I was reviewing Jenny Luca’s excellent presentation to EduTech2014 (here and embedded at the bottom of this post) when I came across a reference to a recent paper that made me sit up!
It is called A Rich Seam: How New Pedagogies Find Deep Learning (here PDF 99 pages) and is written by Michael Fullan and Maria Langworthy.
Fullan is well known for his work on whole system reform and on advocating technology as a support to creative pedagogy. He wrote elsewhere that pedagogy has to be in the driving seat where technology is concerned. Langworthy is a major researcher in the educational space and writes on the future of learning.
Well, what made me sit up! There is a section entitled The New Learning Outcomes (p.64) which makes some very profound claims.
“…the “average impact” of the new pedagogies’ strategies in terms of a student’s additional months of progress beyond the average, is over seven months Such high-yield teaching strategies result in significantly more learning per year for the same investment. Over the course of a student’s schooling, the cumulative impact could be quite dramatic.”
The challenging bit for teachers and students is that the new pedagogies require teachers and students to work side by side …Throughout the process, teachers and students continuously monitor the learning process, analysing what moves the learning forward most effectively, then refining or changing strategies to find what works best…
This requires very hard work in redefining learning and in giving visible examples to those who may be skeptical. Fullan and Langworthy do this.
Indeed, there is an example of good practice from Ireland. It is from Kate Murray, a teaching principal at Clontuskert, National School. Murray is quoted “When teachers and students connect the learning, it makes learners feel less like cogs in machines, and more like learning is something that is natural, instinctive and embedded in their aspirations and their world”(p.16).
— Conor Galvin (@_conorgalvin) May 31, 2014