MLE: the current ‘it’ word (well, anagram actually) in NZ education

We are looking at team teaching for next year. It is an exciting prospect, without a doubt! I’ve been asked to present the pedagogy behind it at a meeting we were to have tomorrow (postponed now). Regardless I’ve begun putting information together.

A generic reflection before I put together the presentation: I have been left whirling.

Whilst a lot of the Ministry of Education information highlights the physical environment and the need for modern pedagogy, it has taken some wading to find out details of what that pedagogy is. I certainly have not compiled a complete list by any means.

Across all the discussions a common thread seems to be coming through:

  • More student agency
  • Team-teaching: collaborate, collaborate, collaborate
  • Offering choice on how to learn.
  • Updating the environment to support student learning.

I am in mixed mindset about this. I am excited because of the possibilities and concerned that the MLE will become the pretty shell for visitors, but that actual change in pedagogy won’t happen. I’ve seen it so often with tech: something with such potential yet so limited in its use because teachers are unnerved by it. It becomes a window dressing.

We are called to change our practice, but time has shown over and over again that we don’t. I do tend to err on the side of caution when predicting positive outcomes.

So what how will pedagogy be improved? What changes in the profession are occurring that will result in significant change to daily teaching pedagogy?

When I look at my practice: what could be slotted into a classroom of the sixties or the eighties or the nineties? What couldn’t? Is my practice simply dressed up pedagogy of the nineties? How can this be quantified? What data can be collected to support this?

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