A fish judged by its ability to climb a tree will be a failure. Check this video which is an interesting take on our school system. NZ might operate differently, but is our endgame actually any different (although dressed differently}. Play supports success and lets the fish shine!
— Read on m.youtube.com/watch
The Cost of Ignoring Developmentally Appropriate Practice
— Read on notjustcute.com/2013/10/30/the-cost-of-ignoring-developmentally-appropriate-practice/
Worth considering. Heat argument for play.
As a part of my lecture this week, I encountered the notion of a learning-centred classroom. This differs from current educational language which talks about shifting from a teacher -centred classroom to a student/learner-centred classroom. Well what about changing the language to a learning centred classroom?
It is a subtle shift in language, yet quite powerful.
A learning-centred classroom seems like a ‘well, isn’t that what the point of education is?’ kind of thought. Yet in a time of cramped curricula, ‘good’ educational opportunities and high accountability, it is all too easy for learning to take a back bench to curricula coverage, getting through the list, achieving results and ‘teaching’.
Well as we all know, teaching does not necessarily equal learning (nor does it necessarily preclude it). Results can be achieved, but that doesn’t necessarily mean learning has occurred. Students can look engaged but again, this doesn’t mean learning has happened.
So what prompted this thinking? I know you have been dying to ask. As usual, this does not come from me. I have included below an extract from a useful website which addresses this topic. The site can be accessed via this link: Link Alert!
“Many of the ways we have of talking about learning and education are based on the assumption that learning is something that individuals do. Furthermore, we often assume that learning ‘has a beginning and an end; that it is best separated from the rest of our activities; and that it is the result of teaching’ (Wenger 1998: 3). But how would things look if we took a different track? Supposing learning is social and comes largely from of our experience of participating in daily life? It was this thought that formed the basis of a significant rethinking of learning theory in the late 1980s and early 1990s by two researchers from very different disciplines – Jean Lave and Etienne Wenger. Their model of situated learning proposed that learning involved a process of engagement in a ‘community of practice’.”
As I look back I can see myself as a practitioner who has had both a teacher-centred and then learner-centred classroom. I have certainly tried to promote learning (achieving both success and failure). But, can I definitively say I have had a ‘learning’ centred classroom? Can you?
I’m signing off now to do some more reading. Enjoy!
Last year we were given the reading: ‘The spiral of inquiry’ (Timperly, Kaser & Halbert) by our LwDT coordinator. I put it in a safe place. This worked, until I moved classrooms. It’s new ‘safe place’ is secure from me, something I’m sure everyone can agree with.
Regardless, after searching online and in my house, it finally popped up in ‘The Pond‘ (a NZ site established for educators to share resources etc). It is similar to, but different from the VLN – (virtual learning network).
This is an excellent reading, one that really clarified my understanding of the teacher as inquiry process (and one I need to keep revisiting – hence the blog). The biggest wrinkle I have had with the process is the sole emphasis on the priority learners. This is definately essential (and what my inquiries are focussed on). I can understand this better now. My biggest stumbling block initially was that this ‘inquiry thing’ seemed to put a roadblock between me doing my broader learning and readings. I have passed this, and perhaps better understand how the
I’ve been thinking a lot about the marginal middles – those that aren’t performing at their peak, but are just far enough inside the bubble to miss out on the detailed focus of these inquiries. I would love to do an investigation around this.
With a major change coming to the way the NZ Teachers Council is set up and running, there is going to be a much greater need for ‘evidence.’ Part of me thinks: great – more paperwork. But the other parts think this makes sense. We are pushing the ‘professionalism’ aspect, and with that comes the ‘a’ word: accountability. We live in the age of accountability.
That’s my warm up! Today’s in-school PLD was on teacher registration – looking at evidence and Tataitoko cultural competences. We did a jigsaw exercise which forced us to examine these (and the parts of the registered teacher’s criteria) in close detail. I need to go back and reread those when my brain is not so full.
Part of the meeting was considering what that evidence will look like, and we will revisit this in a few weeks. I have begun investigating some different methods using the VLN. The teacher’s council website is quite good. I found this example of tags that could be used and this really good TKI site which has some examples. Continue reading
PLD is of course professional learning development (which replaced the ‘PD’: professional development – not periodic detention!). I went to a course today courtesy of the OPPA.