital image]. (2010, October 14). Retrieved December 1, 2017, from https://pt.slideshare.net/StonefieldsSchool/community-consultation-14-october
Creative Clip art Thinking Cap [Digital image]. (n.d.). Retrieved December 2, 2017, from http://moziru.com/explore/Creative%20clipart%20thinking%20cap/#gal_post_4664_creative-clipart-thinking-cap-1.gif
Ministry of Education.(2012). Supporting future-oriented learning and teaching: A New Zealand perspective. Retrieved from https://www.educationcounts.govt.nz/publications/schooling/109306
Papert, S. & Harel, I. (1991). Constructionism. Norwood, NJ: Ablex Publishing
Bolstad, R., Gilbert, J., McDowall, S., Bull, A., Boyd, S., & Hipkins, R. (2012). Supporting future-oriented learning and teaching — a New Zealand perspective. Report prepared for the Ministry of Education. Retrieved from https://www.educationcounts.govt.nz/publications/schooling/109306
Build Learning Capacity [Digital image]. (2010, October 14). Retrieved December 1, 2017, from https://pt.slideshare.net/StonefieldsSchool/community-consultation-14-october
Creative Clip art Thinking Cap [Digital image]. (n.d.). Retrieved December 2, 2017, from http://moziru.com/explore/Creative%20clipart%20thinking%20cap/#gal_post_4664_creative-clipart-thinking-cap-1.gif
Ministry of Education.(2012). Supporting future-oriented learning and teaching: A New Zealand perspective. Retrieved from https://www.educationcounts.govt.nz/publications/schooling/109306
Papert, S. & Harel, I. (1991). Constructionism. Norwood, NJ: Ablex Publishing
