Changing the Script: Considering my Audiences
"It is widely argued that current educational systems, structures and practices are not sufficient to address and support learning needs for all students in the 21st century. Changes are needed, but what kinds of change, and for what reasons?" (Bolstad, Gilbert, McDowall, Bull, Boyd & Hipkins, 2012)
In a report to the Ministry of Education, 6 themes were identified to develop a vision of what future-oriented education could look like for NZ students. This inquiry will help with changing the script and rethinking learners' and teachers' roles in the classroom through the use of digital tools and collaboration, enabling students to partner with facilitators to create transformative engagement with their world.
"21st Century ideas about knowledge and learning demand shifts in the traditional roles or 'scripts' followed by learners and teachers." (Bolstad, Gilbert, McDowall, Bull, Boyd & Hipkins, 2012) When changing the script and rethinking the roles in my classroom, immediately I am challenged by what I have been doing, fairly successfully, for the last 20 years. I am resistant to the idea of sharing power with my students, I don't know what this looks like, how I (or they) will handle it. How much freedom do I give them to set the direction? However, by changing my role to be more like a guide than a teacher, sharing responsibility of the learning between myself and the student, co-constructing, and creating conditions for students to work with their own strengths and interests, and use them in the context of a learning project that is meaningful to them, allowing them to shine; it achieves the goal of education not just transmitting knowledge to the learner, but to engage with and generate knowledge.
In a report to the Ministry of Education, 6 themes were identified to develop a vision of what future-oriented education could look like for NZ students. This inquiry will help with changing the script and rethinking learners' and teachers' roles in the classroom through the use of digital tools and collaboration, enabling students to partner with facilitators to create transformative engagement with their world.
'Our Code, Our Standards' clearly outline that as a NZ teacher I must respect my trusted position and recognise the influence I have on learners. Therefore, it is important for me to consider my audience and the messages I would like to convey through this inquiry. Education Council (2017)
When addressing the local audience of my inquiry; students in my class, their parents, caregivers, whānau, and other teachers in our school, it is easy to see that change is needed. Submission rates are lower than expected, and everyone wants to see students succeed.
The New Zealand national audiences include; Ministry of Education, Communities of Learning, and researchers establishing the educational trends of NZ. Themes presented indicate that NZ wants to have a world-leading education system, but in order for that to happen there needs to be transformation and educators need to be involved in continuous learning.
International audiences include comparing the NZ education system and NZ achievement results to other countries, such as; The Programme for International Student Assessment (PISA) is a worldwide study by the Organisation for Economic Co-operation and Development (OECD) in member and non-member nations intended to evaluate educational systems by measuring 15-year-old school pupils' scholastic performance on mathematics, science, and reading. The OECD’s PISA surveys have recorded deteriorating results in New Zealand in reading, maths and science since the early 2000s. NZ Initiative Research (2019)
"21st Century ideas about knowledge and learning demand shifts in the traditional roles or 'scripts' followed by learners and teachers." (Bolstad, Gilbert, McDowall, Bull, Boyd & Hipkins, 2012) When changing the script and rethinking the roles in my classroom, immediately I am challenged by what I have been doing, fairly successfully, for the last 20 years. I am resistant to the idea of sharing power with my students, I don't know what this looks like, how I (or they) will handle it. How much freedom do I give them to set the direction? However, by changing my role to be more like a guide than a teacher, sharing responsibility of the learning between myself and the student, co-constructing, and creating conditions for students to work with their own strengths and interests, and use them in the context of a learning project that is meaningful to them, allowing them to shine; it achieves the goal of education not just transmitting knowledge to the learner, but to engage with and generate knowledge.
These new pedagogies of transformation within education will be the core of my current inquiry. The intention is to improve the Pasifika and Māori student submission rate, through the promotion of learner agency with digital kanban tools like Trello, to create success for this group of students. A number of whānau in the inquiry focus group have been identified as 'reluctant' participants in the learning community. They often do not respond to communications from the school, do not attend parent interviews, do not support with homework or provide school materials.
According to Daggett (2014), as more gamification principles are driven into online delivery programs, students will be drawn into them. Schools who embrace digital learning and are willing to disrupt their traditional delivery systems and embrace the best of both systems will flourish in this new digital-based instructional environment.
I am excited to look ahead at creating a future-oriented education model in my classroom; creating transformational change in my students.
Looking at you as a successful and experienced teacher, I'm interested to see how your inquiry turns out. Trying out co-constructed project based learning is a bold but hopefully productive step for your Maaori and Pacifica students.
ReplyDeleteAs a new teacher, much of what I'm trying in the classroom is new, so I admire your courage to try something new after you've already figured out ways that work well. It's interesting that you have identified specific challenging whaanau as part of your audience. Hopefully the projects their tamariki choose will benefit their broader whaanau in some way; maybe this will engage them more in what's happening at school. All the best on your evolving teaching journey!