Week 30
WEEK 30: Trends influencing NZ or Internationally
I
will be using Rolfe's model of reflection.
WHAT?
After
reading Daggett’s (2014) report, I could see that trend #3 “Increased
emphasis on application-based learning “resonated
most with me.
His
report described
the most improved schools,
were the ones who had adapted and made learning relevant to the personal
interests of their students. An article by OECD identified that there has been
a rapid change in our world and in the advances in technology. There has been
shift in knowledge and skills required to thrive in today’s workforce. My
concern is how do teachers ensure that learning programs are equipped to meet
the rapid demands of todays evolving local and global economy? What can I do to
help my students prepare themselves for the future?
SO
WHAT?
Dumont
(2010) identified how education played a vital role in providing competencies
and skills to operate in this new world. Teachers,
at my school (who have completed MindLab) have introduced their students to a
variety of technology-based strategies to help engage their learners. You
could see a growth mindset and a different attitude towards their learning.
There
is the potential to shift the mindset of the rest of our students, but teachers (themselves)
need to be aware of 21st century learning skills and how to
implement these effectively into learning programs .
Dagget
(2014) shared examples of application-based learning in schools: unit planning
based on projects, game based learning (where badges are earned) and industry
or academic career. When I think about this particular type of
learning, I could see these in schools who currently have “garden to table”
projects and class dojo. James Cook High School has a team who co ordinate work
place programs for their students.
NOW
WHAT?
I
believe that if schools provided an education that met the global needs of our
economy, perhaps we would be delivering different learning programs. Most
lessons would be hands on, collaborative thinking and learning the norm and
student achievement measured not solely on knowledge base from facts in a book,
but relevant educational experiences too.
When
I relate this to my current practise, students were more engaged when you gave
them real world problem solving projects. The level of critical thinking
was evident and you could see them persevere because the issue or problem was
relevant to their world.
NIC
(2017) reported that there has been a disruption of the labour market due to
technology and that the competition for good jobs have now become global. However,
if educators can not see the impact traditonal teaching models has on students,
then current teaching practises will not change at all. Students
here would not be able to meet the skillset or demands within the workforce,
either locally or globally.
Dumont
et al (2010) talks about adaptive expertise and described this as life long
learning. I see continous learning/improvement by teachers, as a way of meeting
the needs of the national and global economy. Skills acquired today
will evolve due to global and technological demands. What worked for
teachers ten years ago may/will not be relevant in another ten years time. So
what’s changed for me? Becoming a learner and completing MindLab. I
can see how technology has strongly influenced classroom practice and the what
teachers could be doing to better prepare our students for the future. I also see
the potential my students have, to become both locally and globally equipped to
meet demands for the future.
References:
Daggett, B. (2014). Addressing Current and Future
Challenges in Education. Retrieved from http://www.leadered.com/pdf/2014
MSC_AddressingCurrentandFutureChallenges.pdf
Dumont,
H., Istance, D., Benavides, F. (2010) The Nature of Learning: Using research to
inspire people. Innovative Learning
Environment Project. How can the learning sciences inform the design of 21st
century learning environments.
:
retrieved from: https://www.oecd.org/edu/ceri/50300814.pdf
National Intelligence Council. (2017). Global trends:
The Paradox of Progress. National Intelligence Council: US. Retrieved
from https://www.dni.gov/files/images/global
Trends/documents/GT-Main-Report.pdf
Rolfe, G., Freshwater, D., Jasper, M. (2001) Critical
reflection in nursing and the helping professions: a user’s guide. Basingstoke:
Palgrave Macmillan.
This is an interesting topic packed with a lot of valuable information. The good thing about this piece is that it extends to education of all levels, in terms of reassessing what is being taught, providing teachers with the appropriate methods to teach and the skills that students develop through their years of learning. While reading this, I immediately took to paragraph six because of my own experiences. I found that when I could relate to something I was learning, the picture was clearer and it helped me absorb any new information that I was receiving. Enjoyed reading this, a big well done!
ReplyDeleteThanks Angelena.
ReplyDeleteI find it amazing how teachers tend to teach the curriculum but dont see the bigger picture of their role in todays school. I remember talking to a colleague about providing an education that was future focused and how it would impact 21st century learners. When I looked at her, she said she had no idea of what I was talking about and asked whether this was new stuff MindLab was introducing to the teachers.
There were two hunches that arose from this discussion. The first one is, has this teacher stopped learning and researching about education (for her own professional growth) and how is she meeting the needs of her students if she doesnt understand what 21st century learners look like today?
I have found at times when sharing about new learning experiences, I do get teachers who roll their eys (lol) because of my excitement when talking. But I also express my concerns because I am also a parent teacher and want to ensure my own children experience the best learning outcomes NZ education has to offer.
I want to give, not only my own children but all my students, an education that prepares them for a workforce of the future. But teachers need to be prepared themselves and be able to understand current trends so they too can modify teaching and learning to meet those needs.