Principles for the Paradigm Shift

Learning looks so different now that it’s almost unimaginable to predict what education/classroom instruction will look like in ten to twenty years time. Christiaan Henny from eLearning Industry attempted to have a stab at it here and below is a snippet. He states,  “Students will be learning outside, equipped with different devices, listening to a teacher of choice. Skills will not be assessed on paper but based on their performance in the field.”  Its certainly not 2001 Space Odyssey futuristic as some of these changes have already become changes that have already become common in the classroom but it is an overall shift from the current industrial approach. 


The Future is Now

In another article, titled,  The Classroom is Obsolete, It’s Time for Something New writer Prakash Nair proclaims that “The classroom is a relic, left over from the Industrial Revolution, which required a large workforce with very basic skills”  Prakash then goes on to make mention of a “universal list of education design principles for tomorrow’s schools.”  After poring over them and finding myself in agreement with the compilation, I couldn’t help but wonder how #FutureReady I was regarding my own teaching.  Therefore I used these dozen design principals as an archetype for my own self-assessment by looking for connections between each principle and what’s occurred in my Kindergarten classroom. They are as followed :

1) Personalized;  I believe that this not only to the learning but also the student’s learning spaces. It’s important for us as educators to allow our students to have a voice and input in the setup and design of the classroom. When you do this you develop student ownership and allow them to see that the classroom as an evolving organism that can be changed to best suit our learning needs.

In addition, iTime offers my students with a chance to create and work on projects that they are personally passionate about.

(2) Safe and Secure;  Establishing class essential agreements and a communication charter has helped my students develop a culture of speaking freely and openly without judgment.

(3) Inquiry-Based;  Packing an inquiry cycle (like Kath Murdoc’s for example) and discussing big ideas from the PYP patience and persistence but once children become familiarized with the language through hands-on experiences over time they begin to use the language and make stronger connections.

(4) Student-directed; The removal of the teacher’s desk in our classroom was a massive symbolic move that helped my students understand that learning just doesn’t only have to come from the teacher. By stressing that there is no center-point of the classroom, it wanted to make it clear that every spot in the room and every person in the room offers a unique and equal chance to learn something.

In addition, whenever I can I like to encourage and empower students to teach other students by sharing their discovers or prior knowledge with their peers.

(5) Collaborative;  When students from different grade levels come together to work on a common task it allows both parties involved to develop their interpersonal, organizational, and communication skills.  Allowing older students to come and work with younger students, like depicted in the tweet below, also promotes empathy and the concept of perspective.

(6) Interdisciplinary;  Fluid learning Spaces, big ideas and open-ended questions with a conceptually based focus. Looking for learning in all aspect of our daily life. Transdisciplinary

(7) rigorous and hands-on;   To me this is about taking learning beyond the traditional four walls, making it multi-sensory, and authentic. At UWCT we’re fortunate to live amongst a lush outdoor learning environment,  that we try to utilize as much as possible. In addition, I think it’s also about challenging students to step out of their comfort zone. This year, I’ve made a conscious effort to extend the learning beyond the classroom wall and through a variety of kinesthetic learning opportunities.

(8) Embodying a culture of excellence and high expectations;  To me, this is all about growth mindset. To help my students learn about perseverance and the beginning stages of adopting such a mindset, we started by watching and discussing this video about Austin’s Butterfly. If you haven’t seen it already, check it out.  It’s great!

This year, I’ve also begun giving my students more opportunities for them to self-reflect on their own learning.  Allowing the students to set their own goals and celebrate their individual learning accomplishments is an effective way to promote metacognition while maintaining high expectations.

(9) Environmentally conscious;   This is a large part of our UWCT Mission Statement.  Doing our part in the promotion sustainable development this year we’ve have created and installed a garden, a compost, and invited the Phuket Farmer’s Club to come in for a two-day workshop to teach us more about sustainable farming and development.

(10) offering strong connections to the local community and business;

I’m a big advocate for service learning. This year the Kindergarten students at UWCT have developed a pretty unique friendship with the elderly residents of the Phuket Nursing Home. It’s been a rewarding, authentic, and meaningful experience for everyone involved.

In addition, as mentioned above this year we’ve reached out to the Phuket Farmer’s Club to help them teach us how to transform our outdoor learning space into a place for sustainable farming.

(11) Globally networked;  Clearly this has been my biggest blind spot out of all the principles. I’ve thought it over many times but never got any Global Connections off the ground as from the participation in a few Padlets, a Global Read Aloud.

I do, however, think that my recent infatuation with Flipgrid will lead some to some big ideas centered around global connections. My students might be too young for the first ever #Flipgrid marathon but for anyone else interested have a look below!

For those like me, who are still working out how to get started connecting your classroom,  Kim Cofino has written a great piece titled “A step-by-step Guide to Global Collaboration.” Have a look!

and (12) setting the stage for lifelong learning – It seems clear that the promotion of an interest in lifelong learning starts with the teacher tapping into the student’s passions then combining that with the above principles and allocating the right resources.  Having said that, however, in this ever advancing age of information, how do you prepare students to become lifelong learners when we’re not sure how we will be teaching and learning in 5, 10, 15 years time?


Future Ready??

So, back to what and how teaching might look like in ten to twenty years time?

Noticeably absent from both  Christiaan Henny and Prakash Nair lists is any mention of virtual reality. VR and also, AR (augmented reality) is quickly making it’s way into classrooms world wide.   I’ve dabbled with some AR  apps myself namely Augment and AR Flashcards.  Last year, through the use of  Google Cardboard and Google Expeditions, I introduced VR to some of my Early Years students so we could do some exploring  under the sea, for our unit of inquiry, Sharing the Planet.  What difference a year makes now the Oculus Rift, and the HTC Vive are completely changing the game and taking VR to a whole new level.  The VR arms race between Google and Apple is execrating a warp speed, both companies are primed to position themselves as the major players in the VR education.

The optimist in me thinks that virtual reality in the classroom will be blending together the best of the real world, the best of the internet and online applications.  How we find and stratal that balance may be our biggest challenge yet.


The Great Beyond:

There’s no doubt we’re approaching the tipping point of the paradigm shift. Technology has advanced so rapidly that we as a society cannot keep up with it. The fusion of tech and our daily lives will grow more prevalent with each coming year. Personalized learning pods with the help of MOOCs and cloud computing will continue to transcend traditional classrooms.  Digital badges will also help further personalize and enhance the individual learning amongst students. Taken from the article  Badges in Learning: Threading the Needle Between Skepticism and Evangelism  David Theo Goldberg weighs the pros on cons of badges and states that Badges, in short, are a means to enable and extend learning. They need not be behavioral lures so much as symbols of achievement, expressions of recognized capacity otherwise overlooked.

The overarching concept here is that as we continue to equip ourselves and our students with the best resources and tools, the reality is, we cannot forget about our human connection.  In order to best prepare for the future, we must remain open-minded, adaptable, kind, caring, and curious so that we can embrace the imminent change of education together.


Final Wonderings?

As the hardware and the software continue to develop  VR bundles become more mainstream and more affordable, I could help but wonder:

How soon do these headsets become as common as a class set of iPads?

and

How will this immersive technology disrupt an already changing landscape? 

In regards to Digital Badges, I want to explore more but I’m wondering how to make them relevant for Kindergarten students?   Any ideas??

Thanks!

@NicholasKGarvin

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