“To free up creative energy
we need to let go and divert some attention from the pursuit of the predictable
goals that we are naturally inclined to pursue and use it instead to explore
the world around us on its own terms.”
Csikszentmihalyi, M. 1997. Creativity: Flow and the Psychology of Discovery and Invention
Attending the ACEL
conference in Melbourne last week generated a couple of questions.
1. Do
we promote and provide time for curiosity to develop in students and teachers?
Bryan Goodwin presented ‘Flip
the script with student curiosity’. According to Goodwin, ‘Curiosity is as
powerful a predictor of student success as IQ and student motivation matters
as much to student outcomes as teacher quality. Yet both are often overlooked
in our efforts to improve student outcomes in schools. In fact, the longer
students stay in school, the less curiosity and motivation they demonstrate.’
With NSW
reviewing the curriculum, I am hopeful that teachers will have a voice and
contribute their experience and expertise. If curiosity is important to student
learning, then it appears we need to go deeper into a topic and make learning
more personal, engaging and authentic. Covering less content will provide the
opportunity for teachers and students to dive deeper into a topic with an
emphasis on motivation, engagement and curiosity.
In Robert Biswar-Diener’s
presentation titled, 'What is experienced in experiential learning', he stated
there is a long and rich tradition of attention to experiential learning in
formal education systems. The common assumption is that it is through doing
(behaviour) that learners have the opportunity to acquire skills, gain new
knowledge, and interact with others. He suggests that although behaviour
is integral to all experiential learning, it is possible that educators too often
overlook the more psychological dimensions of experiential learning.
The teachers I know and work
with understand that emotions are an integral part of the learning
process. Teachers are struggling to complete the administrative
expectations and unfortunately, it is my belief that if nothing changes soon their
passion and purpose will be compromised. If teachers are provided with
more support and time, they would be more effective and our students
would benefit. With competing priorities, how are we supporting the teachers exploration of their passion and purpose?
I attended QandA last Monday
night and because there were no politicians on the panel, it was all quite
civilised. However, I do think a politician on the panel would compel them to hear the voices of those in the education industry. My question was not
selected but using my 'teacher voice' I've since tweeted it to @pasi_sahlberg in the hope that
UNSW Gonski Institute for Education @GonskiInstitute & Adrian
Piccoli @PiccoliMp will
respond.
Research is indicating that
in the UK, USA and Australia, teachers are leaving the classroom
within their first 5 years of teaching. While I received my teaching degree
from a university in New South Wales, my 3 practicums were experienced
in Washington state. I became credentialed in Washington State and
then again in California. I was provided a mentor for 2 years,
which was funded by the state governments to complete my
teacher accreditation. Seattle School District also provides a mentor (outside of the school) to support the early career
teachers in their first 2 years of teaching. If other countries are being
proactive, why aren’t we? How can we support our early career
teachers in their first few years of teaching and through their accreditation
process?
We need to support our teachers and reflecting back on the
conference which was titled ‘Evidence & Experience’, I agree with Professor John
Hattie, the word Expertise could have been included. While it is beneficial to
have well-known keynotes with theory and research, it would have been great to
hear from more general practitioners-those with expertise...
- teachers who work with
students daily
- teachers who program with
every new syllabus implemented (especially primary teachers)
- teachers who write
assessments and reports
- teachers who work through the
holidays planning for the Term
- teachers who attend
conferences to develop professionally (even in holiday time)
- teachers who complete risk
assessments & permission slips
- teachers who know and care for their
students way beyond 9-3
Teachers need to be recognised as the ones with
the Expertise and need to be included at the table with the politicians, policy makers and academics. Teacher-voice and agency should be a priority because 'our students
are our priority'.
Csikszentmihalyi, M. 1997. Creativity: Flow and the Psychology of Discovery and Invention
Bryan Goodwin presented ‘Flip
the script with student curiosity’. According to Goodwin, ‘Curiosity is as
powerful a predictor of student success as IQ and student motivation matters
as much to student outcomes as teacher quality. Yet both are often overlooked
in our efforts to improve student outcomes in schools. In fact, the longer
students stay in school, the less curiosity and motivation they demonstrate.’
I attended QandA last Monday
night and because there were no politicians on the panel, it was all quite
civilised. However, I do think a politician on the panel would compel them to hear the voices of those in the education industry. My question was not
selected but using my 'teacher voice' I've since tweeted it to @pasi_sahlberg in the hope that
UNSW Gonski Institute for Education @GonskiInstitute & Adrian
Piccoli @PiccoliMp will
respond.
Teachers need to be recognised as the ones with
the Expertise and need to be included at the table with the politicians, policy makers and academics. Teacher-voice and agency should be a priority because 'our students
are our priority'.
 |
| Let's put some play back in school! |
Thanks for reading.
@stringer_andrea
@stringer_andrea
