831 Module 4: Approaches to Planning, Part 2

I have decided to focus my research on the following approaches:

• Critical Thinking Learning
• Brain Based Learning
• Future-Focused Learning
• Spaced Learning
• Self-Regulated Learning.

So much reading... 

so much learning!  

Ouch.  My brain hurts!

My students are typically making the transition from the highly structured environment of school to the ill-structured workforce.  I, too often, find that students are poorly prepared to function in the work world, in which there are no right or wrong answers.  Their reaction to the change is often one in which students are overwhelmed, and sometimes incapacitated, by the choice and direction.  For my students, school has often represented a “comfortable discomfort” in that they long for freedom, but have been groomed by the school system to obey rules.   It is no wonder, then, that students leaving school flounder and struggle with their new realities.  For these reasons, I most resonate with the framework of Future-Focused learning, which promises to help students to keep focused on the realities of the real world and put their energies towards finding ways to thrive within it.

I am also drawn in by Inquiry Based Learning and the Know-Be-Do framework.  In order to organize my thoughts for this reflection, I have created the Venn Diagram below.

All three frameworks have the common thread of focusing on the bigger picture and therefore are less susceptible to academic tunnel vision.   If these frameworks were better used in high school environments, then the students would not experience upset during transition, because it would be more about extending the learning into a new environment, rather than learning a whole new set of success criteria

Another intersection point of these three frameworks is in addressing 21^st century skills.  Many schools are doing a great job of incorporating these skills into curriculum, as literacy, numeracy, collaboration, communication and technology are infused into interdisciplinary studies.  However, if these 21^st century skills lack real world application, then the knowledge gained remains more theorectical than applicable to the real world.  This is where Experiential Learning becomes a most valuable framework to consider (although I didn’t add this to my Venn Diagram because it is the framework I already use). 

I think that Inquiry Based Learning compliments Future Focused Learning in that it focuses on the role of the teacher as one who provokes new ideas and asks stimulating question.  This sparkss curiosity within the learner and promotes intrinsic motivation to learn more.  Given that I work in a counselling environment, I have seen, first hand, the value of a well-timed and well-crafted question and how this can make the difference in student learning.  Here, teachers cannot be replaced by mentors, or even technology, as teachers are gifted in identifying and making use of teachable moments, creating worthy and intellectually stimulating questions, prompting students to reflect become engaged and active in their learning.

Mashing up Know-Be-Do and Inquiry Based Learning frameworks is complimentary because it focuses on critical thought, including reflecting on students’ own learning.  Students must become active learners as they explore knowledge, become involved and invested as they communicate and collaborated together.

I believe that education needs to change to become more future-focused.  As a society, we have the choice of what to teach and how to teach it.  We have coasted for far too long on academic discipline driven models.  These students might know their stuff, but not necessarily how to use it toward a greater good.  Bolstad (2011), pointed out that there are “wicked problems” facing our students and we need to prepare them for these challenges by revising the role of the teacher and school system (Taking a Future Focus in Education- What Does it Mean, 5).    To better align students to these problems we need to teach 21^st Century skills and provide opportunities for students not only to gain critical thinking skills but to mobilize their ideas and problem solving in real world applications.  In this way, the transition to the world of work would be about synergy and extension of learning. 

Resources:

Alberta Learning.  (2005).  Inquiry-based learning.  Instructional Strategies.  Alberta Learning. 

Bolstad, R.  (2011).  Taking a “future focus” in education- what does it mean?  Future Focussed Issues In Education Project.  New Zealand. 

Drake, S. & Reid, J.  (2010).  Integrated curriculum- increasing relevance while maintaining accountability.  What Works?  Research Into Practice.  The Literacy and Numeracy Secretariat of Ontario. 

Galieo.org. (n.d).  Focus on inquiry- what is inquiry?  Galileo website.  Retrieved from:  www.gallieo.org/teachers/desinging -learning/articles/what-is-inquiry/

Ontario Secretariat.   (2013).  Inquiry-based learning.  Capacity Building Series. 

Richter, J.  (2009).  Future-focused learning ecologies in rapidly evolving global ecosystem.  On the Horizon.  Emerald Group Publishing Limited, volume (17), pp. 163-170.