Dr Mark Weston PhD makes very interesting points on ICT for learning
June 29, 2010 § Leave a comment
Recently I was reading a post by Dr Mark Weston PhD, the global education strategist for Dell Inc. He made some great points about how ICT should assist the teaching and learning environment. I’ve had a chance to reflect on his suggestions and I am encouraged to see how the leaders at my school have dealt with some of these important issues. Dr Mark Weston’s comments stem from his initial remarks that:
Timing matters a lot in education, especially when teachable moments are lost and the educational clocks of students stop ticking far too soon.
Four aspects of the one-size-fits-all approach to education contribute to a high rate of such occurrences.
I will note each of his suggested approaches in bold and then comment.
- One, the approach rarely acknowledges that students learn in different ways and at different rates. Visit most classrooms and you will see this is the case.
At our school we certainly acknowledge that students learn in different ways. This impacts the way that our buildings are designed, the way that technology is applied and the way that our school day is planned. Currently our Year 7 and Year 8 students participate in a student directed, collaborative, inquiry based, learning matrix. The program has a foundation in Gardner’s Multiple Intelligences theory and Bloom’s Taxonomy of Learning. Additionally, learning takes place in a ‘learning space’ in addition to the classroom where all of the students can be working on different projects at different rates. Technology plays a significant role through the use of moodle and Web 2.0 tools. There is a strong accountability process in place and we have seen dramatic increases in student engagement because of this program.
- Two, standardised education practices offer little room for “double-loop learning”. Feedback loops are important in the learning process because educational practice improves via on-going cycles of feedback and adaptation.
There is a culture of reflection in order to refine the teaching and learning strategies that are implemented. Every term there are lessons, lectures or projects that don’t necessarily meet all the outcomes that were initially set. By noting down reasons for their failure and then suggesting enhancements for the next time we aim to see improvements on a regular basis.
- Three, research only minimally informs typical instructional practice. As John Hattie reveals in Visible Learning, not all educational practices are equal. For instance, feedback, self-report grading, and formative assessment have much greater affects on student learning and achievement than other practices.
We have identified and implemented practices that have a positive impact of student learning and engagement. Diagnostic and formative assessments are used to provide feedback for students. The concept of self assessment is also used. On a regular basis our students have been setting learning targets for each subject of the Report Cycle so that teachers can help students reflect on how they are progressing.
- Four, the approach engages parents too little, too late and too lightly in their student’s learning. In sum, learning and instruction suffer when a classroom does not reflect these aspects.
In order to provide earlier feedback to both students and parents our school implemented a new Report Cycle. Now, after the first four weeks at school, parents access an online report for their child. Then, every seven weeks, parents are given more detailed updates on their child’s progress. This means that barriers to student learning can be identified and corrected earlier in the academic year.