Maria Lisa Polegatto - February 2024
The planet we know is changing everyday and we need to be able to change with it to understand it, develop innovate solutions and implement them. While our world is changing our educational system is becoming more disconnected (Fullan & Langworthy, 2014). We need “learning partnerships” between students and teachers and deep learning tasks to restructure learning with the proper tools and resources in the midst of global technology that is also advancing at alarming rates compared to our educational system (Fullan & Langworthy, 2014).
These “new pedagogies” are defined as a “new model of learning partnerships between and among students and teachers, aiming towards deep learning goals and enabled by pervasive digital access” (Fullan & Langworthy, 2014). The internet allows for a freedom to learn, contribute, and participate globally that was not available a decade ago (Fullan & Langworthy, 2014). Are we keeping up with the freedom of the world in the confinements of the current educational system? While we have online education, are we providing enough freedom in curriculum to keep students interested, engaged, and adapting to the current world? Are teachers given the freedom to learn and teach what interests students to become future leaders? The objective of deep learning is to give students ability for creativity, connectedness, and to be collaborative problem solvers and develop into complete human beings (Fullan & Langworthy, 2014).
With new pedagogies, “the heart of a good teacher is the student – what the student needs to learn. When teachers see that a new way of teaching or new tools spark engagement and learning, they naturally gravitate towards these new pedagogies” (Fullan & Langworthy, 2014). Such connected learning goes beyond giving instruction and facilitating the process. Learning what interests the students have can engage them in learning in a way to activate their confidence to pursue their interests and flourish in the process and learn new skills. This also builds trust that the student can take as building blocks to gaining insight and letting their voice be heard to provide feedback and new ideas. Given the increasing noise that pulls students in many different directions, the more teachers can engage students in learning is vital. We can use the 6 C’s to use our existing knowledge and expand it into new learning:
- Character education.
- Citizenship.
- Communication.
- Critical thinking and problem solving.
- Collaboration.
- Creativity and imagination (Fullan & Langworthy, 2014).
Keeping the student in the know of what the learning goals are, achievements and outcomes are important to keeping them engaged (Fullan & Langworthy, 2014). Using technology can be useful in both general uses, such as researching information, and at a higher level, such as creating presentations and creating animations (Fullan & Langworthy, 2014). Technology is not itself the answer. The real result comes from knowing how to use it effectively. Being able to connect and collaborate globally with others in the learning sphere can be done though technology. This can also lead to new learning which can also increase the roundedness of the student to many different skills and tools. This type of learning goes beyond measures of skill testing. It leaps forward into leadership ability, entrepreneurship, perseverance, and building better humans for the benefit of a better world for all. It allows for interest and passions to be expanded instead of dwindling in apathy of noninterest.
I can relate to Maiers & Sandvold (2013), in relation to the “passion gap” in the educational system when I was in high school at times. I always strive to be a good student and make good marks. My bigger passion was outside the class which I have learned to make my hobbies, such as nature, hiking, kayaking, golf, animals, crafts, climate change solutions, etc.. When my son was young, I introduced him to many things he enjoyed then and things he could decide if he wanted to continue to pick up later in life. I always looked at school as necessary and educational but not the only things I could do in life. There were of course classes I really looked forward to and enjoyed learning that I followed up on more outside of school. Most of these were related to nature. I thoroughly enjoyed all the classes and had much passion for anything related to nature and species or classes that allowed critical thinking and real world benefits and interests.
I agree that having to learn verses wanting to learn is a big variance in level of passion. I agree that when we can find “a way to sustain the energy, excitement, and love for learning” (Maiers & Sandvold, 2013) we have found passion in what we are learning about. Are we teaching students to be compliant or individuals? How do we allow students to think for themselves if we are telling them what they must think to achieve grades? Are we teaching students to only follow the leader or follow their desires in what they want to learn? If we could learn anything we wanted to would it be the three R’s – Reading, wRiting and aRithmetic, or would it be about a passion you do or want to do? Are we qualifying students only for school and career or to make a difference in those in life and the world? Was your favorite teacher one that allowed you to think outside the box and express yourself? Mine have always been those teachers that inspired me and given me the confidence and courage to be myself instead of fitting in a predefined box.
How many students are losing passion in education that end up seeking their passion outside of class and become great beyond what the educational system could do? Albert Einstein for instance is but one. We need to raise people up, give them confidence, courage, allow them to be creative, innovate and find new ways to sustain the earth that is failing in terms of climate at the hands of humans. We need stronger more passionate humans that can pull their inner resources to develop future achievements. We need to adapt and encourage all kinds of learners to find their passions that lead to their personal and professional greatness. We need to stop wasting our precious resources on war and destruction of the planet to create students as future leaders of the planet by communicating and collaborating with others, learning new ways of being, giving everyone a voice, developing education that builds character in citizens, and using our creativity and imagination to innovate, think critically and solve problems.
The world needs more students to become leaders who love the planet, not their egos.
“It is about helping students to build attitudes and confidence through doing purposeful things that make a difference in the world”
(Fullan & Langworthy, 2014)
(Fullan & Langworthy, 2014)
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References
Fullan, M., & Langworthy, M. (2014). A rich seam: How new pedagogies find deep
learning. London: Pearson. Chapter one to five. https://tinyurl.com/2paru4eb
Maiers, A., & Sandvold, A. (2013). Achievement gap or passion gap (Chapter 1). In
The passion-driven classroom: A framework for teaching and learning. New
York: Routledge.
learning. London: Pearson. Chapter one to five. https://tinyurl.com/2paru4eb
Maiers, A., & Sandvold, A. (2013). Achievement gap or passion gap (Chapter 1). In
The passion-driven classroom: A framework for teaching and learning. New
York: Routledge.
#learning #pedagogies #academictwitter #education #knowledge #change