The first time I genuinely experienced the power of using the outdoors for learning was on a visit to The Coombes School in Berkshire, UK. The school grounds have been developed over 40 years to become what the school now describes as “a living resource for all curriculum areas” and the “largest classroom”. It is a magical place, creating wonder, respect for the environment, space for play and quiet reflection while learning. Images of the school accompanied by brief commentary by school leaders give a reasonable idea of the school’s approach.
The Reggio Emilia approach to early childhood education uses the outdoors as, what is termed, the “third educator.” Reggio Children, the Domus Academy Research Centre published research into the role of the learning environment over 15 years ago now the collection of writings edited by Ceppi (1998) Children, Spaces, Relations: metaproject for an environment for young children. This work has been influential in the shaping of thinking about, not only early childhood but also, learning in the school years.
A school should be a place that “senses” what is happening outside – from the weather to seasonal changes, from the time of day to the rhythms of the town…
Many of our students engage with virtual worlds through gaming both for social and educational purposes. Research into the impact of gaming indicates the positive effects of moderate gaming. Schools that emphasise and value the connection with, and learning in and about the landscape around us, provide an important balance for students.
I began my teaching career in a multicultural inner suburban high school in Melbourne. My motivation was to share my passion for English language studies with my students and to provide them with engaging and challenging learning experiences. I understood that education provides the foundation for life by enabling access to further study and employment. Education also develops mature individuals; their ways of appreciating others and understanding the self. I learned that the development of intercultural understanding is essential to the creation of a harmonious society to which individuals from different backgrounds can contribute. My educational philosophy has grown from there, founded on the belief that schools should be committed to nurturing the whole person: to exercising both the mind and body and to caring for the social, emotional and spiritual well-being of each individual as they become mature citizens.
The challenges facing education in Australia today are not unique to our country. Schools play a crucial role in preparing students for life in a world that is changing so rapidly that we cannot accurately predict the skills and knowledge they will require in the future. Educational programs must excite students’ curiosity, foster inquiry, creativity, problem solving and thinking skills. The link between the quality of teaching and student achievement is well understood and the school should be a community of learners – teachers and students alike – focused upon excellence in learning.
The quality of teaching must be a high priority in our schools. This involves building a culture of professional learning where teachers are committed to working on improvement in their own practice both individually and collectively. This involves professional review, goal setting, action research, collaboration in learning and peer review. Moreover, as technology and social change increasingly effect the delivery of education, teachers must be prepared to innovate in the way in which learning is organized and student academic progress monitored and supported. Traditional models of classroom delivery are now but one option for the organization of student learning.
Student engagement in learning is essential to success yet research indicates significant levels of disengagement in Australian students. Formal learning experiences will be authentic, have purpose and meaning, and allow student agency. Informal learning experiences should be acknowledged and provided for in school programs.
The high levels of anxiety and depression experienced by young people pose a significant challenge for Australian educators. We talk to students about our rapidly changing, uncertain and conflicted world but we must give them personal skills and strategies for understanding and coping with complexity and uncertainty. This enables personal growth. A cohesive school community is one in which care is demonstrated, in which the actions of its members reflect the values of the school, in which significant rituals are observed and achievements are celebrated. Schools should enable all students to enjoy success in their individual achievements and to be equipped for life as mature, responsible and caring members of our world.
These are exciting and challenging times in education as we respond to technological innovation, to new knowledge about learning and the brain and to ways to promote student wellbeing and achievement. We do not know what the future of education will look like, save that those who will grasp the future are those that form part of a community of learners; students that engage in a variety of learning experiences and teachers that engage with the best in educational research, are open to exploring new ideas and maintain an abiding commitment to improving the learning for our students.
Posted in Education, Engagement, Learning, Values
Tagged confidence, education, engagement, future, inclusive, learning, school improvement, Values, wellbeing
With the sports news in the background of my weekend I caught a radio report of Serena Williams’ victory at the Australian Tennis Open 2015 and a replay of part of her winning speech . Citing her modest background, Williams reflected on how, never thinking she would be the winner of 19 championships, “I went on the courts with just a ball and a racquet and a hope.” Many would add to that – and some considerable talent. But what Williams emphasised was perseverance and effort, saying “for all you guys out there that want to do something and want to be the best that you can be and want to do the best that you can do, you just never give up…”
The efforts of successful sports men and women are perhaps commonly noted. But the point is equally relevant to our students in school. When I think about fostering a passion for learning I find myself repeatedly turning to the insights of Carol Dweck, explained in her book Mindset. Over years of research Dweck, a Professor of Psychology at Stanford University, has observed that people with a growth mindset based on a belief that their abilities can be expanded will develop ” the love of challenge, belief in effort, resilience in the face of setbacks, and greater (more creative) success.”
As we started our school year I reflected on the value of encouragement of our students; encouragement to develop a belief in the possibilities of their own learning and by giving them praise for effort. Only when they start to beat their own wings will they fly.
As the date approaches for the annual NAPLAN testing (National Assessment Program – Literacy and Numeracy), the discussion around the value of national testing, and indeed international testing, is revisited.
That every child should be both literate and numerate is an absolute basic right. National testing has its place in providing a snapshot on a single day of student attainment of these educational basics. NAPLAN results can provide individual teachers and schools with usable and useful information about student learning. The danger with national tests is not the tests themselves but the use to which they may be put by reducing consideration of teaching and learning to the lowest common denominator.
As a beginning English teacher, I wrestled with finding ways to engage my students in the study of English in all of its remarkable forms. At the core of my practice was the desire to foster a love of language and literature, to connect students with big ideas and equip them to interpret and use the language to enrich their own experience. I was often disappointed by the tendency of those who saw the way of connecting students to learning was by looking for the simplest of texts, or designing units of work around issues deemed to be of popular appeal. At that time, BMX bikes were all the rage with teenage boys (as evidenced by 1983 film BMX Bandits) and so I coined the term “the BMX bike syndrome”, for that approach to education that sets its sights on the basics, rather than the rewards of embracing the challenges of learning.
Dr Paul Brock usefully distinguishes between “the basics”, literacy and numeracy, and “the fundamentals”, the full breadth and depth of learning possible in English and Mathematics. He alerts us to the dangers of an over emphasis on national test results:
…the fundamentals continue to be at risk of being seriously diluted by the necessary, but not sufficient, focus on the basics.
As educators, we want our students to be successful learners so that they can leave school equipped for further study and work that enables them to lead fulfilling lives. The basics are essential, but our students’ learning is impoverished when they are engaged in drill and practice that is motivated by undue emphasis on the outcomes of national tests.
Brock, Paul (2011) towards Schooling in the 21st Century: ‘Back to Basics’ or Forward to Fundamentals ACEL Monograph Series
Travelling through the UK several years ago I visited a wide range of schools to learn about the different ways in which they excelled. I saw effective online learning communities that enabled the snowbound girls of the Holt School to continue their learning relatively uninterrupted; I saw the way integration of the playground and the classroom provided a nurturing environment for students challenged by the traditional restrictive classroom and that it is possible to enable improvement in learning outcomes for students from deprived and confronting urban communities by creating a structured learning environment that insists that the street culture has no place within the walls of the school.
In the lead up to the release of final Year 12 results and the inevitable publication of leagues tables of schools some will be asking is our school in the top 100? But, is that really the key question we should be asking? Is the thing we most value about our school its position in a media generated table?
If I were to ask parents, parents, students and teachers to nominate just 5 things that they value about a school our lists might vary but I suggest that they would look something like this:
Let’s start with parents. The 5 things parents value about a school are:
• The breadth of curriculum and activities for your child to choose from
• A good learning environment – a positive learning community
• Good communication between school and home
• Socialising: having friends and peers that your child can do things with
• A sense of community – parents feel welcome
And students? I suggest the 5 things students value about school:
• Teachers who engage students in class and care about their students
• A safe environment where students have access to people they trust if they have a problems
• Good school facilities, playgrounds and learning spaces
• Opportunities to develop and display your talents
• A strong community based on trust; a community that makes you feel that you belong to something bigger
And as a teacher, the 5 things I would nominate that teachers value about school:
• Relationships with students and the privilege of witnessing their intellectual and social development
• Access to resources that can enhance the performance of the job
• Collegial supportive working relationships
• A culture of professional development and learning
• The support of parents and senior staff
What would you put on your list?
The education our students receive at school should prepare them for life by fostering their development across the four domains of the academic, social, emotional and spiritual.
The focus at government level is on academic achievement that is principally defined by the performance of educational systems in standardized tests, while other eminent educators and commentators have contributed their views on many other issues such as the importance of fostering creativity or how best to motivate and engage students.
Regardless of the perspective taken by contributors to contemporary discussion a common theme is one of uncertainty around the kind of future for which we are preparing students. This uncertainty derives from the observable dramatic rate of change that is driven by technological innovation.
We are in the process of implementing the key aspects of our ICT Strategic Plan. Our vision is “to prepare our students for a global and digitally connected world in which technology is essential and ubiquitous.” In order to achieve this we are convinced that students need to have their own devices, such as a tablet or laptop, because they will most certainly need proficiency in digital, visual, informational, and textual literacy along with critical thinking and creative problem solving skills.