Reframing educational outcomes – counting what counts

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Look what I made. Now let tell the world about it.

There are times that I have to remind myself of the purpose of this blog. To “inform, illuminate and inspire” was my original intent. I hope I am doing that. Documenting my thoughts and observations of the learning journey taking place in my classroom has certainly been valuable for me. There are also times when I am reminded of why I love my role in the classroom so much. It wasn’t always like that though. It has taken a lot of reflection and determination.

The current education model wants to count everything and hold everyone to account. It’s a model that stifles creativity and discriminates against many students.

I have also been inspired by the marvelous research that keeps prompting my curiosity and validating my experience. My journey, has in fact, been about breathing life into that research. It’s easy to read it and agree with it. But it’s another thing entirely to put it into practice. What I am aspiring to achieve looks and feels very different to what we typically see. There really is an confirmation bias towards maintaining the habits that keeps us wedded to the status quo, even though it’s not really working. It seems easier to stick to the status quo rather than venture into the unknown. To do so would require a significant leap of faith to get better answers to the questions,

  • What will good education outcomes looks like?
  • Will children really learn?
  • What will the learning environment look like?

Yong Zhao is a source of inspiration and validation.  He speaks about the danger of standardised testing (ie National Standards) and the need to reframe a discussion around educational outcomes. He is the editor of a new book on education called Counting What Counts. The current education model wants to count everything and hold everyone to account, according to Yong Zhao. It is too narrow, too impersonal, too linear, too focussed on the short term. It’s a model that stifles creativity and discriminates against many students.

The use of technology to deliver content means that teachers will be freed up to be more human and to help children develop socially and psychologically.

He describes the current model of teaching as a deficit one. Rather than the 3 R’s being the foundation of learning, they have become the ceiling. We need a model that allows individuals to flourish. A system that motivates and engages students. A system that works for all students equally. Teachers are still seeing themselves as deliverers of information. But that approach is should be redundant. We now have the technology to do that. Technology needs to be used to allow students to be creators rather than consumers. The real value in technology is its ability to amplify the learning, to enable it to be shared and invite collaboration.

I agree with Yong Zhao when he says that technology will not replace teachers but it will play a key role in delivering information. And this is the part that I like the most. It is the raison d’etre of this site. The use of technology to deliver content means that teachers will be freed up to be more human and to help children develop socially and psychologically. Sound familiar? These are all topics that I have already discussed on this blog in previous posts.

Fortunately, I have seen both of the education environments that he describes. I know which one the little people in our classroom would prefer. And I know the one that would really allow them to thrive.

Ease Education: Teaching at a human scale.

You can also find Ease Education on Facebook and Twitter.

An interview with Yong Zhao can be found below.

http://www.radionz.co.nz/national/programmes/ninetonoon/audio/201808957/reframing-education-outcomes

One thought on “Reframing educational outcomes – counting what counts

  1. Pingback: Standards and creativity can co-exist in the classroom | Ease Education

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