The Final Part of: What if everything we thought about learning was wrong?
In the final part of this article I will suggest that it is time to re-evaluate the foundations of teaching and learning and describe what I believe are the true foundations of any education system we should seek to build on to ensure learning remains at the heart of what we do.
It is time to go back to basics of teaching and learning, not those of the 3 R’s, or of rote learning, of the industrial revolution or that of the information technology revolution but instead the basics of relationships and trust in education. It is time to rethink our pedagogy. A time to wipe the slate clean and rethink things from the beginning and not keep adding things that we think will or should “work”. It is not a case of what can be done but rather a case of what should be done with the tools education has at its disposal to promote teaching and learning.
Imagine starting again knowing what we know now about how education has evolved and been influenced by the revolutions that have occurred over the last 150 years. I hope you will have decided that the foundation of any education system must include building relationships between the teacher and the learner. Apart from three other key elements all the other “stuff” is just, well stuff. It comes and goes according to, for the want of a better word, “fashion.”
Some time ago I wrote about understanding learning needs. This led to an e-book based on both reflection on my time as a teacher and research. As I read studies and ideas about teaching and learning, old and new, time and time again I came across references to the importance of the relationships between the teacher and the learner. Thinking about my own time in the classroom when things went well I had a good relationship with my classes and when things went badly or were stressful for me it was because these relationships had not yet formed. A target driven system that distances the teacher from the learner is not what learning is about.
Building relationships and maintaining them is not always easy and is often more complicated than we think. Perhaps the divorce rate confirms this! I have boiled it down to four key learning needs that require being satisfied most of the time if we are to build learning relationships. The graphic below describes the four learning needs. It would be my approach to include these in any foundations. The acronym Please Be Child Friendly offers a suitable reminder of the aim as well as providing a memory key for the four learning needs. Ignoring learning needs is not what builds engagement and is not what learning is about.
I have also developed a “learning responsibility ratio” graphic. The graphic aims to show how the dynamics of the learning relationship should change over time. It highlights how the learning relationship may also come under strain at times, especially during a transition point. At the start the biggest responsibility lies with the teacher in learning about their students, planning the curriculum and developing resources. At this point the learner has only a small responsibility, that of “paying attention”. Later as time passes the ratio of responsibility should transfer from the teacher to the learner. There are points where there is some element of reclaiming responsibility but these need to be part of the learning journey. If there are too many occasions where the teacher reclaims responsibility the downward trend of the line, the responsibility transfer, is slowed and may never reach a satisfactory stage. The result of such an action means the learner remains dependent on the teacher and takes little responsibility for learning. In a high stakes system it is all too easy for the teacher, who is often most “accountable” to reclaim responsibility in order to maintain control of the learning. Incorporating the dynamics of learning relationships is also a key element in the foundation of an education system. Making or allowing the teacher alone accountable for learning is not what learning is about.
The third block in the foundation is the continued professional development of the teacher. It is important that the teacher models learning to their students. This has two effects. Firstly it will demonstrate that learning requires effort. As the teacher shares the emotional challenges of learning as well as the practical aspects they can show how taking on a learning challenge can be both daunting and rewarding. Secondly it grounds the teacher in the learning experience. This is important because in building successful learning relationships there needs to be both empathy and understanding of the student perspective. Roy Leighton’s work on the Butterfly Model and specifically the Learning Line demonstrates this aspect of learning. Another example of the trials and challenges of learning can be seen in the Hero’s journey once it is adapted to learning. Ignoring the learning journey and expecting a standardised approach and progress is not what learning is about.
The fourth block is a natural requirement of the learning transition. It is no good expecting the learner to take responsibility for and manage their own learning unless they are prepared for and supported in doing so. This last element is one that appears obvious but we do so little in education in this area. We need to directly develop the skills, attitudes, attributes, and behaviours that support the learner in managing their own learning environment to meet their learning needs. The term I have used to describe this is “Learning Intelligence” or LQ. Failure to develop in learners an understanding of how they can manage their learning environment to meet their learning needs is not what learning is about.
So there we have it, the four corner stones of the foundation of any education system we care to develop based on learning. I would claim that if we remain true to these foundations then we can adapt and adopt all that is good and useful in teaching and learning from whatever source. We are in effect guided by the foundations in selecting only those that adhere to the principles and therefore sustain them. I would claim that such a foundation is both agile and secure. It is able to respond to changes in curriculum, forms of delivery and use whatever technology is appropriate to support teaching and learning.
Want to see any of the first 4 posts?
Part 1: What if everything we thought we knew about learning was wrong? http://wp.me/p2LphS-nz
We need to go back to the start, to look at teaching and learning from the beginning to find out if we have lost our way.
Part 2: What if everything we thought we knew about learning was wrong? http://wp.me/p2LphS-nD
How far back can we go with teaching and learning?
Part 3: What if everything we thought we knew about learning was wrong? http://wp.me/p2LphS-nJ
We go back and explore the simplest of learning models to see if we can re-establish secure foundations on which to build.
Part 4: What if everything we thought we knew about learning was wrong? http://wp.me/p2LphS-nZ
What are the influences of the industrial and technological revolutions on education?