Let’s not think in terms of learning disadvantages – let’s focus on where the students got it

As we prepare for another school year, we need to decide what is important for us to move forward in education. The previous year was of course a loss, but it was also a year of profit. And what we’ve decided to focus on will go a long way in deciding how we and our students can reach another unprecedented school year.

First of all, it would be helpful to review the recent past. Is the absence of a school, or rather, a transitional period where we have embarked on a difficult process of changing which school may be in the future? It was a year and a half created by the so-called “learning-loss” or it will be seen as a time when we made a profit in areas that are desperately needed but often neglected or we are divorced from the curriculum and criteria commonly used to measure progress.

The answers to these questions are hard to wrestle. Sometimes they take a whole mind shift. But if we really want to re-evaluate what students want out of school, they need it.

Strength or weakness

The lessons that our students take from last year, and how we refer to it, the way we talk, the words we use, and most importantly our actions in the first few weeks of the new school year. We can either take a deficit approach and focus on what is called learning-loss, or we can take a strength-based approach and appreciate and accept what we have learned and gained.

The deficit approach will see you focus on what didn’t happen. Which classes were missed, which tests were not taken, which basic skills were bypassed. This does not mean that – like every year – there is no need to repeat some learning. But if you take a primarily deficit approach, you focus on what is not and ignore what happens.

Taking a strength-based approach is an option where we embrace and respect the myriad skills, trends, and approaches we have developed and honored over the past year. Our students have experienced, tested and tested self-efficacy, agency and decision making. They have creatively solved problems with Wi-Fi, quiet places to learn and hard to find information. They have cooperated with peers and expanded their network of support. They have discovered more about how everyone learns, and they are better off using this understanding in the future.

The problem with our data-based learning system is that we do not have a uniform set of metrics for assessment, or a short list of skills and abilities acquired by our students. What is learned varies from group to group, location to location, and need. The epidemic and last year’s racial unrest, while affecting all of us, affect communities and populations differently. Some had to adjust and navigate basic health and accessibility issues. Others are individually virtual to hybrid, sometimes juggling switches more than once.

New paradigm and new driver

If students are currently learning a list of skills and competencies स्व self-efficacy, agency, collaboration, problem-solving familiar it may seem familiar, as these are the same set of abilities that are usually listed as essential titles in this century and beyond. Most Lists The teaching of 4C in the 21st century looks like this:

  1. Creativity
  2. Serious thoughts
  3. Cooperation
  4. Dialog

It involves a growing movement towards agency, ownership, and student voices OECD And Wise And that includes a lot of what many students had to endure and learn.

There is a demand for new drivers for the education system to support this shift, which can lead us to this new paradigm. With this in mind, all of a sudden last year’s profits and opportunities take on new meaning. Recently, education reform expert Michael Fullen developed what he calls New suitable driver Which can take education forward by confronting the drivers who are currently driving education. A look at Fullen’s list.

New wrong driver New suitable driver
Practitioners’ obsession Welfare and education
Machine intelligence Social intelligence
Austerity Equality investment
Fragmentation Mechanism

New choices

At the very least we must acknowledge that the students made significant profits and in unprecedented and unfavorable conditions. Those who go back to the old paradigm will unfortunately quickly become irrelevant and their students will not be ready for our future reality.

Those who accept this uncertainty and appreciate their students and schools for the past 12-18 months will establish an ongoing growth and learning phase that matches the world we are entering.

The time of the new school year has come, but it is also the time of a new paradigm for education. What is the use of this? A new story? A new normal? New set of drivers? Probably all of this and more.

Let’s use this watershed moment to move our system away from a content-centric delivery system and to a system that enhances each student’s learning, adaptation, and ownership of their learning. Let’s start our new year by adapting to a new normal situation.

Ed. Note: A free webinar on this topic with Michael Fullen, New beginnings – new normals, new paradigms, new drivers, Will be on September 9th.

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