Ok, so I’ve found it challenging to find the time (or, perhaps, more truthfully, prioritise the time…) to continue to read NZCER’s report “Supporting future-oriented learning and teaching – a New Zealand perspective”. But! I’m nearly through, so I thought I’d take the time to reflect on the five further themes which the report links to “contemporary views of learning for the 21st century: (p. 9). And as a reminder, the full six are:
- Personalising learning
- New views of equity, diversity and inclusivity
- A curriculum that uses knowledge to develop learning capacity
- ‘Changing the script’: Rethinking learners’ and teachers’ roles
- A culture of continuous learning for teachers and educational leaders
- New kinds of partnerships and relationships: Schools no longer siloed from the community (pp. 9-10)
I’m intrigued by the idea of ‘diversity’, which, as the report rightly captures, has been dominated in New Zealand schools by definitions of equity, or reducing disparity between different ethnic, in particular, groups. The report doesn’t downplay this approach, but rather, I think, shifts the focus from a negative to a positive perspective, calling for ways in which differences are seen as valued as they allow for ideas and problems to be seen in different lights, from different points of view. Overall, the concept of educating for diversity, I think is key. We must be able to engage with “people from cultural, religious and/or linguistic backgrounds or world views that are very different” from our own (p. 25), and we must be able to engage with a diversity of ideas (p. 25). I love this, and find it sits comfortably with my personal values and beliefs.
Theme 3 is centred around shifting the concept of knowledge from one of knowledge as “content or ‘stuff'” to “something that does stuff” (p. 31). I think this is a huge challenge for secondary school teachers, in particular, whose core business has been imparting knowledge – filling the empty vessel analogy. The idea of knowledge as a verb, or that “knowledge is about creating knowledge and using knowledge” (p. 32) may be comfortable in theory, but to put into practice is less straight-forward and clear-cut. This is where inquiry-based learning, learning how to learn, and learning how to work with ideas and people, seems to me to come into play. Working in a cross-curricula fashion in order to learn transferable skills will become important.
The fourth theme, focused on the shifting or rethinking of teacher and student roles, I’m gratified to see, is something I’ve considered already on this blog here. I actually really like that this entire report seems only to use the word ‘learner’. I think we should remember that this applies equally to ‘students’ and ‘teachers’ as we all seek to embrace learning about, in, and through a ‘future-oriented’ lens.
Indeed, this feeds well into the fifth theme of continuous learning. The NZC speaks of creating ‘life-long learners’, and many schools have adopted this into their vision for their students. However, equally, teachers must see themselves as ‘life-long learners’ – and not just in terms of their specific knowledge, or learning, area, but of pedagogy as well. “21st century teachers need to be able to think about knowledge as a tool to do things with” (p. 46). This strikes me as being akin to the extended abstract end of the SOLO taxonomy that Marsden has been working with for a number of years. Teachers, with their subject-specific expertise need themselves to be able to think in a meta-cognitive kind of way about their subject and the ways in which the knowledge can be accessed, categorised, and linked.
Finally (for now ;)) is the sixth theme of forging community partnerships. I like the two-fold rationale here – firstly around providing authentic learning contexts, but also because these school-community connections will help to stimulate “real community understanding of and support for future-oriented ideas” which will be needed “if schools are to achieve the required shift in focus” (p. 49)
This (along with the previous blog post) form my reflection on the six themes outlined. There’s still a wee bit more to go, so bear with me as I explore the final ten pages…!