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The following is an extract from my PhD thesis, part of a series I am publishing on this blog discussing the background of some contested territory in English curriculum.
In addition to theorising the teaching of literacy, Green argues that “there are two particularly insistent matters that need to be engaged in thinking about the contemporary situation of English teaching…these are the question concerning literacy, on the one hand, and the question concerning technology, on the other” (Green, 2004, p.292). The increasing integration of ‘information and communication technologies’ (ICTs) into the workplace is one of the key influences identified by the OECD (2001) as signalling the growth of the knowledge economy and the related demand for multiliterate knowledge workers. As has just been discussed, ideas about what it means to be literate have developed over time, so that the concept of literacy now extends beyond breaking the codes of written words, to also encompass an understanding of conventions and discourses. Literacy is no longer limited to the physical and mechanical processes of reading, and in technologically rich world of the 21st century, it is also no longer limited to reading printed materials.
The term ‘multiliteracies’ began to be widely used after the first meeting of the ‘New London Group’ in 1994, who used the term to refer to the contemporary need to engage with not only the grammar of written language, but also the grammars of still and moving images, music and sound. However, the need to extend the concept of literacy beyond print literacy was just one aspect of what multiliteracies would entail – it also meant the application of established literacy practices, such as engaging critical literacy, to a wider range of semiotic systems. In a paper co-authored by a number of scholars including Bill Cope, Mary Kalantzis, Norman Fairclough, Jim Gee and Allan Luke, the manifesto of the New London Group proclaimed the authors’ twin goals for literacy learning to be: “creating access to the evolving language of work, power, and community, and fostering the critical engagement necessary for them to design their social futures and achieve success through fulfilling employment” (Cazden et al., 1996, p.60).
In an online article for the Curriculum Corporation’s 2007 conference Multiliteracies: Break the Code, Geoff Bull and Michele Anstey lament that “in the media, the teaching of multiliteracies is often trivialised and caricatured: portrayed, for example, as the study of SMS text messaging in place of the plays of Shakespeare. For all their weaknesses, such arguments can still influence members of the public, most of whom do not have direct knowledge of the topic of multiliteracies from their own years at school” (Bull & Anstey, 2007). What is ignored in such “trivialised” portrayals of multiliteracies is the very real impact that technology has had on society, and the culturally and linguistically diverse environment of today’s globalised world. It is these two important factors that the notion of multiliteracies addresses, by supplementing traditional literacy pedagogy in order to engage with “the multiplicity of communication channels and media”, and with “the increasing salience of cultural and linguistic diversity” of the contemporary society in which our students will grow up, live and work in (Cope & Kalantzis, 2000, p. 5).
There is no argument in any of the research literature that ‘linguistic’ semiotic systems and learning to code and decode written language do not constitute a key facet of literacy, however literacy across multiple modes – identified by Bull and Anstey (2007) as ‘linguistic’, ‘visual’, ‘gestural’, ‘spatial’ and ‘aural’ – is widely acknowledged as being required in contemporary society. The question therefore is one of balance, and debates about the balance of attention given to various semiotic systems in the English classroom can be seen to align with broader debates about what the function of schooling should be in the 21st century. While the ‘cultural-heritage’ function of schooling identified by Hunter (1993) may appear compromised in an English curriculum that embraces multiliteracies, as traditional content is lessened to make way for newer content, the role that schools play in providing ‘human-capital’ and a ‘skilled’ workforce is also reflected here. Although “moral panics proliferate about the perceived loss of foundational skills in the net generation” (McWilliam & Dawson, 2008, p.4) the growth of the knowledge economy and the increasingly iconographic and screen-based nature of everyday reading (Lankshear & Knobel, 2003, p.14) demands an increase in skills across multiple literacies. In the next section I discuss in greater detail the nature and influence of the traditional western literary canon, and how debates over its role and importance in the curriculum intersect with these wider concerns about literacy and text.
Bull, G., & Anstey, M. (2007). What’s so different about multiliteracies? Curriculum Leadership, 5(11).
Cazden, C., Cope, B., Fairclough, N., Gee, J. P., Kalantzis, M., Luke, C., et al. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66(1), 60-92.
Cope, B., & Kalantzis, M. (Eds.). (2000). Multiliteracies: Literacy learning and the design of social futures. London: Routledge.
Green, B. (2004). Curriculum, ‘English’ and Cultural Studies; or, changing the scene of English teaching? Changing English, 11(2), 291-305.
Hunter, I. (1993). The pastoral bureaucracy: Towards a less principled understanding of state schooling. In D. Meredyth & D. Tyler (Eds.), Child and citizen: Genealogies of schooling and subjectivity. Brisbane: Institute for Cultural Policy Studies.
Lankshear, C., & Knobel, M. (2003). New Literacies: Changing knowledge and classroom learning. Buckingham & Philadelphia: Open University Press.
McWilliam, E., & Dawson, S. (2008). Pedagogical practice after the information age. Journal of Futures Studies, 12(3), 1-14.
OECD. (2001). What schools for the future? Paris: OECD.
‘English’ and ‘Literacy’
Beyond the historical tensions between definitions of ‘English-as-Literature’ and ‘English-as-Language’ is the increased focus in more recent times on the role of English in developing students’ ‘literacy’. In the contemporary context, conversations about language have been largely overtaken by conversations about literacy. While literacy has traditionally been defined as “the ability to read and write the language” (Misson, 2005, p.38) the growing recognition of electronic, visual and multimodal elements in texts has led to a definition of literacy that expands beyond the written, printed word. In a large scale literacy review for Education Queensland, literacy was more broadly defined as “the flexible and sustainable mastery of a repertoire of practices with the texts of traditional and new communications technologies via spoken language, print, and multimedia” (Luke & Freebody, 2000, p.9). This conceptualisation of literacy as ‘repertoires of practice’, and of the literate person as what Misson describes as having learned “skill to crack particular codes” has made it easy to adopt metaphoric uses of the word literacy, such as in the terms ‘visual literacy’, ‘musical literacy’, ‘computer literacy’ and ‘emotional literacy’ (Misson, 2005, p.38).
A recent report by The Audit Office of NSW (2008, p.2) describes how in the past decade the NSW Department of Education and Training has spent a significant amount on programs designed to improve students’ literacy and numeracy, tripling its 1998-9 levels of program funding to a total $157 million in 2006-7. In NSW there can be seen an emphasis on teaching literacy skills to prepare students for literacy testing through external examination such as the Basic Skills Test that was conducted in NSW primary schools in years 3 and 5, and the English Language and Literacy Assessment (ELLA) exam paper that was mandatorily undertaken by NSW high school students in Year 7, and optionally taken again in Year 8. These external tests have now been replaced by the National Assessment Program for Literacy and Numeracy (NAPLAN), a similar diagnostic test that is now sat by students across Australia, not just in NSW. This focus on raising standards of literacy (along with numeracy) and the associated focus on literacy assessment in NSW echoes the international shift toward government policies that demand higher success rates in literacy assessment, for example the No Child Left Behind policy in the U.S. and the National Literacy Strategy in the U.K.
However, while literacy has grown as a priority for policymakers in Australia and internationally, the relationship between literacy and the subject English and the role of English teachers in ensuring and maintaining standards of literacy is uncertain. In recent decades education policy in Australia has positioned literacy as a cross-curriculum issue with teachers in all subject areas given responsibility for the teaching of skills in reading and writing as part of their regular classroom work. However the movement to promote curriculum learning areas as having a vital role to play in students becoming literate “appears to have been largely unsuccessful”, with many teachers withdrawing from seeing literacy teaching as part of their responsibility (Yaxley, 2002, p.27). This is arguably due to the fact that most teachers in other curriculum areas have not had access to high quality professional learning in the teaching of reading (Australian Association for the Teaching of English, 2005, p.26).
Furthermore, more recent research has shown that while teachers in subject areas other than English have not generally engaged with a focus on literacy, that schooling success may in fact depend more on the ability of students to cue themselves into particular ‘curriculum literacies’. One of the recommendations of research undertaken by Cumming and Wyatt-Smith et al. (1998) was that schools “move away from the notion of ‘literacy across the curriculum’” and instead, engage students in learning “the accepted subject- and context- specific ways of reading, writing, speaking, listening, viewing, doing and thinking, and how they can be combined, as occasion demands” in different subjects (Wyatt-Smith, 2000, p.76). Although this new understanding of the function of curriculum literacy may eventually see teachers across the curriculum engaging with certain acts of what they see as more relevant, subject-specific literacy, extra pressure has been returned to English teachers to again take responsibility for developing students’ general literacy skills. This may seem logical to some given the language-based subject matter of English, however Green (2002) argues that “English should not be seen as the sole curriculum area charged with responsibility for literacy; rather, it has its own substantive curriculum concerns, as indeed does each and every subject” (p.27).
Useful and enduring models for conceptualising the place of literacy within English as a discrete subject have been proposed by Freebody and Luke (1990) as well as Green (1988). Green offers a model of literacy that draws on the discourses of functional literacy, cultural literacy and critical literacy to delineate three dimensions of literate practice and learning: the ‘operational’, the ‘cultural’ and the ‘critical’ dimensions of literacy. While Green explains that students can take any of these dimensions as a starting point (as long as all three dimensions are taken into account) he also contends that there is pedagogical value in starting with the cultural dimension and “drawing the critical and the operational in organically, as the need arises” (2002, p.28). Using this model Green (2002) proposes a special ‘literacy project’ for English as a school subject, where various domains of text – literature, media and everyday texts – provide content that is not covered elsewhere in the school curriculum, and which allow attention to be paid to all three dimensions of literacy. The focus of such a literacy project is the exploration of meaning-making, “in a complex sense that brings together structure and agency, discourse and event, content and text” (Green, 2002, p.29).
The ‘four resources’ model developed by Luke and Freebody, which was referred to earlier in this chapter, provides a similar model of similar inter-related dimensions that has become influential in Australian curriculum policy and design. This model provides a framework for understanding how effective literacy “draw on a repertoire of practices” that allow learners to engage with print and multi-media texts as ‘code breakers’, ‘text participants’, ‘text users’ and ‘text analysts’. These resources are described in the Table below:
As with Green’s operational, cultural and critical dimensions, it is imperative that the four resources in Luke and Freebody’s model are seen as inter-related and interdependent. Such models provide English teachers with a rich framework that goes beyond the decontextualised language drills that were resisted during the twentieth century, and positions literacy as a set of embedded (rather than competing) practices within the English curriculum.
Australian Association for the Teaching of English. (2005). The Australian Association for the Teaching of English’s submission to the National Inquiry into the Teaching of Literacy. Idiom, 41(1), 21-27.
Cumming, J. J., Wyatt-Smith, C. M., Ryan, J., & Doig, S. (1998). The literacy curriculum interface. Canberra: DEETYA.
Green, B. (1988). Subject-specific literacy and school learning: A focus on writing. Australian Journal of Education, 32(2), 156-179.
Green, B. (2002). A literacy project of our own? English in Australia, (134), 25-32.
Luke, A., & Freebody, P. (1999). A map of possible practices: Further notes on the four resources model. Practically Primary, 4(2), 5-8.
Luke, A., & Freebody, P. (2000). Literate futures: Report of the literacy review for Queensland state schools. Education Queensland.
Misson, R. (2005). The origin of literacies: How the fittest will survive. English in Australia, (142), 37-46.
The Audit Office of NSW. (2008). Improving literacy and numeracy in NSW public schools: Department of Education and Training performance audit (No. 183).
Wyatt-Smith, C. M. (2000). The English/Literacy interface in senior school: Debates in Queensland. English in Australia, (127-128), 71-79.
Yaxley, B. (2002). Literacy and English education: Insights and possibilities. Opinion, 46(2), 19-32.
Each day this week I will be adding posts on this blog that share sections of my PhD thesis. They will be drawn from a section in Chapter 2 titled ‘Contested territory’.
The motivation to do this comes from speaking with a lot of English teachers this week, following the release of the new Stage 6 English syllabus in NSW. Many were eager to learn more about the background to some of the issues coming up in professional discussion.
In her ‘Unofficial Guide’, Bethan Marshall describes English as “a subject which is apparently so amorphous that it elides definition and yet it is sufficiently hard edged to provoke bitter controversy” (2000, p.2). A decade before this Peter Medway, in writing about the history and politics of English as a school subject, argued that the reason why “English is special [is because] certain characteristics generally attributable to academic subjects are notably lacking. The most obvious example is that English does not comprise a body of facts and concepts to be communicated” (Medway, 1990, p.1). This lack of a “body of facts and concepts” and the resultant “amorphous” nature of English as a school subject has indeed ensured that both the purpose and context of the subject continue to be hotly debated. This section will provide an overview of the ‘sticking points’ that have shaped contemporary debates and which endure in current debates about English, and the various (at times competing) demands that are placed on English as a subject area in contemporary NSW schools.
(McGraw, 2010, pp.27-28)
Stay tuned this week for the following elaborations on contested territory in English:
- ‘English’ and ‘Literacy’
- The influence of the canon
- Critical Literacy
- Literary theory and the postmodern turn
- Examination and Assessment
Marshall, B. (2000). English teachers – the unofficial guide: Researching the philosophies of English teachers. London: RoutledgeFalmer.
McGraw, K. (2010). Innovation and change in the 1999 NSW HSC English syllabus: Challenges and problems (Unpublished doctoral dissertation). University of Sydney: Sydney.
Medway, P. (1990). Into the sixties: English and English society at a time of change. In I. Goodson & P. Medway (Eds.), Bringing English to order: The history and politics of a school subject (pp. 1-46). London: Falmer Press.
New Stage 6 (senior secondary) syllabuses were released today in NSW, and the media circus was on point.
The worst offender for misinformation was probably the Daily Telegraph, with Bruce McDougall’s piece ‘NSW Education: School syllabus shake-up promotes the classics, Shakespeare and Austen back for the HSC’ riddled with unnamed sources and incorrect claims.
Among the claims are:
- That “Shakespeare is back” (he never left – he remains mandatory study in Advanced English)
- That “Jane Austen, Charles Dickens and Joseph Conrad will become mandatory for Year 11 and Year 12” (impossible to know until the text prescriptions are released later this year, and unlikely to be true for all courses)
- That the Area of Study is “criticised by students, parents and teachers” as being tied to “woolly concepts” (name your sources or go home).
Disappointingly, NESA president Tom Alegounarias seemed to add fuel to the fire with this misleading statement:
- “In English, for example, Shakespeare or the equivalent other aspects of great literature will be mandatory.” (Shakespeare is ONLY mandatory in Advanced English, and always has been, and ‘great literature’ i.e. texts from the Western literary canon have always been studied in other courses)
Once again we heard this old chestnut:
- “Education chiefs said they had listened to sustained criticism from employers and businesses that many school leavers applying for jobs lacked basic skills in literacy and numeracy.” (does this reference to ‘sustained criticism’ mean complaints about this dating back to the early 1900s, which perennially persist despite amazing growth in youth literacy rates?)
It was a frustrating read.
Especially given that NESA had fed the media machine with statements before making the syllabuses available on their website for teachers to see first hand. PDF versions of the material didn’t come online until lunchtime, leaving busy teachers with sense of panic about navigating disparate web-only resources.
One can only hope that these spurious claims work to galvanize the profession in the coming months, as we create new resources and share fresh perspectives on the syllabus change. If conversations I had online with colleagues today are anything to go by, there is still hope for this. We are already interrogating more important aspects of the changes to consider implications, including:
- The inclusion of a ‘multimodal presentation’ assessment (will this be more than a speech-aka-essay-read-aloud with a dose of death by Powerpoint to boot?)
- The categorisation of English Studies as an ATAR eligible course (what will the impact be on Standard enrolments?)
- The increased ability to forgo completed any study of digital or multimodal texts in Advanced English (congratulations NSW, you just got a ‘Literature’ syllabus in disguise!)
Stay tuned for more analysis in weeks to come.
(Author image created using Trove map resource, Bard portrait, and news quote.)
Jk. Hope you took the click bait.
Here is a wrap up of my favourite posts this week in response to the usual sky-is-falling in education, ‘where’s-the-bandaid solution’ sh*tshow that has followed release of the latest PISA results.
If you want some intelligent, grounded-in-reality reading about improving ‘student performance’, I highly recommend:
- Misty Adoniou’s piece in The Conversation: Australia’s students are failing. I blame the politicians (PS. So do I)
- Charlotte Pezaro’s blog post about a phonics debate that got way out of hand: The unforgivable
- Stewart Riddle and Bob Lingard’s piece in The Guardian: Pisa results don’t look good, but let’s look at what we can learn before we panic
- The joint statement by ALEA and PETAA: on phonics instruction in early reading development
Also a few older posts here:
- Eileen Honan’s March 2015 piece on the AARE blog EduResearch Matters: This is how Australian teachers are taught how to teach children to read: not just phonics
- Darcy Moore’s October 2016 blog post about test data and measuring outcomes: The KFC fix
Please share any or all of the posts above with your friends.
And a reminder, as always, NOT TO FEED THE TROLLS.
I have been wondering what advice I should give to my pre-service teachers (PSTs) next semester before their first prac., about how many hours a week a new teacher actually works, generally speaking.
Here is my working so far:
- Each school day (Mon-Fri) you work your teaching timetable from about 8am-3pm. Or 8.30am-3.30pm. Whatever. A roughly 8 hour day, including roll call, teaching, prep periods, playground duty, and yes a recess and lunch break when we are probably meeting with students or colleagues or…ugh, so many things eat up the lunch breaks, don’t even try to suggest that teachers enjoy many lunch breaks.
- Let’s say you do leave straight after school, maybe you pick up your own kids and/or grab some groceries, make some dinner, eat and wait until the house is settled. Or maybe you crash into an epic nap to recover from the work day. You can probably start working again if you need to around 8pm.
- Experienced teachers perhaps don’t do as much work at this time of night as others (unless they are also in a leadership role or have taken up extra duties/further studies – thoughts?) but beginning teachers will generally do another 2-4 hours every night to keep on top of the workload. For new English teachers this work includes reading new texts they are planning to teach, marking assessment tasks and draft work, finding and preparing resources for upcoming lessons such as AV materials and student support strategies. Let’s say an average extra 3 hours per night. But perhaps this is conservative – I know I did more, and rarely saw bedtime before 1am.
- When teachers are new it takes them a long time to mark each piece of student work. This results in long weekend marking sessions. I’d estimate I did around an extra 4 hours each weekend day in my first couple of years of teaching. Sometimes more, sometimes less. Rarely none. Teaching has peak periods and slower patches, but truthfully there’s always something big on – half yearly or yearly exams, half yearly or yearly reports, year 11 and 12 assessment task marking sometimes double marked, year 10 and 12 formal, camp, debating finals, school musical…
That’s a 59 hour work week for new/graduate teachers.
I’d love to hear in comments below if you think I’m on or off the mark on this.
NB. The holiday clause:
Yes teachers get about 10 weeks of non-teaching time a year. Only a few weeks over summer break of this are truly ‘on holiday’.
In the three 2-week school ‘holiday’ breaks, new teachers invariably are sick for the first of the two weeks. Ask anyone, it’s true. Also true for many experienced teachers, but new teachers are still literally building up their immune system to cope with the range of nasty illnesses around a school, so are highly susceptible. The the second week is spent doing increasing amounts each day, until a final panicked frenzy of non-stop work in the weekend before school goes back.
Am I right?
So also don’t give teachers any grief about having ‘more holidays’ because although yes having respite from face-to-face teaching for a couple of weeks is essential and so so so welcome, it is rarely a relaxing or nourishing time. You may not rack up 59 hours of work in these weeks, but you probably would rather do that than be in holiday sick bay.
You really have to have some experience under your belt and work hard and be super organised to use your holiday time wisely.
I just think it would be best if PSTs prepared themselves for this. And realised that their prac placements are likely going to be just as intense. You know?
Not sure what the collective noun for posts is (?)
Here is a nest of posts this week that have stayed with me. Not keen to post them on social media so much because argh the noise everywhere this week is deafening…
Post 1: You can’t fix education. By Hank Green on Medium.
Post 2: Cultural Marxism: A uniting theory for rightwingers who love to play the victim. By Jason Wilson in The Guardian.
Post 3: The truth will set you free. By Graham Brown-Martin on Medium.
What posts have had impact for you this week?
Something I’ve been meaning to blog about for a while is the unseen labour that goes into marking student work.
It’s semester 2 marking time in Australian universities, and I’ve just finished a stack of mine. ‘Stack’ in the figurative sense, because these were a combination of learning logs and and video blogging, all submitted and marked digitally, so there were no actual stacks of anything.
Being the audience and assessor for these students’ work was a privilege, and I don’t think any teacher should forget that having the authority to do this work is always a privilege. Sometimes it is also a joy. And it is always something that we do, knowing the important positive impact that quality feedback has on student learning.
It is a labour of love, but it is a labour to be sure.
Generally a student assignment takes 30 minutes to mark. So they say. Once I get my hand in, I can usually get through an exam response in 20 minutes (they don’t tend to require any feedback), and an essay in 30 minutes, but a set of professional plans (e.g. annotated lesson plans, units of work) takes about 45 minutes and you just can’t rush it.
A typical formula for university marking in my field is that formal assessment feedback and grading for each student should get an hour of your time each semester. That’s 30 minutes for each assignment if you only set two assignments. If you want to set more assignments, it’s on you to mark them quicker. If you’re in the edu-biz, you’ll know that this is where group presentations and short response exam papers start looking attractive.
In a typical semester I have 120 students. That’s maybe 90 students in one big unit, and 30 students in a smaller unit. As a high school teacher this was also roughly the number of students I had – roughly five classes of 25 (some with 30 students, some with closer to 20, e.g. senior classes).
Using me as an example: I set two assignments each semester. And we know that on average I plan to spend 30 minutes on each.
My semester runs for 9 weeks (because it’s followed by prac.), but they can also run for 13 weeks. You can’t really set an assignment in weeks 1 or 2. If the assignment is big, worth 40% or more, you can’t really set it in weeks 3 or 4 either.
Let’s say assignment 1 is submitted in week 5. We’re expected to get work back to students in 2-3 weeks. So they say. Which puts me giving their results back to them in week 8 (a very important deadline if the next assignment is due in week 9).
30 mins each
60 hours extra work
/over 3 weeks
20 hours of extra work each week.
Add about 3 hours for each of the following:
- getting your head around the task and long times spent on first few tasks marked
- moderation with a colleague
- administration of grades, uploading feedback to LMS etc.
Rinse and repeat just one week later if you have set assignment 2 to be due in week 9.
So if you’ve got about 120 students on average, and managed to keep yourself limited to your 30 minutes per assignment in all units in both semesters, then you will have worked about 23 hours of overtime for 12 weeks out of the year.
I say overtime, because the whole time you’ve been doing this, life, and other work, goes on…
Classes still need teaching. Emails still need answering. You still have to front up to important meetings. Research papers still need writing, grant proposals still need submitting, you may be collecting research data and attending conferences too. If you’re a school teacher, it’s classes, emails, meetings, lesson prep, school dance supervision, year 8 camp, sport coaching, bus duty…the list goes on.
As depressing as this exercise is, I think we should all do the math on this for our own teaching context.
People need to know the reality of what teachers mean when someone asks them how they’re going and the only response they can muster is a stoney-eyed “I’ve been marking”.
Spouses and family members need to be acknowledged for how they support the teachers in their lives during marking seasons.
Teachers need to grasp the reality of their workloads so they aren’t taken by surprise each time the overtime cycle hits, and help each other learn how to manage the physical, mental and emotional toll it takes (or collectively rise up and change this system maybe, hey?).
And beginning teachers need to be aware of what they’re in for.
I am so grateful to my boss for giving me lighter teaching load this semester (just 35 students!) so I can focus on my research publications, but next semester I’ll have 120 students again. I can’t wait to meet them, but I sure do wish their assignments would mark themselves!
Chatting in the mid-year break with Bianca and some other PBL-peeps, this video was recommended to me. It’s only 15 minutes long, and now I’m recommending it to you too:
The video shows what can be done in a school where teachers and leaders are prepared to really let students design their own learning. Like, really let them do it.
The students in this alternative academic program design their own Independent Learning Projects (that they report on weekly to other students), as well as their own Individual Endeavours (ambitious term-long projects, e.g. learning to play the piano and putting on a recital).
Something that interested me was, about 1 minute in, one of the students explained that in the course they look at “the four main bodies of learning”:
- Social Sciences
- Natural Sciences.
Make no mistake – I was totally inspired by this video and even showed it to my students this semester. So inspired, that I changed our first assignment to be based on completion of an Independent Learning Project! But when those four areas are offered up as the “main bodies of learning”, I can already see points of tension for making this kind of program work across the board. What of the other learning areas? What of health and physical education? What of the arts? Foreign languages?
Without engaging with conversations about what is ‘essential’, ‘core’, or ‘fundamental’ in education – and working out some kind of common goal or philosophy to anchor us – I suspect alternative programs like the one featured here will (continue to) struggle to gain traction.
Although these programs aren’t (yet) the silver bullet we need to shed our teacher-centred shackles, I believe bringing these approaches into our teaching is vital.
Personal take-away thoughts:
- Students have passions and interests that they are entitled to pursue.
- Students are capable of designing their own learning, if we give them some parameters.
- Students are more motivated to learn when they have some control in devising the questions for investigation.
- Independent learning approaches seem an immediate good fit for students like this (this is is a class of nine Honours students, who self-selected into the program), but would disengaged or recalcitrant students need more scaffolding?
- Doing my own Independent Learning Project in high school was a transformative experience for me. It was called a ‘mini thesis’ by my teacher, and I chose to study the French Revolution. I did this for just one term in just one subject – surely this is achievable across the board without rethinking our whole approach to schooling?