Build it and they will come
I find the term “changing nature of teaching” problematic. I think if you take a good teacher throughout the ages they wanted their pupils to be creators, problems solvers and independent thinkers (I think the term “teacher” has too many negative connotations). I think the tools we have at our disposal have changed but, for me at least, the importance of supporting pupils through their creative adventure has never changed. No matter the topic, Maths (I am from the UK and leaving off the “s” here just feels wrong) and Science are just as creative as Art and Music. I feel I have been very privileged to teach MYP Design; which I love teaching! The written work can be cumbersome, but the project based learning is superb and gives the pupils a chance to take their own voyage of discovery. Actual the MYP across all subjects gives space for creative teaching, project based learning and content creation.
I think the biggest hurdle we all have to work with is the progression to university. Until universities really accept creative and imaginative approaches to learning, moving away from attainment based entry requirements and end-of-semester examinations in degrees to decide ability, then schools, as feeder institutions, are doing their pupils a disservice if they fail to prepare them. Hence, the need for examinations and focus on study skills and content delivery in a more structured way. I think it is a bit of a catch 22.
However, before I go down this rabbit hole, I will resurface to look at the growth that I think we can undergo.
Firstly, I feel that I work with imaginative, creative and enthusiastic educators. I honestly feel very privileged to be working in this environment, and I am constantly learning from them. However, we are not perfect. I think as a whole, we are mostly working in the Substitution and Augmentation sections of SAMR. On some occasions I see some very creative ideas, however, I would like to see more development in the Modification and Redefinition sections. I think especially in exam classes (IB and AP) where the need to cover material and prepare pupils for exams are sited as the main reasons for not making changes to tried and tested unit material. For me, in this area, it is important to show the benefits of the change weighed against the amount of work required (as time is always the enemy). One of the things I need to work on is preparing more for these conversations, with better questions to get to the root of the issues faced by the teachers and hopefully help them to develop an approach that will lead to more Redefinition. Any ideas of these questions would be gratefully received ;0)
Secondly, as a whole school, we need to have more focus on improving the use of the wealth of technology we have at our disposable. We have no real time set aside to explore, play and re-imagine how we will use these tools. If time is not given, then you are saying, at a whole school level, that it is not important. I think this is something that I need to fight for (and have not done in the past – probably due to the imposter syndrome) We need to give staff the time and space to experiment, and then we will see real change. I know that at the end of term I get booked out with staff, who having time, what to develop their unit content. So I know we have the “want” we just need to be given the time and space. However, the big big big statement I would make is that it must be practical and well-supported so that it is not seem as a waste of time, with enough flexibility that it is not controlled. And this is harder than is sounds………so I need to think about how to take small chunks from this beast!
Finally, I love the questions Sarah Gilmore discussed. I always start training at the point of what can we do with the technology we have, what are your current skills. Starting it before that point might help us pinpoint the roadblocks that are already in place, looking at the journey we have been on to get to this current stage. I think these open discussions also help an eternal optimist, like myself, see where the real, and often silent, struggles are happening and try to put a support structure in place.
Now I feel very tired, as that is a lot to think about! Honestly, I become overwhelmed and sit scratching my head. Where to start? I guess this is the reason I am on this course!
Erm, I know I have a more rambling approach, but I am hoping these brain dumps will help me work out what I should be doing!
