Partnerships, Pathways, Learning Conversations...

Michael Fullan on What Doesn't Work in School Reform from Chris Landry .

I recently re-visited 'The New Pedagogy: Students and Teachers as Learning  Partners' where Michael Fullan identifies a 'tension' in education that is going to  eventuate in change. He refers to bored students, alienated teachers and the  'exploding, irresistible and alluring digital world' that grabs the imagination of  children. Re-reading all of this I am reminded that there is actually a real public  acceptance that education is on the precipice of 21st Century learning. Fullan suggested in his report written late 2013, that change is inevitable and  eminent. He also suggested that the change, when it comes, will be based on:  deep learning goals, new pedagogies, and technology. That suggestion resonates with me. My TAI a few years ago culminated 20  years of teaching inquiries including flexible learning spaces, 20% time,  student-led learning and it is only recently that the pieces have all begun to fit  together. I don't think I have ever worked so hard as I worked in that year but  the outcome was genuine self-directed, engaged learners with a sense of agency  and ownership of their learning. It was hard and my inquiry still continues to  be iterative and based on outcomes on learning. But the outcomes show that  change in my practice had an impact so they are worthwhile to pursue and re-think. As school systems try to manage this change, Fullan suggests that there is only  one obvious possibility for schools and that is to revisit  pedagogy, and redefine  how they operate. Fullan suggests four key strategies: i)  Irresistibly engage both students and teachers (I believe whanau need to be  included here) ii)  Ensure technologies are efficient and easy to use (Maybe BYOB/D is not the  best option in primary?) iii)  Make technology ubiquitous (To be ubiquitous, access is paramount: we need  to know what access our children have from home and perhaps BYOB/D will  become instrumental to this) iv)  Ensure learning is rooted in real-life problem solving and inquiry (Meaningful  learning experiences/ relevant inquiry/ local curriculum) Fullan suggests that schools  will clearly need significant restructuring to ensure those  four strategies are able to be utilised to promote deep, purposeful learning.  My own  inquiry has investigated (and continues to investigate) how I, as the teacher, can best  work with my students as learning partners, reflecting the concept of Ako - everyone is a learner, everyone is a teacher. I think the biggest affirmation that I got from keeping up with Fullan while he was in  New Zealand was when I read this: "In short we have our work cut out for ourselves.  At the same time the direction and  nature of change is reasonably clear, while the development and implementation of  solutions is as exciting as it is daunting. What could be a better learning proposition— high risk, high yield in the context of an unavoidable challenge." It's going to get messy while we try to piece it all together.