thriving children

Learning to Thrive in a Transforming World

Posted on by

thriving children

For most teachers, the beginning of a school year is an opportunity to look ahead with fresh eyes, thinking of our students and how best we can nurture and grow them as learners. In our schools, kura, and early years settings, there’ll be lots of activity around preparing the themes, topics, and resources required to inspire creative minds, not to mention the physical arrangement of the learning environments, scheduling of time, and allocation of tasks that will enable all of this to happen.

In the midst of this, many of us will be participating in some form of teacher-only time, where we take the opportunity to look at some of the ‘wider’ issues facing our work. For some, that may mean a fresh look at areas in the curriculum where learners need additional support, for others it may involve the introduction of some new, school-wide initiatives, while for others it may involve an opportunity to stretch ‘out of your comfort zone’ for a moment, and reflect a little on the bigger questions such as, ‘What is the purpose of education?’

The latter can be a challenging, and often uncomfortable, experience. How often do we hear “We live in exponential times!” to explain the constant pressure to change, and as an expression of the challenges ahead? But what does this really mean? And what are the implications for us as educators?

Wherever we look nowadays there seems to be another conference with keynote speakers professing to give a glimpse of the future — featuring examples of science fiction-type technological advances that are now becoming a reality. Whether it’s the prospect of flying cars, robots taking our jobs, or virtual reality providing places to hide from the real world, some find themselves endlessly fascinated with these ‘miracles’ of modern technology. For many, however, it can lead to feelings of being overwhelmed and ‘powerless’ when these things challenge and even threaten the very basis of our established norms and practices.

The simple truth is that we are facing times of unprecedented change, with lots of it happening as a consequence of technology, and all of it impacting significantly on the ways we live, work, communicate, and spend our leisure time. Much of this change is ‘unpredictable’, being the unintended consequence of some sort of intervention – all of which adds to the dilemma of how we respond, both individually and collectively.

The concept of schooling has always been premised on preparing young people for life in the adult world — as contributors to the “economic engine” that underpins modern society. Our current education system, which emerged in the middle of the 19th century and was designed to serve the needs of the Industrial Revolution, is facing significant stress. There is an increasing perception that our education system is failing to meet the needs of modern society, leading to a plethora of ‘school reform’ movements across the world.

Today, education has to be about learning to thrive in a transforming world.

The statement above should be printed across the doorway of all of our staffrooms and on the cover of all of our planning documents as we look ahead to 2018.

We need to be asking ourselves what we can do to enable each and every child, whatever their starting point, to flourish and lead fulfilling lives and to become responsible and active members of society. We also need to be open to exploring together what is the role of education in creating a fairer society.

To work towards this, here are three things that may be helpful to frame some of your thinking and planning as you prepare for your learners as they return for the new school year:

1. Focus on building capabilities

We must do more to shift from a system that has been predominantly focused on ‘front-loading’ learners with the knowledge and skills required to function productively in future society, to one that recognises change as the constant and prepares learners, of all ages, with the strategies and capabilities to cope with and feel empowered within this world of change.

Our school curriculum and the pedagogical approaches we use must inspire and motivate our young learners to develop the kinds of capabilities that are key to leading successful lives. This includes things such as creativity, critical thinking, problem solving, collaboration, and communication.

As you prepare for the coming year, ponder these questions…

  • How are the key competencies in the national curriculum really addressed in what happens on a day-to-day basis in your classroom and across your school?
  • To what extent do your students and parents/whānau regard the development of key competencies as a priority?
  • What is the evidence you look for and gather to ensure these are being developed?

2. Learning as a disposition

It is now widely acknowledged that learning occurs across diverse contexts and throughout our lifetimes – not only at school! We know that learners accumulate knowledge, skills, and competencies in formal and non-formal settings, and understand that, without regular maintenance, some knowledge and/or skills may depreciate with time.

As a consequence, we need to ensure the focus of our education system is on learning (i.e., ‘how’ we learn), and less on the content (i.e., ‘what’ we learn). We need to foster the development of a learning disposition that will ensure the learner is able to engage with and learn about new ideas, new skills, and new thinking as required throughout their life.

The concept of life-long learning is well established in our rhetoric and many of our policy settings, but it often exists as a vague intention rather than being a strategically and explicitly planned part of how we think and provide this within our ‘organised’ learning systems. Thinking of how you might give a greater focus to this in your context in 2018, you might ask:

  • How might you build a ‘language of learning’ among your students, staff, and community, where these capabilities are prioritised and reinforced through the learning endeavour?
  • How do you recognise and acknowledge learning that occurs beyond the school boundary – in clubs and after-school groups, across all domains – cultural, sporting, academic etc.?
  • How are you and your colleagues demonstrating a learning disposition in your personal and professional life, and what is the evidence of this learning on your approach to the work you do?

3. Learning involves everyone

The percentage of children who struggle to engage with education for a range of reasons, often connected with poverty, is well documented. The task of addressing the broad range of learners’ needs in our modern society cannot be addressed by schools alone. There is a clear recognition that unless the difficult questions about how to improve outcomes for learners and their families are tackled, the aspiration to build a more equal society cannot be achieved.

Education is critical to social and economic development and has a profound impact on the wellbeing of all in society. The old saying; ‘It takes a village to raise a child’ has special significance nowadays, particularly as the fabric of ‘the village’ is not as well woven as it may once have been. We need to be exploring new ways of enabling the village to work together again — dispelling the siloed mentality that so often separates the very services and supports that need to be working together to create a learning society. Some questions you may ask as you reflect on your start to 2018 could include:

  • What opportunities do you create for multi-generational learning to occur in your context – i.e., adults in the classroom, evening classes, project-based mentors etc.?
  • What use do you make of community resources and contexts for learning? What about access to community expertise? Is this reciprocated in any way?
  • How are you embracing the richness of diverse cultural backgrounds represented in your ‘village’ — how are different groups learning from each other in this way?
  • How might you initiate or cultivate a learning focus in areas of your community other than school – e.g., within local libraries, local clubs, and service organisations, health centres etc.?

Let’s make 2018 a year when we focus more intentionally and explicitly on the development of key competencies/capabilities.

read more
Posted in
ulearn-thinking-feature

Change, beliefs, and the ‘F’ words

Posted on by

ulearn education conference

The annual uLearn conference is over for another year, and as the new term begins it’s worth taking a little time to reflect on the ‘big ideas’ we came away with — the overarching themes and messages that persisted through the various keynote, spotlight, and workshop presentations. I had the privilege of doing a quick summary at the end of this year’s conference, and want to share that in this blog post as an ‘aide memoire’ for those who are interested.

For me, there were three ‘big ideas’ that kept surfacing (four if you count my two “F” words) which are expanded on below:

Change

“Do not raise your children the way [your] parents raised you, they were born for a different time.”
― Ali ibn Abi Talib

The theme of change was overwhelmingly present in all of the keynote presentations. And not just any change — we’re talking exponential change. Change of such unprecedented proportion that it is becoming impossible to predict the future with any certainty at all, and where our ability to cope is severely challenged. The message was clear, we need to do more to understand the significance of this exponential change for our schools, our learners, and our society. It is time to recognise that our linear ways of dealing with change in the past are simply inadequate when it comes to preparing our young people for their future.

As educational leaders, we are extremely well-versed in the linear approaches to change and change management. We settle in for months, and sometimes years, of sequential interventions designed to help us adapt to the latest change in curriculum, assessment, or pedagogical approach. The problem is that we’re constantly feeling like we’re ‘behind the eight ball’ and never achieving anything before the next wave of change is upon us. This is what happens when we attempt to respond to exponential change in a linear way.

If there was one key message from each of our presenters, it was that we need to set aside many of our traditional approaches to change, particularly if we see ourselves as leading the change, or worse, managing it (now there’s an oxymoron). Linear approaches to change are premised on the notion of certainty — that by doing x and y in sequence we’ll end up in the changed state of z. The problem is, the world of exponential change is characterised by uncertainty — and that is a state that is almost impossible to manage in the traditional sense.

Coping with uncertainty requires everyone involved to accept that they may not have the answers, and more importantly, to realise that the answer is more likely to reside with the collective rather than in the mind of a single individual (i.e., the leader).

As educators, we need to move beyond seeing ourselves as the ones who are passing on our knowledge to our students, or even, facilitating them to discover that knowledge for themselves. We don’t have all of the answers, and the uncertain future our learners will face will present them with challenges that only they will be in a position to solve. This requires a level of humility in our actions as educators, and a growing emphasis on the development of competencies as distinct from domains of knowledge. As one of our keynotes observed; “I want my students to stand on my shoulders, to solve problems I/we can’t yet solve”.

Beliefs

“Focus on changing beliefs – it’s the only thing that matters”
– Eric Mazur

Through the conference we were repeatedly reminded to ask the ‘why’ question — to examine the beliefs that lie behind our actions, be they the things we do as individual educators, or the systems, structures, and processes we adhere to and defend with such vigor.

Understanding how our beliefs shape behaviour is central to understanding how we can respond to change. We see the impact of change in practice without the change in belief all too frequently in our current system — be that the move from single-cell classrooms into open, flexible learning spaces, or the adoption of new forms of assessment. Unless they are underpinned by a fundamental change in belief on the part of the educators involved, the change to some of these things will, just as quickly, be followed by a change back — ending up in the proverbial ‘ping pong’ we see in so many situations – from the school level through to the political level.

Most importantly, we need to consider the notion of coherence — from our beliefs at the centre, the expression of these in terms of the values we espouse, to the practices that we engage in on a daily basis. If there is any inconsistency across these three ‘layers’, then we discover the fragility of any initiative we might engage in – however well intentioned it may be. This is where asking the ‘why’ question becomes so important. We need to be constantly reflecting on the beliefs that underpin our actions, as this is the only way we will build a unified view of the purpose and value of what we are seeking to achieve in our schools, our Kāhui Ako, and our system.

The “F” words

“Fail Fast, Fix Fast, Learn Fast’ is a leadership maxim I advocate”
— Kevin Roberts

If there’s one thing our education system isn’t easily disposed to embracing, it’s the notion of failure. We simply don’t have time for it. Having to deal with failure will simply hold us back from ‘covering’ everything we need to get through, or cause too big a gap to emerge between those who can and those who can’t.

The big issue here is that we live in a time where innovation is being celebrated as something we need more of in our education system – we’re constantly being told how we need to encourage innovators and entrepreneurs in our schools, and yet, for these people, the one thing they have in common is failure. More than that, they have learned through failure. They understand how to confront failure and to learn from their mistakes.

The secret is to heed the advice of ex-Saachi and Saachi CEO, Kevin Roberts, whose maxim is to ‘fail fast, fix fast, and learn fast’. In other words, don’t despair when things go wrong — use the opportunity to find a solution, and to ensure you learn from that so that you can avoid the same mistake in the future. If we are to succeed in coping with change in this exponential future, we need to make sure that our teachers and our learners are given permission to fail, and from that failure come to a position when they gain both success and insight as they turn their failure into an opportunity for learning.

Finally – one more “F” word that was prevalent in our conference – FUN!! As educators, we can become overly serious at times – to the point of being morose, at times. Amid the excitement, the learning, the challenges of the conference, it was good to see people simply having fun! This is something we do well to recall as we return to the work we do on a day-to-day basis in whatever context we come from. If we lose the sense of fun, we lose an important ingredient in what motivates us to do what we do, and what attracts others to work and learn alongside us.

derek wenmoth

read more
Posted in
ten trends 2017

Ten Trends in education 2017

Posted on by

CORE's Ten Trends 2017

CORE’s Ten Trends for 2017 are now available to view and use for personal reflection, research or as a catalyst for staff discussion.

Every year our team at CORE invests time drawing together ideas from a range of areas to create our Ten Trends. There’s a lot of value for our staff in doing so as it ensures we are keeping abreast of current trends and developments and thinking about how they may impact on the education sector. In addition, when we share these with the wider community of educators, they provide a catalyst for further exploration, debate and discussion in staffrooms across the country – and further afield.

We believe these trends are a way of assisting educators and others to gain a broader perspective on the changes taking place in our schools and society. Every day we are challenged by new things happening and new technologies driving some of this – and this exponentially changing world can often be overwhelming. By taking some time to examine the trends, and to examine both the positive and negative impacts of each, we can be better prepared to respond to the changes that may occur, to understand the drivers behind them, and to work in ways that ensure a human response is made.

This year we’ve placed a greater emphasis on explaining the importance of the five central trend areas in our diagram. These are really the domains in which the things we identify as trends are having an impact – and where we are seeing the changes occur in our educational institutions and in society generally. For each of these five domains we have focused on two things that are illustrative of these trends – one of which is impacting on our lives in the immediate future, the second being a little further off, but worth watching!

Another change this year is that we have decided to publish our trends as a PDF document that you can download from the CORE website. We’ll still be publishing them electronically on our website – including video material, but we’re now publishing these in PDF format in response to feedback received over the past couple of years from educators and school leaders who are keen to use them for research or as conversation starters with staff.

If you’d like to be a part of some wider discussions around these trends,  I encourage you to join the Ten Trends group in edSpace, our new online community space, where educators from across New Zealand are taking time to engage with each other in discussing things that matter to them, their learners and their communities.

Derek Wenmoth interviewed by Anaru White about CORE’s Ten Trends 2017

Links:

read more
Posted in
curriculum meeting

Coverage, congestion, and curriculum

Posted on by

curriculum meeting

As the school year begins, there is a lot of focus in staffrooms and classrooms on the design of programmes that learners will be engaged in as they come back to school.

For some, the focus will be on immediate plans for outdoor education trips or swimming sports and other events that will occur within the first few weeks. For others, it will involve a longer view to ensure that teachers will be able to ensure ‘coverage’ of all essential knowledge before the end of year exam. For some, the planning will be an individual endeavour, for others, it will be more collaborative, either in teams or the whole school.

In recent years, many demands have been made on schools in terms of what it is that they include in their curriculum. In a constantly changing world there is no doubt that the amount of content teachers required to teach is an issue causing a great deal of angst. Schools are called on to teach students all manner of things, leaving many questioning whether sufficient time is spent on the ‘essentials’ such as English, maths, and science.

It seems nowadays that every interest group and government department is calling for their cause to be included in what has become an increasingly crowded school curriculum.

It would be easy to think this congestion is a product of The New Zealand Curriculum itself, which, in addition to each of the learning areas, determines that students must develop a range of values and key competencies. How do teachers find the time to cover all of this?

Or, is the real issue the way in which different schools and teachers understand what is required to implement it? The NZC doesn’t provide a rigid recipe to be followed (that’s the domain of a syllabus as we used to follow last century). Rather, it is as its name suggests, a framework within which teachers and schools are charged with designing a localised curriculum. A curriculum that is tailored to the needs of the learners in that school, and which reflects the local context in terms of the resources it draws on and references.

The localised version of the curriculum should also reflect the particular values and beliefs of the school and the school’s community, which in turn should be evident in the pedagogical approaches that are used and the strategies and structures that support student learning.

Concerns about what needs to be covered, leading to further concerns about the resulting congestion, need not be the distraction that they are. What is far more important in that coverage is the way in which a localised curriculum addresses the vision and mission of the school. If a school’s mission is to create lifelong learners, for instance, then what becomes critical isn’t so much what is covered in the curriculum, as what approaches to learning are developed and refined that will ensure the lifelong love for and engagement in learning.

To gain a perspective on this we need to consider first the ‘why’ behind our curriculum, to understand the drivers behind its design, and then use this understanding to resolve some of the tensions that exist. The NZ curriculum isn’t based upon lists of content that a panel of ‘experts’ have deemed important to transfer into the minds of young people. Instead, it gives priority to the development of skills and dispositions that will create successful learners — both now and into their future. Learners who are inquirers, who have the skills to access, process, and communicate ideas and information in creative and meaningful ways. Learners who can discriminate between fact and fiction, who have a strong sense of their own identity, and who can relate well to others.

The content (or subject) areas of the curriculum, then, provide useful contexts for these skills and dispositions to be developed.

The following questions may help provoke some different ways of thinking about the curriculum you offer, and the way you offer it:

  1. How does your curriculum offer a ‘personalised’ experience for students? Does your view of ‘personalised’ simply result in more work for you as you attempt to plan lessons for each student, or is it more about shifting the ownership of learning, with learners accepting responsibility for and driving more of their own learning?
  2. Does your curriculum design take account of the new and emerging views on equity, diversity, and inclusivity and how these can inform the design of a localised curriculum?
  3. Are you thinking of a curriculum that uses knowledge to develop learning capacity? Or, is your view of curriculum still largely focused on the content that must be covered?
  4. Does your school promote and cultivate a culture of continuous learning for teachers and educational leaders? How is this reflected in the curriculum that is then offered to students, and their role in co-constructing that?
  5. Are you actively pursuing new kinds of partnerships and relationships as a part of your curriculum design? Are you fully embracing the ways in which expertise from outside the school can be used to contribute to the learning of your students? What about the learning your students do outside of school in other contexts — how can that be brought meaningfully into the school curriculum?
  6. What is the role of technology in your curriculum design? Is it simply being used to do ‘old things in new ways’ to access and record information, or are you and your students leveraging its potential to accelerate learning?

As you return to your school or class this year, what is the thinking that is guiding the design of the programmes you are planning for your students? Are you concerned mostly about what you need to cover? Does this lead to a timetable that is congested, leaving you concerned about a lack of time to adequately address things? Or, is your curriculum design focused primarily on developing the learning capacity of your young people who need to thrive in an increasingly complex and changing world?

CORE Education provides a 20-week course for teachers that addresses many of the concerns above. The Modern Learning Curriculum course is specifically designed to assist those responsible for leading curriculum design and implementation in schools, and provide them with the understanding and strategies for doing so. Click here for more information.

read more
Posted in
COOLs

What’s cool about COOLs?

Posted on by

COOLs
Among the changes being proposed as part of the Update of the Education Act 1989 is the introduction of a new form of education provision to be known as a COOL (Community of Online Learning) enabling students to learn via online programmes instead of in regular classrooms.

On the whole, the reaction to this announcement has been less than favourable, with a majority of opinion in the press focusing on the potential pitfalls and shortcomings of learning in this way. Another well-known New Zealander added her voice of concern about the proposed cyber-schools referencing the experience in the US where the Walton Family Foundation has admitted their online public schools have been a “colossal disaster”. Details of this are also reported in the 2015 CREDO report

So, what are we to make of this? How could such a political decision have been made when the evidence is so compelling that it doesn’t work? Or does it?

The reality in New Zealand is that online programmes of learning have been available to students for nearly twenty years through the virtual learning network and, more recently, the VLN Primary. These programmes cater for the needs of learners who cannot access the full range of curriculum options they want at their local school, and have a very successful track record in doing so. The case for students requiring attendance at a physical school where they can develop social and emotional skills is not argued — indeed, they get the best of both worlds.

Of course, there are other students for whom the option of attending a physical school isn’t available to them — these include those in remote and isolated locations, those who may be school-phobic, and those with special health needs. Students like this have also had their educational needs met through online programmes for some years now.

So, why decry the efficacy of online learning? It seems that in the response to what has been announced, the debate has failed to focus specifically enough on what is of concern, and, instead, galvanised a lot of sweeping assumptions and generalisations that exist about online learning as an option. It also brings into question the sorts of ‘evidence’ that are being used to defend people’s positions in the debate.

As with any form of debate like this, there is evidence that can be used to defend any position. Take the case of charter schools in the US. There are some reports claiming they are failing and letting children down, while others highlight the successes where they outperform regular schools. The truth is, of course, that both are correct — there are both successful and non-successful charter schools as illustrated in a recent report in the Economist Magazine that identifies a huge variation that exists among charter schools in the US.

In making claims about the efficacy, or not, of any alternative education system, it is important that one is familiar with the broad range of evidence available. It shouldn’t be simply a reference to a single piece of evidence that happens to support the stance being taken, particularly if the evidence itself lacks sufficient rigour in terms of reliability and validity. I saw a senior educator in New Zealand recently reported as saying ‘there’s a truckload of research that says online learning doesn’t work’. As both a practitioner and researcher in this area, I agree that there are a number of reports that point to failures in online learning — but equally, there are lots that demonstrate its successes. Each report must be understood in terms of its context and how generalisable the findings are based on that. Sadly, we’ve become very influenced by the media sound bites that seem to suggest it’s okay to be selective in terms of the particular sections or even sentences we use to quote in support of our position.
In formulating a response to a new policy such as the COOLs, it is important to be clear about the things that are concerning us. It is evident that there is a significant amount of concern around two aspects of the policy:

  1. First, is whether the intention is for some students to do all of their learning online, and whether this will create systemic issues regarding accountability and monitoring of students, and whether this will also be detrimental to their social and emotional development. The debate around who might benefit from access to online learning programmes and under what circumstances certainly needs to be clarified.
  2. Second, and perhaps most debated of all, is, who will provide these online learning programmes? The policy, as reported, appears to leave things very open in terms of who may set themselves up as a COOL, and while there is reference to a rigorous accreditation process, details of what that might look like and what the criteria will be are yet to be determined. This is certainly another area where informed public debate is required.

As the debates around COOLs continue, it is important that, as professionals, we:

  1. Ensure we are clear about what it is we are debating (or objecting to) and not confuse the issue by casting aspersions on the very things that can work and are working for some students, and
  2. Are thoughtful about the evidence we use to support our case and take time to locate and understand the body of evidence that can be considered reliable and valid in terms of what it represents.

For further reading:

read more
Posted in