This week's post builds on the article I wrote last week on Impactful Instruction. In this, I shared the perennial debate in the field of education and how this is often characterised as a binary choice between knowledge-rich content delivery and inquiry-based discovery learning. This dichotomous view of education has led to an oversimplified understanding of the complex processes involved in effective teaching and learning. While there are merits to both approaches, it is essential to recognise that the educational landscape is not as black-and-white as this debate often suggests. Regrettably, without a balanced understanding of how to use both direct Instruction and inquiry learning, the learning we can offer as teachers can prove to be somewhat limiting.
This article seeks to extend the discussion I presented and is influenced by two educational articles I read this week by Eric Sheninger (2023) and John Hattie (2023a). My hope is to navigate a path beyond the binary position, by sharing the richness of middle ground where educators deliberately cultivate learners with a disposition for deep learning (Fullan & Langworthy, 2013). This encompasses a range of cognitive and metacognitive strategies that foster profound understanding, critical thinking, and the ability to apply knowledge in complex and novel contexts. It goes beyond mere memorisation and surface-level understanding, emphasising the development of cognitive and socio-emotional skills essential for success in the broader society (Fullan, Quinn & McEachen, 2017).
To achieve this middle ground, we could embrace an approach that harnesses the essential success criteria of both content knowledge and deeper learning applications (Hattie, 2023b). It is the scaffolding on which students can build their critical thinking, problem-solving, and creative skills. By digging into the abundance of knowledge, students are better equipped to engage in inquiry-based learning and discover new ideas.
This philosophy places a strong emphasis on cultivating what are often referred to as the "6C's" of education: Character, Citizenship, Collaboration, Communication, Creativity, and Critical Thinking (Quinn, McEachen, Fullan, Gardner & Drummy, 2019). These competencies go beyond the traditional scope of academic knowledge and are increasingly recognised as crucial for success in the modern world.
Aligning these 6C's with a deliberate intent within the educational context is a key aspect of this holistic approach. It acknowledges that knowledge acquisition and the exploration of ideas, as well as character development, are not separate entities but interconnected aspects of education. By consciously weaving these competencies into the educational fabric, we can bridge the gap between knowledge acquisition and the development of these vital skills and attributes.
The goal is to empower students to take ownership of their learning journey, fostering independence and a lifelong love for learning which enhances student outcomes, autonomy and employability skills that are fit for purpose (Cummins, 2023). It recognises that learners have unique needs, strengths, and interests, and therefore, emphasises the importance of tailoring instruction to these learning dispositions (Tomlinson, 2014).
Navigating Knowledge Acquisition and Idea Discovery
Educators who adopt a practice that combines knowledge-rich direct instruction and inquiry-based learning acknowledge the compatibility of knowledge acquisition and idea exploration within the learning process. It encourages students to not only grasp factual information but also to delve more extensively into concepts, fostering a more profound understanding of the subject matter.
In this, we strategically align our pedagogy with the desired learning outcomes using backward design (Wiggins & McTighe, 2005). This involves beginning the instructional planning process with a clear understanding of the desired learning goals. By first identifying the outcomes we aim to achieve, we then work backward to develop assessments that precisely align with these objectives. This intentional approach ensures that the assessments are not only relevant but also serve as meaningful indicators of students' mastery of the targeted knowledge and skills.
Then, we carefully plan the activities, lessons or learning pathway to help students reach these specific learning goals. We use backward design as a strategy to create a plan that links the learning journey to the essential things students need to learn.
This process guides us to determine when to use direct teaching, especially when it's important to share basic information, so that students build a solid foundation of knowledge. At the same time, it aids us in determining when we advocate for inquiry-based learning to stimulate curiosity, foster critical thinking, and develop problem-solving abilities. This intentional design supports students to link theoretical ideas and real-life uses, promoting a more complete understanding through learning loops or cycles of investigation.
Educators who draw on the best of both worlds, craft a wide range of activities that cater to both knowledge acquisition and idea exploration. These activities may include mini lessons and readings to impart essential facts and theories. On the other hand, inquiry-based tasks, socratic discussions, visible thinking routines and problem-solving tasks encourage students to apply their knowledge to real-world scenarios, fostering substantial comprehension, metacognition and critical thinking (MacKenzie & Couros, 2019). By offering a blend of activities, we accommodate for the diversity within our classrooms and engage students more effectively.
In this approach, assessments are intentionally designed to evaluate not only the retention of knowledge but also the application of ideas and concepts. Conventional evaluation methods such as quizzes, exams, or written assignments focus on measuring the retention of factual information. In contrast, performance assessments, research projects, and presentations assess students' proficiency in delving into and synthesising ideas, prompting broad questioning and inquiry into a given topic. These comprehensive assessments offer a more precise picture of students' skills and personal qualities, prompting them to go beyond simple memorisation and strive for a higher level of performance (Berkowitz & Bier, 2006).
The crucial element in the learning process is feedback. By providing constructive feedback we highlight areas of improvement in both knowledge acquisition and idea exploration. In addition, students are given feedforward comments to indicate where to next. As there is a relationship between us as teachers and the students, they begin to see mistakes and setbacks, not as failures but as valuable learning opportunities. Feedback is then used to guide students towards a more profound understanding and better application of concepts (Hattie & Timperley, 2007). This fosters resilience and a growth mindset among students, encouraging them to view challenges as stepping stones to improvement.
With this understanding and willingness to grow, success is then not confined to a single, rigid definition. While some students may shine in knowledge acquisition, others may excel in idea exploration and application. The emphasis is on recognising and celebrating the diverse talents and strengths of students. By providing multiple pathways to success, we encourage students to explore their interests and develop their unique abilities.
Ultimately, this creates an environment where students are motivated to learn not just for grades but for the joy and awe of discovering new ideas and the satisfaction of mastering knowledge. This intrinsic motivation encourages a love for learning that extends beyond the classroom, fostering lifelong learners who are eager to explore, question, and work to develop thorough understanding throughout their lives.
Synergy of Personalisation and Technology Integration
To amplify deep learning further, it needs to be meaningful, accordingly, this is where personalised learning and technology play a pivotal role. Students are thought to benefit from the ability to learn alongside their peers in an environment enriched with technology, as this not only expands their learning opportunities but also extends their engagement beyond the limits of the conventional classroom. In such an environment, the learning journey becomes unique and intricate for each student.
In a technology-enriched educational environment, students have access to a wealth of resources and tools that can facilitate personalised learning. These resources can include digital textbooks, online educational platforms, interactive simulations, and communication tools that enable collaborative learning. With the aid of technology, students can access a wide range of information and learning materials that cater to their individual needs. This diversity in content delivery ensures that students can have voice and choice with teacher guidance in selecting the materials and methods that resonate most effectively with their unique learning profiles (Sheninger, 2015). This access transcends the limitations of physical textbooks and traditional classroom resources.
This personalised learning mode of operation respects the individuality of each student's cognitive and emotional makeup, which can influence their motivation, confidence, and engagement. It is also marked by curriculum differentiation informed by data (Tomlinson, 2014). As a result, it empowers students to exercise high agency, allowing them to have their learning experiences adapted in terms of pace, environment, approach, voice, choice, content, process, product, and feedback based on their specific needs and abilities (Sheninger, 2021). Data-driven insights, such as formative assessments and learning analytics, provide educators with valuable information about students' progress, strengths, and areas for improvement while identifying if the pace of instruction needs to be altered to support students' mastery of content (Black & Wiliam, 1998).
Granting students a voice in shaping their learning approach is a powerful strategy that cultivates a sense of agency within them. When students have the opportunity to contribute to decisions regarding their education, they become active participants rather than passive recipients of knowledge. This empowerment not only enhances their engagement but also instills a sense of responsibility for their own learning journey (Sheninger, 2021). By involving students in decision-making processes, we acknowledge their unique outlook and needs, promoting a more inclusive and student-centred educational environment.
Providing students with high agency in their learning experience goes beyond the classroom; it nurtures skills essential for advocacy. When students have a say in their education, they learn to articulate their preferences, communicate their needs, and advocate for the resources and approaches that align most effectively with their learning perspective. This advocacy not only benefits individual students but also contributes to a broader culture of respect for diverse points of view within the educational community. In essence, offering students a voice not only fosters autonomy and self-directed learning but also establishes a foundation for a learning environment of collaboration, flexibility and responsiveness (Sheninger, 2015).
The flexibility in content, process, and product in a personalised learning environment accommodates varying levels of readiness and interests among students. Students can examine topics they are passionate about, explore diverse learning pathways, and demonstrate their understanding through a variety of assessment methods (MacKenzie, 2021). This promotes a deeper understanding of the subject matter and also encourages creativity, critical thinking, and problem-solving skills.
Continuous feedback loops in personalised learning environments ensure that students receive timely, specific, and actionable feedback on their progress. This feedback helps them refine their learning strategies, set goals, and make necessary adjustments. It also fosters a growth mindset, as students learn to view mistakes and setbacks as opportunities for improvement rather than failures (Dweck, 2006).
Nurturing Academic Excellence and Character Growth
At the core of my educational philosophy is the fundamental belief that every student possesses innate potential as a learner. My belief is grounded in the understanding that human beings are inherently capable of growth and development, and that the journey of learning is a lifelong one. It asserts that regardless of their background, abilities, or starting point, each student has the capacity to evolve and expand their knowledge, skills, and understanding.
In this educational philosophy, we as educators act as facilitators who recognise and harness the unrealised capacity within each student. We do this by actively engaging with the students' unique attributes, including their interests, motivations, aspirations, and passions. This approach acknowledges that students are not uniform and their individuality plays an essential role in shaping their learning experiences. By taking the time to foster this relationship, we begin to understand what drives and excites each student. Subsequently, we use this knowledge to create a learning environment that resonates with them on a personal level.
Tapping into students' interests and passions means identifying and leveraging the topics, talents or subjects that students find engaging. It is a process of nurturing and developing the unique abilities that make each student special. When we incorporate these elements, it sparks a natural curiosity and enthusiasm in students, making the learning process not only more enjoyable and effective.
Understanding students' motivations involves recognising what drives them to learn. Whether it's a desire for personal growth, a passion for a particular subject, or the pursuit of future opportunities, we can align our instruction with these motivations, providing students with a clear purpose and incentive to engage in the learning process.
Exploring students' aspirations means taking into account the students long-term goals and ambitions. When we help students see the connections between what they are learning and their aspirations, it provides them with a sense of direction and relevance to their education, motivating them to work towards those goals.
Student learning character transcends mere verbal expression; it encompasses the authentic habits and actions that are a testament to the distinctive mental and moral qualities inherent to each individual learner. It takes into account the passion, interest, motivation and aspiration but goes beyond what is explicitly stated and explores the tangible demonstrations of one's values, ethics, and cognitive approaches to learning. In this, I acknowledge that a student's character is not confined to academic achievements alone but extends to the ethical choices, perseverance, and integrity exhibited in their educational journey. In essence, a student's learning character is a multifaceted reflection of their intrinsic qualities, providing a richer understanding of their educational experience beyond the confines of spoken or written words.
By considering and addressing these factors, we pave the way for academic achievement and character development (Berkowitz & Bier, 2006). This balanced position ultimately equips students with the essential competencies and character traits required to thrive as active citizens in our society. It acknowledges that success in the modern world is not solely dependent on the accumulation of facts and figures but on the ability to think critically, collaborate effectively, communicate persuasively, and adapt to a continuously changing landscape.
Conclusion
To that end, as we endeavour to form deep learning communities that consciously align learning objectives and activities, it holds the capacity to revolutionise the way we educate our students. By recognising that knowledge acquisition and idea exploration need not be mutually exclusive, we pave the path for a divergent and dynamic learning environment where students can thrive.
The incorporation of personalisation and technology integration when intentionally designed can take the students' learning to new heights, fostering a sense of high agency and meaningful experience. What emerges is not only academic success but also the development of character traits that are invaluable in preparing students to confront the ever-evolving challenges of the future.
Ultimately, we as educators are the architects of this transformation. We hold the power to mould the educational journey for our students by adapting, adjusting, and making learning an enticing and lifelong pursuit. In embracing this paradigm, we build a generation of learners who are primed for success and personal growth, ready to tackle the complex and ever-changing landscape of the future.
Stay the Course!
References
Berkowitz, M. W., & Bier, M. (2006). Character education and academic achievement: Closing the achievement gap. The Elementary School Journal, 106(5), 401-417.
Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education, 5(1), 7-74.
Cummins, P. S. (2023). Changing the game: Mapping the world of school to the world of work. Australian Educational Leader, 45(3), 26-30.
Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.
Fullan, M., & Langworthy, M. (2013). Towards a new end: New pedagogies for deep learning.
Fullan, M., Quinn, J., & McEachen, J. (2017). Deep learning: Engage the world change the world. Corwin Press.
Hattie, J. (2023a). Education expert John Hattie’s new book draws on more than 130,000 studies to find out what helps students learn. The Conversation. https://theconversation.com/education-expert-john-hatties-new-book-draws-on-more-than-130-000-studies-to-find-out-what-helps-students-learn-201952
Hattie, J. (2023b). Visible learning: The sequel: A synthesis of over 2,100 meta-analyses relating to achievement. Taylor & Francis.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.
MacKenzie, T., & Couros, A. (2019). Dive into inquiry: Amplify learning and empower student voice.
MacKenzie, T. (2021). Inquiry Mindset Assessment Edition: Scaffolding a Partnership for Equity and Agency in Learning. Elevate Books Edu.
Sheninger, E. C. (2015). Uncommon learning: Creating schools that work for kids. Corwin Press.
Sheninger, E. C. (2021). Disruptive thinking in our classrooms: Preparing learners for their future. ConnectEDD Publishing.
Sheninger, E. C. (2023). Charting a Student's Journey: A Guide to Crafting Effective Learning Paths. A Principal's Reflections. https://esheninger.blogspot.com/2023/11/charting-students-journey-guide-to.html
Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners. ASCD.
Quinn, J., McEachen, J., Fullan, M., Gardner, M., & Drummy, M. (2019). Dive into deep learning: Tools for engagement. Corwin Press.
Wiggins, G. P., & McTighe, J. (2005). Understanding by design. ASCD.
Comments
Post a Comment