Building Capability

Building Capability is a good direction. In my classes too, I give students the time to discuss before they continue with the lesson;however, as a teacher I have time constraints to cover the curriculum before assessment. This approach would suit tertiary students as they are expected to research certain topics/ ideas and come up with their own as independent learners. We still need benchmarks for younger students. So they can still be given a mixed approach ( which most of us are already practicing)

Thanks to covid the flipping of the classroom mode has supported my time in the training room, I use this in technology MS teams and even Facebook. The students have access to day plans, the task list, a weekly quiz and videos etc found from resources such as you tube and from product companies. I believe I have had to rethink my role as an educator and figure out how to best help my students grow! I have a mixed cohort of learners – apprentices – some know the information and are practicing the skills in their workplace and others… Read more »

After listening to this session, I ‘feel’, ‘believe’ I have been outside the box of conventional teaching for quite a while. I promote mobile phone usage, I try flip learning, and I am aware I am not the fountain of knowledge, but my key role is to get them (students) to see through the problem or information I build online content including video production It’s not to say I haven’t mastered the art of teaching, I am well aware of my limitations and still along way to go even after 20 years, but I want to be a better educator,… Read more »

The concept of getting students to think and find answers for themselves is great, it makes them think and therefor retain what was spoken about.

Implications focus on existing rigid curriculum requirements and compliance, as well as limited resources necessary to build effective capability. I think many teachers have more than demonstrated a remarkable ability to adapt quickly to change (including lightning fast technology based educational practice). However the support for systemic change at all levels and move from the old model to more innovate change will always have a massive price tag that few would be willing to adopt.

The implications of making this shift will take time for us as teachers to develop the right techniques, and for students to embrace it (I have been trying to work with the flipped classroom model for a long time really and am still only getting minimal success. This is due to students who still want their hand held (the younger ones) and students with work/life/study balance issues (the older ones), so we often still have to cover this content before we can get into our discussions and debates. It will also take changes within our systems in terms of quality… Read more »

We need to re-think our role as teachers, we should be active and not passive with our teaching and ask students lots of questions to help them become critical thinkers which is crucial in today’s world! Encouraging metacognition to assist students to be critically aware of their own thinking and learning by helping them to reflect on their learning, by evaluating feedback, to improve their skills and knowledge accordingly. Problem solving skills can be promoted this way! Essential skills for everyone!!

I use the flip classroom to draw out experiences and knowledge from learners. Real life gives us so many answers and promoting students to think for themselves achieves such higher levels of success. It does take time to build this format in a classroom and it may not be easy.

So taken with the concept of the best teachers are those that show you where to look but don’t tell you what to see. I’m open to rethinking my role but not sure if the students can manage. Tried the flipping the classroom bit tricky when only some students follow up with the practice.

There is an additional challenge when combining this shift with the previous discussions on how our younger students interact etc. Students who don’t know how to be independent will struggle with flipped classroom and completing any required work, and then the teacher plans for discussion next lesson will be compromised and less effective.

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.

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.

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.

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.

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

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.

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.

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.

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

Culture and the framework implemented towards learning in the workplace.

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.

“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.

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.

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.

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 »

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.

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 »

“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.

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.

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.

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

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 »

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 »

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.

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

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

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.

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.

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 »

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 »

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.

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?

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.

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.

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.

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 »

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 »

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 »

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.

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?