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Building Capability

September 26, 2019 By Academy Staff 530 Comments

There are three keys to building capability:

  • Re-think your role
  • Re-think the classroom
  • Re-think the goal of learning

What are some of the implications of making this shift toward building capability?

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Jan Howard
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Jan Howard

Changing anything takes time and skill. Mature aged students who are welded to the teacher figure rather than a facilitator find the flipped classroom a bit confronting. Also it is something that has to be a collective action otherwise students move from one style of teaching/facilitating depending upon who is at the front of the class.

Reply
7 hours ago
Maureen Sinclair
Guest
Maureen Sinclair

The role of the Teacher should be one of facilitator and not one of purely giving answers – Ask questions that will meet with response from students. Change the setup of the classroom. Make it friendly which creates discussion. Re-think the goal of learning by not fearing loss of control in the classroom. Whilst this is a challenge for teachers who have grown up and studied in different ways it is very interesting for our current generation of students who enjoy contributing to discussion.

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1 month ago
Julia
Guest
Julia

I’m wondering how some of my older students, who expect my classroom to be just like when they were at school – in another country, would react to me changing dramatically the way I teach. I am never the “sage on the stage”, but many of my students would like me to be. I love the ideas presented here, but I think I would meet with a lot of resistance. I do especially like the change in questioning techniques, and this is on thing I will definitely be re-evaluating in my current practices.

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1 month ago
Sue Lange
Guest
Sue Lange

Re-thinking these three areas to build capability will not only require staff and students to embrace new ways of approaching these three key areas, but will also require systemic change, too.

Reply
1 month ago
Julia
Guest
Julia

I agree. The whole emphasis in vocational education on assessing would need to be totally over-hauled.

Reply
1 month ago
Jan Howard
Guest
Jan Howard

Maybe that is a good thing! The training packages do not always allow for creativity in teaching and/or assessment and are at times very prescriptive. Or is that just the way they have been interpreted?

Reply
7 hours ago
Anne-Marie Skelton
Guest
Anne-Marie Skelton

This is a huge mind shift for both curriculum writers, training providers and students. This needs to start a very early age.

Reply
1 month ago
Denise
Guest
Denise

While I see merit in some shift from content delivery to capability building, it would take institutional support, teacher training and professional development, and constant student feedback and testing to bring in significant change. Good though to be looking at new ways of delivering, monitoring how these play out with students and looking critically at student outcomes.

Reply
1 month ago
Julia
Guest
Julia

Yes. Teacher training institutions would need to totally change their curriculum so that new teachers are coming out with a new teaching mindset. For established teachers, some PD would be a real necessity.

Reply
1 month ago
Sylvia Haber-Farrugia
Guest
Sylvia Haber-Farrugia

I see the value to the 3 keys to building capability, however, due to limited hours of delivery we are constantly teaching to assessments, which does not leave time towards towards building capability unfortunately.

Reply
1 month ago
Malica Bozic
Guest
Malica Bozic

Some of the implications of a shift in paradigms include reassessing your own beliefs, values and attitudes. Teachers do not know everything – no-one does. It’s not just a matter of knowing or not knowing though. What’s more important is truth – if you don’t know it, ask how can you find out? Questioning oneself is where change starts.

Reply
1 month ago
Millicent Gilbert
Guest
Millicent Gilbert

Its up to the teachers to make these changes to accommodate the student learning for the 21st century

Reply
2 months ago
Malica Bozic
Guest
Malica Bozic

I agree Millicent. I also believe it’s up to the governments to fund and respect the work of teachers. In some countries, teachers are revered and paid accordingly. In other places, we are devalued in so many ways.

Reply
1 month ago
Sue Lange
Guest
Sue Lange

I agree – funding is a necessary component required to enable building capabilities in these areas, in conjunction with teachers and non-teaching staff making changes in the classroom.

Reply
1 month ago
Jan Howard
Guest
Jan Howard

I agree with these comments. There needs to be support from government for frontline professionals to provide input into these changes for capacity building and importantly provide sufficient resources to implement them.

Reply
7 hours ago
Fiona McCauley
Guest
Fiona McCauley

Culture and the framework implemented towards learning in the workplace.

Reply
2 months ago
Julie-Anne
Guest
Julie-Anne

I related to the capability building questioning most. The other two I have heard before but the power of the question response to a question is great.

Reply
2 months ago
Sylvia Haber-Farrugia
Guest
Sylvia Haber-Farrugia

I agree, I also related to the questioning component. I use this strategy when teaching which foster student engagement.

Reply
1 month ago
Anne-Marie Skelton
Guest
Anne-Marie Skelton

I agree. This can be a very powerful tool – when used it can lead to new discoveries. Unfortunately there often isn’t enough time in the classroom to use it very often.

Reply
1 month ago
Sue Lange
Guest
Sue Lange

I agree – a great way to encourage debate and discussion to engage students.

Reply
1 month ago
Dorothy Mei Fun LAU
Guest
Dorothy Mei Fun LAU

“The best teachers are those who show you where to look but don’t tell you what to see” is the best summary of the new paradigm for pedagogy. Teachers need extra effort to facilitate learners to have critical thinking and respond to students’ questions with higher-order questions.

Reply
2 months ago
Julie-Anne
Guest
Julie-Anne

The scary part is not controlling the room and the questions and answers. But how exciting is that.

Reply
2 months ago
Sylvia Haber-Farrugia
Guest
Sylvia Haber-Farrugia

I use this strategy when delivering my lessons, I am the facilitator of discussion and encourage critical thinking with my students

Reply
1 month ago
jane hunter
Guest
jane hunter

Also the quote ‘not to facilitate but guide on the side”

Reply
1 month ago
Ariane Warnant
Guest
Ariane Warnant

I see the value in the 3 keys to building capability but we are controlled by the tests so we teach to the assessments this leaves little room for re-thinking the goal of learning and our role.

Reply
3 months ago
Julie-Anne
Guest
Julie-Anne

But also teaching how to pass a test is about how to read through or past the question and find the answers.

Reply
2 months ago
Malica Bozic
Guest
Malica Bozic

Exactly Ariane. Perhaps it’s the curriculum that needs to change before we can.

Reply
1 month ago
ljiljana
Guest
ljiljana

I like the notion of encouraging student thinking by questioning the question. We need to see students as partners in learning not empty vessels needed to be filled. I like the idea of flipped classroom especially in this technology driven world.

Reply
4 months ago
Ariane Warnant
Guest
Ariane Warnant

Flipping the classroom puts the responsibility back on the learner.

Reply
3 months ago
Fiona McCauley
Guest
Fiona McCauley

Coaching and the 70:20:10 Learning Model

Reply
2 months ago
Millicent Gilbert
Guest
Millicent Gilbert

Flipping the classroom puts the onus on to the students to research / read / prepare before the class. Even at university level this didn’t work in 2018

Reply
2 months ago
Denise
Guest
Denise

The ‘flipped’ classroom may be good if students have the tech capability and language to do this – but those that don’t would find it incredibly challenging. Great for some but it’s not suitable for low level ESOL students, for example.

Reply
1 month ago
Anne-Marie Skelton
Guest
Anne-Marie Skelton

Culture is also very important. Some international students are not used to questioning the teacher – what the teacher says must be correct.

Reply
1 month ago
Alison
Guest
Alison

The effect or result of making this shift toward capability building will be: * change in the way teachers plan their lessons and the curriculum will need to change to support this. Curriculum may need to be less prescriptive and more broad to allow for posting where students are on the continuum of learning. * advancing through learning via social/thinking age not chronological age as learning sessions will require students to discuss, think on their feet, deduce meaning, listen with empathy etc. This will start shortly after students arrive in the school 5 years old or perhaps they can earlier… Read more »

Reply
4 months ago
Joanne W
Guest
Joanne W

One implication of a shift towards capabilities is in relation to how they will be assessed. There will be more emphasis on skills, not knowledge, as students will need to actually show or demonstrate they can do something.

Reply
5 months ago
Jessica
Guest
Jessica

I think this shift is so important. I believe it is important for us as teachers to work on changing our mindset to be more of a facilitator to our students. However, I also believe that from the department down to senior management within schools should really encourage this re thinking of the classroom. If schools and and classrooms look different it will help teachers and students with this change. If we can see a change throughout the whole school we will be more likely to change ourselves. However when it is just a couple teachers trying something new and… Read more »

Reply
5 months ago
kerry
Guest
kerry

“The best teachers are those who show you where to look but don’t tell you what to see” resonated with me. What a wonderful underlying philosophy that should underpin our approach.

Reply
5 months ago
Alison
Guest
Alison

Kerry, I agree, this quote is a good one to keep in mind especially when we/teachers fall into that mode of “fountain training”. It helps us place learning ownership with the student. It should give rise to students coming up with results that surpass what we could have thought possible.

Reply
4 months ago
Ariane Warnant
Guest
Ariane Warnant

I think it’s a great quote and very useful to keep in mind.

Reply
3 months ago
Dorothy Mei Fun LAU
Guest
Dorothy Mei Fun LAU

I agree with Kerry. I always try my best to put this quote in my teaching practice.
It’s always easier to tell the answer rather than facilitate students to find the solution.

Reply
2 months ago
Amber Weyman
Guest
Amber Weyman

I find the teachers who have been teaching the longest are the most resistant to new ways of thinking and doing. In fact, so are some students! If I try to incorporate technology or phones into my classroom, I’m met with confusion and horror both from older teachers and older students alike. I’ve backed off now, to my sadness, but I don’t think textbooks DO hold all the answers.

Reply
6 months ago
Joanne W
Guest
Joanne W

I’m “old” and so are all the other teachers in my section of TAFE (Foundation Skills- Literacy and Numeracy). We all have enthusiastically embraced technology and phones in our classes as we, and our students, see the value in being able to use these tools to find answers, solve problems and be current in today’s job market.

Reply
5 months ago
Fiona McCauley
Guest
Fiona McCauley

Teaching our students about malleable intelligence, researchers started noticing that teacher practice has a big impact on student mindset, and the feedback that teachers give their students can either encourage a child to choose a challenge and increase achievement or look for an easy way out.

Reply
2 months ago
Brendan Ryan
Guest
Brendan Ryan

We as educators need to shift our thinking from us being the center of attention to a more student focused style of learning where students learn by doing and working collaboratively.

Reply
6 months ago
Joseph Roche
Guest
Joseph Roche

agree very much on this approach, students should be the focus in teaching and bringing out every bit of the creative mind

Reply
5 months ago
Jessica
Guest
Jessica

I agree, although our schools tell us this shift is important I believe they do not really support the actual facilitation of change. I believe at this stage it really is up to the teacher to decide to do this in their classroom with not much support from senior colleagues. there really needs to be more support and motivation as a whole school for this new approach to be more successful.

Reply
5 months ago
Alison
Guest
Alison

Brendan, I agree. Having taught in both Secondary and Primary schools, it does help if the school allows more flexibility in timetable and classroom layout and space. There are factors here to consider including funding and cost of land and good architectural design. Architectural Design needs to support how the space is used by teachers (meaning enlightened teachers need to be included in the design phase of architectural design) and teachers who will be using the space need to be trained in the intention of the design space. It’s not helpful building an expensive futurist school building and yard and… Read more »

Reply
4 months ago
ljiljana
Guest
ljiljana

I agree Brendan, we do need to shift from that mindset. I enjoy teaching when I actually collaborate with students, not sit behind the desk and delegate the tasks.

Reply
4 months ago
Priscilla Thanjan
Guest
Priscilla Thanjan

I like the idea of turning a question to redirection to be able to lead the conversation.

Reply
6 months ago
ljiljana
Guest
ljiljana

I like that idea too, it spices up the class discussion.

Reply
4 months ago
Millicent Gilbert
Guest
Millicent Gilbert

great idea, but it takes a certain maturity in the students to accomplish this and an open minded educator

Reply
2 months ago
Michael Matar
Guest
Michael Matar

According to Arthur Costa and Bena Kallick ” In schools we often teach, assess and reward convergent thinking, the notion that there is one right answer.” this is so true. Building Capability is much more than just finding the right answer. Trish flanagan also mention that “We don’t need schools that make kids memorise the names of the planets, we need schools that inspire kids to find a new planets.” to actually re-thing our role as teachers is necessary and vital to capability building after all answering a question with a question will only promote critical thinking and meta cognition… Read more »

Reply
6 months ago
Mario Roche
Guest
Mario Roche

this is such a wonderful shift in the Paradigm of education. I think this was beautifully summed by the quote, we no longer need the students memorize the names of the planets but enable them to find new ones. the lecture has certainly informed me of the new role of the teacher and ways of shifting from Content to Capability. Questioning with a question is just an ideal way of encouraging critical thinking. I think the rearranging of the classroom from a didactic style to more where there can be discussion dialogue and query. Yes removing the barriers of Pride,… Read more »

Reply
6 months ago
Michael Matar
Guest
Michael Matar

Again I agree with the way of encouraging critical thinking by questioning with question to promote critical thinking and removing the barriers of teacher pride.

Reply
6 months ago
Amber Weyman
Guest
Amber Weyman

Yes, absolutely this! I really do think that some teachers are threatened by the idea that their students might learn to think for themselves and perhaps out-pace the learning of the classroom offered by the teacher.

Reply
6 months ago
Jessica
Guest
Jessica

Exactly, I definitely agree with this. with support from the whole department of education this is really a positive way forward. If more support or encouragement was given to change the way our classrooms looked i think it would encourage us all to change the way we approach teaching.

Reply
5 months ago
Joanne W
Guest
Joanne W

It is interesting that elements of this ‘questioning’ approach to learning have been around since the early 1980s in the form of the Investigative Learning Approach or through Inquiry Based Learning. Everything old is new again.

Reply
5 months ago
Jane
Guest
Jane

One of the implications is the teacher has to learn how to be a facilitator and make the shift away from being the font of knowledge. This takes time, resources, practice, role models and supportive colleagues who are also changing their approach. It is really hard to make change on your own and it helps to have a supportive community around you.

Reply
6 months ago
Brendan Ryan
Guest
Brendan Ryan

I agree we need to sometimes take a step back in the classroom and be conscious of not over teaching

Reply
6 months ago
Rachel Cowie
Guest
Rachel Cowie

I think two of the biggest implications are time and technology.

Reply
6 months ago
Jane
Guest
Jane

Time is a big one, rethinking approaches to classroom activities, the learning outcome and your approach as a facilitator all takes time.

Reply
6 months ago
Joseph Roche
Guest
Joseph Roche

time is definitely a big factor in delivering programs so heavily assessed , and meeting all the set training package needs

Reply
5 months ago
Kim
Guest
Kim

I agree that we need to constantly review our teaching pedagogy and style to improve student outcomes.

Reply
6 months ago
Rachel COwie
Guest
Rachel COwie

Yes!Constant reflection is important to improve as teachers

Reply
6 months ago
Brendan Ryan
Guest
Brendan Ryan

Definitely we need to make sure we change and keep up with where education is moving

Reply
6 months ago
Amber Weyman
Guest
Amber Weyman

Yes, but how do you propose this should happen? What would work, and what wouldn’t? How do we motivate teachers who have fossilised into their methods and cannot fathom change?

Reply
6 months ago
Aimee
Guest
Aimee

Some teachers could find these shifts a little out of control. Some classrooms could work with these keys to building capability but some situations may not suit. I love the idea of a flipped classroom, get students more involved and enaged.

Reply
6 months ago
Rachel
Guest
Rachel

Teachers need to be constantly reflecting and growing themsleves! They need to step out of comfort zones- which can be scary!

Reply
6 months ago
Dorothy Mei Fun LAU
Guest
Dorothy Mei Fun LAU

I agree with Aimee. Our classrooms should be flipped and teachers should encourage students’ active participation and engage in active learning.

Reply
2 months ago
Julie W
Guest
Julie W

I feel that one of the problems we have with young people today is we are not engaging them. Actively seeking their opinions and encouraging them to seek out their own learning and come back to share with the class has proven very successful. Once the students engage as a cohort, this principle of teaching becomes easier.
I frequently use the following tactic.
“I don’t know the answer to that. I challenge you to find the answer on Google first”.
Most times, the whole class will be learning something new within minutes.

Reply
6 months ago
Jane
Guest
Jane

I like your approach to challenge the student to find the answer.

Reply
6 months ago
Michael Matar
Guest
Michael Matar

I think by asking the student to find an answer to a question by any means which can include an internet search on their phone in the class room and allowing the students to share the answer with their cohort is a wonderful way to capability building .

Reply
6 months ago
Josh Smyth
Guest
Josh Smyth

I am so keen to adopt these new practices but feel like it would be almost impossible to adapt without the required technology. It would require significant investment and I feel would reinvigorate many teachers’ careers. I seek out new approaches and try flexible learning and it does require significant relationship development with your class. I enjoyed the role of questions and always makes me rethink and redirect my approaches. The four barriers to the shift I think could be minor hurdles if change comes from every level of schooling. I am desperate to shift but need the technology to… Read more »

Reply
6 months ago
Giulia
Guest
Giulia

One of the biggest implications is that some teachers would make the shift from the lecture style to a more free flipped method, while others might not. Student could be feel lost and unsure of how to react for the outcomes they want. Also the compliance methods (assessments) around measuring a successful student would have to altered significantly to ensure this re-think would work properly. As it should not just be a rote learning, memory and test. it should be learning and then seeing how they can apply what they have learned in a new situation that will actually equipment… Read more »

Reply
6 months ago
Josh Smyth
Guest
Josh Smyth

It would be great for a portion of the timetable to be a flipped style for every class to aid students in adapting to change. The open classroom style would not suit every student just as formal classrooms don’t either. One of my favourite aspects of school was learning new information and recalling it. I enjoyed learning planet names, dinosaur names, times tables, sporting teams and players, Oscar winners, historical events, etc and felt this provided engagement for me as I feel I have a good memory that could be tested. Maybe my enjoyment of education was suited for the… Read more »

Reply
6 months ago
Tara Smith
Guest
Tara Smith

Making the shift towards building capabilities is needed to meet the goals of the Melbourne Declaration and prepare students for life in the 21st century. Practicalities such as resources including professional learning, time constraints and funding, create challenges from moving towards this shift in teaching pedagogy. Constructivist methods of teaching will provide opportunities for students to gain the skills they require to succeed, perhaps more professional learning is required to support teachers in adopting these pedagogies, whilst also acknowledging the important role of explicit teaching.

Reply
6 months ago
Rachael
Guest
Rachael

As educators, our role is always changing to maximise learning outcomes for students.

I think as teachers we are continually trying to re-think our classroom pedagogy and the learning intentions of lessons.

But to what capacity are our thoughts becoming actions?

Reply
7 months ago
Kim
Guest
Kim

I agree, but there are many restraints that impact including the workload and expectations of what teachers need to do to meet day to day DoE requirements. This impacts on what we like to do and reality.

Reply
6 months ago
Sky
Guest
Sky

I am open to rethinking my role as a teacher and feel that I have adapted my teaching strategies with time. I do think that the fear of losing control is there for some teachers and therefore they are not willing to give up the traditional teaching methods that have worked for so long.

Reply
7 months ago
Giulia
Guest
Giulia

I agree some teachers will fear giving up that control and some students may also feel lost without that guidance they have been taught to expect from a teacher

Reply
6 months ago
Josh Smyth
Guest
Josh Smyth

I feel most successful teachers have adapted new styles and changed approaches but we need to clear the final hurdle of this new approach. We need to be provided with more in order to complete this. More funding, more time and provided from the government, policy writers, curriculum developers, leadership of the school, and community support. I wonder how the new curriculum will allow us to adopt these practices.

Reply
6 months ago
Mario Roche
Guest
Mario Roche

We deliver practical based content in the kitchen and hence we do need to exercise that control to finish in the stipulated time frame. In this case I really feel that I am a control freak but this is key to the completion of the task. I guess i can adopt these great strategies in the theory classes. Since the launching of the online classes due the Pandemic I feel there is better interaction with the students

Reply
6 months ago
Alanna Townsend
Guest
Alanna Townsend

I am open to re-thinking my role and am old enough to have made changes throughout my teaching career more than once. The environment in which i teach however has never had much of a change as there has never been the money to fund this in a way that would make a dramatic change. I find the goal of learning for students is different for each one and trying to meet all these goals and needs can be quite challenging.

Reply
7 months ago
jodie
Guest
jodie

one of the largest implications for those who are eager to make this shift is finding the balance between making it work for the students and still meeting the regulatory requirements….and hence the implication of issuing qualifications that aren’t seen as “valid” however may be more useful than a “valid” qualification.

Reply
7 months ago
Julie W
Guest
Julie W

That’s a really good point, Jodie. And something that is being spoken of in the upper echelons of VET training in recent times. To meet ASQA requirements for “valid” qualifications can we alter our practices to adaptive learning?
The question for most VET providers at the moment is Certified Qualifications or Uncertified Industry response qualifications.

Reply
6 months ago
Mario Roche
Guest
Mario Roche

Yes this is especially true when we are very rigidly controlled by training packages. shifting away from a holistic assessment approach to a very prescribed way. The training packages are very rigid and due to slashing of delivery time, this becomes a huge barrier

Reply
6 months ago
Bernard Lewis
Guest
Bernard Lewis

As teachers, I think it’s easy for many of us to re-think our roles, the dynamics of the classroom and even the goals of learning and adapt to the needs, but there are other factors that have to be taken into consideration. In the first place, we have actually lost the essence of the ideology of teaching, leave alone that of facilitating cognitive and meta-cognitive approaches to learning, deep thinking and capability building. Very often, teachers are expected to teach to the assessments and getting the students across the line s as to be able to attract funding and more… Read more »

Reply
7 months ago
Julie W
Guest
Julie W

This has definitely been a moral defeat for teachers who care for the quality outcomes of their students. The “push to pass” is detrimental to the students’ actual capabilities. This is something that the government definitely needs to look at.

Reply
6 months ago
judith shupe
Guest
judith shupe

Rethinking the teacher role I see as an easy adjustment for the teacher but a little surprising for the student. The classroom organisation would be dependent on what you are teaching and in my case it currently involves PC on fixed desk tops. So to change this as suggested would mean the use of laptops – who would provide these? Many of the students have laptops with varying capability and software. The idea of being trained at a TAFE institution generally means the equipment will be provided for the students. With the connected learning that has taken place due to… Read more »

Reply
7 months ago
Matthew Jones
Guest
Matthew Jones

I am struck that the central problem in the VET space space with these concepts is that our funding bodies and compliance arms are all developed around the “traditional” concepts, making these changes, directly impacts on our ability to fund ourselves. A circular problem. As a librarian I feel that this is what we have always done in libraries, the mantra of ” show a patron the answer, they have the answer, show them how to find the answer, they have a life solution”. I do however love the concept of flipping the classroom, and can see how this can… Read more »

Reply
7 months ago
judith shupe
Guest
judith shupe

I agree Matthew the funding to make some the suggested changes would be expensive.

I see using the flipped classroom with connected learning almost a MUST in order to complete the curriculum on schedule.

Reply
7 months ago
Giulia
Guest
Giulia

agree the age old saying teach them how to fish, don’t fish for them

Reply
6 months ago
Rhonda Salter
Guest
Rhonda Salter

The concept of getting students to think and find answers for themselves is spot on, it works. They actually try and give an answer to a question.

Reply
7 months ago
jodie
Guest
jodie

Rhonda this is great and as you said “spot on”….and I actually find the “down side” of loosing control exciting!

Reply
7 months ago
Heather
Guest
Heather

I also agree with your comments – students do try and give an answer to a question

Reply
6 months ago
Alyssa
Guest
Alyssa

Implications such as the fear of moving out of our comfort zone and what we know would be hard shift to make. Many teachers have been teaching ‘their way’ for so long that its difficult to break habits, patterns and change their thinking and practice.
I love the idea of a flipped classroom (function and form) but many schools do not have the funds to purchase elaborate and expensive furniture to create these awesome spaces- What can we do to utilise what we have already?

Reply
7 months ago
Liz Baker-Matterson
Guest
Liz Baker-Matterson

It is definately a re-think in terms of curriculum planning and what the expectations are from above us in terms of what we need to teach in terms of assessment and reporting.

Reply
7 months ago
jodie
Guest
jodie

Liz, yes, I see that as the biggest challenge for this too. Hopefully there will be a growing enlightenment to this sort of thinking over the next few years.

Reply
7 months ago
Laura P
Guest
Laura P

It is a scary thought, having to relinquish control in the classroom! However, I really love the idea of allowing students to take more control of their learning – for them to become the ones who both ask and answer questions. I think, again, the success of this type of new, contemporary approach to teaching and learning could be hampered by our current content heavy, assessment based curriculum.

Reply
7 months ago
judith shupe
Guest
judith shupe

Hi Laura, I agree the assessment based curriculum is making it harder to provide students with what is required.

Relinquishing the classroom control may be difficult for some. My concern would be how to cover the material in the same period as when a teacher had control.

Reply
7 months ago
Bernard Lewis
Guest
Bernard Lewis

I’m with you on this one, Laura and Judith. Our assessment-driven, result-oriented curriculum that is controlled limited resources – space, time and sometimes infrastructure/ equipment.

Reply
7 months ago
joanne
Guest
joanne

This is going to be a difficult time for teachers to adapt to the new concepts and loss the of control as a teacher.
Its very hard to get the current student to research the information needed, I will try to use some of these techniques learnt to enable to student.

Reply
7 months ago
Tracey
Guest
Tracey

In the current environment with online learning and a relook at the teaching role, expectations and resources we are poised to move in a different direction or to do the same as always. Those who resist change will be left behind. We need to release control and learn with our students. It is scary!

Reply
7 months ago
Laura P
Guest
Laura P

Couldn’t agree more, Tracey! It is always scary making changes, but often embracing the change can be so rewarding…

Reply
7 months ago
Sky
Guest
Sky

I agree… those who resist will be left behind, and sadly, so will the kids.

Reply
7 months ago
Rachael
Guest
Rachael

Such a valid point to bring up in the current climate of education. It’s amazing how quickly schools adapted to online learning platforms. Imagine the possibilities when these skills are incorporated into current teaching practices!

Reply
7 months ago
Alan
Guest
Alan

The three keys to building capability can certainly help our students acquire best learning. However, it is a very difficult task for teachers to complete the volume of learning and the number of assessments in the limitation of course time. If there is not a change in the curriculum design, it is hard to shift the goal of learning or our facilitator role.

Reply
7 months ago
Tracey
Guest
Tracey

It will be interesting with the new curriculum and the focus on Maths and English whether this will be considered.

Reply
7 months ago
joanne
Guest
joanne

Definitely, I am concerned with the volume of learning and the limited coarse time

Reply
7 months ago
Matthew Jones
Guest
Matthew Jones

The push for shortening timeframes and less f2f contact with students seems to fly in the face of this new flipped classrom. I want to have conversations with my students, i want to help them develop lifelong skills that are flexible and enduring, but I am hamstrung by systems designed to limit those very interactions as non efficient and costly.

Reply
7 months ago
Bernard Lewis
Guest
Bernard Lewis

Yes, Matthew. I love the idea of flipped classrooms and have even tried to flip my lessons, but time constraints and limited resources, in addition to, learners with disparate learning styles and competence has hampered my trial. The courses are assessment-driven and result-oriented which leaves no time to experiment these excellent strategies which would actually benefit our students, in the long run.

Reply
7 months ago
Lee Jenkinson
Guest
Lee Jenkinson

I really enjoy using class time to discuss and complete tasks and group work related to the content that students have access to via the online platforms. However, getting students to complete the pre reading is the challenge as many still just want the answers

Reply
7 months ago
apottz77
Guest
apottz77

Teaching in the VET sector i have sound some teachers are willing to just give the students the answers as opposed to helping them find the answers. Therefore making colleagues look bad. re thinking the role of the teacher will help this.

Reply
7 months ago
Sujeet
Guest
Sujeet

With online learning as our future classrooms, some of the concepts put here may need to be relooked.

Reply
7 months ago
apottz77
Guest
apottz77

I agree

Reply
7 months ago
Aimee
Guest
Aimee

i agree with you on this one Sujeet!

Reply
6 months ago
Lana
Guest
Lana

I enjoyed the concept of trying to get students to think and find answers for themselves – asking them a question when they ask a question.

Reply
7 months ago
Tracey
Guest
Tracey

Agree, but we need to change the thinking of the students and get them to want to find the answers rather than be told, we need them to be curious.

Reply
7 months ago
Rachael
Guest
Rachael

Such a difficult teaching point. Teaching curiosity is a challenge for everyone.

Reply
7 months ago
Laura P
Guest
Laura P

I agree. I think when you use this approach in the classroom you are really encouraging students to think more critically about the world around them – a skill that is so necessary in this day and age!

Reply
7 months ago
Aimee
Guest
Aimee

I agree with this comment Lana! Makes them think as to why it is happening or has happened! I find some students just want the answers without the workings behind it!

Reply
6 months ago
Sharon Crowther
Guest
Sharon Crowther

We will need to ensure we are equipped and ready with new skills to deliver/teach/assess in new and creative ways. We need to carefully consider how we differentiate to meet students needs in the way we present material and we will need to be ever so careful to maintain access and equity.
We need to ensure that we educate our stakeholders in recognising the shift in paradigm too.. so that learning is still respected , regardless of the methods used to achieve a goal of skill and knowledge development.

Reply
7 months ago
Alan
Guest
Alan

I agree. Teachers need to realize their changing role according to the changing needs of the future society and students.

Reply
7 months ago
joanne
Guest
joanne

I agree, we do have to adapt and change our teaching methods

Reply
7 months ago

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