Do schools need a transformation? | Pasi Sahlberg | Greg Ashman | Jordan Baker
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- čas přidán 12. 08. 2020
- A discussion between leading experts on the future of Australian education. Pasi Sahlberg and Greg Ashman, two of Australia’s leading voices in education, to be moderated by respected journalist Jordan Baker, Education Editor of The Sydney Morning Herald.
In 2020 Covid-19 has rocked education systems in Australia and around the world. Rather than attend schools in-person, many students were learning from home - placing new pressures on teachers and schools. Along with these new challenges are competing visions about priorities and practices of schooling in a rapidly changing world.
Does a business-as-usual approach risk fail to learn from the experience? What’s important in schooling for the future? Do we have to rethink teaching, curriculum, and assessment for the 21st century?
#EducationAustralia #NAPLAN
Professor Pasi Sahlberg is the Deputy Director and Research Director of the Gonski Institute for Education at the University of New South Wales. He is a Finnish educator and author who has worked as a schoolteacher, teacher educator, researcher, and policy advisor in Finland. His most recent book (co-authored with William Doyle) is Let the Children Play: How more play will save our schools and help children thrive (Oxford University Press, 2019).
Greg Ashman is the Head of Mathematics and Head of Research at Ballarat Clarendon College. He is currently undertaking a PhD in Instructional Design at the University of New South Wales and is author of The Truth about Teaching: An evidence-informed guide for new teachers (Sage Publications, 2018).
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Excellently articulated, Dr Ashman. Wonderful interview.
There are many many issues. Exams are abused to assess schools (while simultaneously assessing the students), these are conflicting schools. The unfortunate reality is that different children have different cognitive abilities and therefore need to be taught (and assessed) differently. When schools are assessed using comprehensive exams the students at both ends of the ability spectrum loose out as they will receive inappropriate assessment - and the education as the education direction tends to follow the exam. Education research is focused on novelty, not efficacy (a lot of boring stuff like rote learning time tables is very effective and worthwhile). Disciplinary policy must exist, but must also be focused on growth. If a child consistently gets disciplined that should be a point to start to look what is going on and to help the child learn how to improve the behaviour. Most children will want to not be naughty, but lack the tools to do it on their own (hey it's a school, that's what teachers are for).
The over reliance on assessing schools has another very negative side-effect. They have made schools focus on the easy to objectively assess. They no longer teach the things that are extremely valuable, but hard or impossible to assess, whether that is subject specific or general life skills. If you get blamed because illiterate students with poor self-control get poor marks, you will consider how to lower the threshold.
I am a teacher in the U. S. This year, I am going to try out a type of blended learning in my classroom. This way the students have more control over their pace of learning. I am also going to asses using projects (I am a high school English Language Arts teacher) to gauge how well students have learned the skills. I am going skill based, too, instead of primarily focusing on texts.
Have you read The Knowledge Gap by Natalie Wrexler?
How about the fact that it’s nearly impossible for students to fail a year-level in this day and age? The intrinsic motivation of not wanting to fail and be ‘left behind’ from their friends has been (basically) removed. This one fact alone would increase classroom engagement, homework and overall Dicipline.
Problem is, that DOESN'T give any "intrinsic motivation" and evidence has shown that it does NOT "increase classroom engagement, homework and overall [discipline]".
Bullying, boy can I speak to this... Ive been a teacher for 35 years and also worked in UK. How to fix the problem, consequences. Its in the home and in the culture "culture is not your friend'. We need to integrate critical thinking not critical theory -- thinking some kids are so clever - they act dumb.
If the teacher can engage the students by being authentic, experienced and coherent the students listen and are engaged in learning.
It's odd hearing an Australian pronounce words in the American style: "doo" for "due", "opportooonity" for "opportunity", for example. I've noticed this conversational quirk with a number of millennials. It is because they're so exposed to American content?