There is so much dialogue about the need for education to evolve. From TED talks, to twitter chats, youtube videos to HuffPost articles -it’s literally everywhere; in popular literature, academic literature, on the news, in the media, in politics and of course in schools. But for all we talk about it, the question has to be asked – are we actually evolving education? And if we’re not, why not? If we are, are we doing enough?
This year I realised I’d done enough thinking, and I really needed to start doing. So I did (don’t worry it wasn’t thoughtless change – I kept thinking too). And the place I started was with our own New Zealand Curriculum. This document is amazing. It has already laid out a map for our learning evolution, now we just have to be brave enough to follow it.
In the front of the curriculum (page 7 to be exact) is this diagram entitled ‘directions for learning’ (see I told you – map!). What I love about this image is the way it organises learning. At teachers’ college I was taught to always start with the achievement objectives, but if you look here, you’ll see that they form only a very small part of a whole. Through this diagram, the New Zealand Curriculum advocates a a three-way approach – values, key competencies and learning areas. These are guided by the curriculum’s vision and underpinned by the curriculum’s values. All these parts together make up the whole of education.
Of course all of these bits are equally important, but I want to focus today on the values.
This term the teachers in our syndicate have been working with groups of students on wicked problems, using design thinking to tackle these. As our students work on these they have been noticing and commenting on the learning dispositions (key competencies) they have been using as part of the process. These dispositions will then help them in creating CVs, portfolios and learning paths later in the term as part of our Future Selves topic. But the really interesting bit (today at least), is the way they students are using the values of the curriculum as a focusing lens for their ideation and investigation.
The NZC explores seven principles, and has an eighth overarching idea, which are explained like so:
“Students will be encouraged to value:
- Excellence, by aiming high and by persevering in the face of difficulties;
- Innovation, inquiry and curiosity, by thinking critically, creatively, and reflectively;
- Diversity, as found in our different cultures, languages, and heritages;
- Equity, through fairness and social justices;
- Community and participation for the common good;
- Ecological Sustainability, which includes care for the environment;
- Integrity, which involves being honest, responsible, and accountable and acting ethically;
and respect of themselves, others, and human rights.”
(New Zealand Curriculum, 2007, p. 12)
- Personal responsibility
- Lifelong learning
- Creative and innovative thinking
- Positive relationships
- Collective achievement
- How might humanitarian organisations use social media in innovative ways?
- How could social media be used to develop a culture of excellence in human rights reporting?
- How might personal ethics be supported through social media?
- How might improving our ecological sustainability (environmental practices) reduce breaches of human rights?
- How might it benefit refugees if we apply the principle of equity, rather than equality?
- How can social media bring communities together to support human rights?
- How does diversity impact on human rights?
And then we’ll go from there – where exactly we’re still figuring out.
See the thing I realised last term, is that it isn’t ever going to happen if you wait until you the end destination to set out. You actually just have to start and trust that the road will guide you, a sentiment Tolkien captured perfectly.
“The Road goes ever on and on
Down from the door where it began.
Now far ahead the Road has gone,
And I must follow, if I can,
Pursuing it with eager feet,
Until it joins some larger way
Where many paths and errands meet.
And whither then? I cannot say.”
So wither I’ll end up? I do not know, but the journey so far, though just begun, has been most marvelous indeed.
Lately I have been thinking a lot about the importance of developing students’ ability to think beyond themselves and beyond knowledge as the be all and end all. In fact I’ve been thinking about it so much I signed myself up to give an EduIgnite talk on it at the Emerging Leader EduIgnite Evening in Wellington at the end of the month.
It’s about developing dispositional thinking, and in researching and reading about dispositional thinking as I write my presentation, I’ve realised something important. Dispositional thinking is a game changer, and for me to might just be the game changer.
Dispositional thinking is about changing the focus from learning being something you are good or bad at, to something that is learnable and changeable, something that you can practice and improve; moving from a fixed mindset to a growth mindset. It’s about developing the skills that support learning and are, at the same time, invaluable in 21st century workplaces.
It means that as a teacher my practice no longer centres around increasing students’ knowledge. Instead I focus on skills, strategies and concepts. If they can Google it in 5 seconds flat, is it really something I need to spend a whole lesson teaching? So, we deal with the contextual, the ungoogleable – and through those contexts we uncover learning, together. Sometimes we miss things, so we loop back and take a second look, sometimes we screw things up, so we talk about where we went wrong. But mostly we ask a lot of questions – questions that aren’t so easy to answer.
In the process of exploring these contexts and asking questions, my students are developing skills through learning in action. It is practical, but at the same time theoretical and those two develop naturally, interwoven sometimes, and deliberately made separate at others. The ideas don’t come before the practice, they come alongside, with and through the practice.
Our learning is becoming increasingly holistic, allowing more opportunities for creativity, problem solving, and collaboration. And I can see the effect that this focus on teaching to develop learning dispositions is having on my students’ confidence. My learners are more articulate than they were at the start of the year, they are more resilient, they are more creative, and they are far more open minded. And yet I wonder is it enough? How can we achieve greater depth, allow for more creativity? Increase collaboration? Develop a sense of wonder and a need to adventure in their learning in our students?
Reflecting on the development of my students’ learning dispositions has solidified my belief in the importance of dispositional curricula, thinking and learning in the classroom, and luckily for me the New Zealand Curriculum agrees mandating a three-way focus on values, learning areas and key competencies (dispositions). But I know I’m only at the beginning of this journey, with so very many things yet to explore, to refine, to uncover, discuss and reflect on. I don’t yet have the answers but I do have the questions. So many questions.