For quite some time now I have contemplated what school could look like if we weren’t so ‘programmed’ as to what school is. Let’s face it, school start and finish times are generally dictated by bus timetables, especially in rural and regional settings. A majority of classrooms appear similar to what they were 30 years ago, and governments regulate the focus of ‘learning’ through mandated curriculum and mandated hours. The public indicators of success for schools are NAPLAN, end of school examinations and ATARs. Hhhhmmmm. In contemplating what school could look like, one must consider what learning IS. On Sunday 25 January, 2015, via Twitter @ijukes posted a George Couros’ graphic. Source: School vs. Learning by George Couros.
Ian Jukes also posted a link via Matt Armstrong. The link led me to an article called “The Future is Learning, But What About Schooling?” by Richard F Elmore dated 5 January, 2015. The article clearly contexualises learning in 2015 and is also critical of current day schooling. Elmore writes,
Schools, as we currently know them, will continue to exist, if only because the byzantine collection of political interests that underlie them will keep them afloat regardless of their contribution to learning. AND….. learning has largely escaped the boundaries of institutionalized schooling.
Such images support Elmore’s arguments that…….
Standards and expectations have become more and more literal and highly prescriptive in an age where human beings will be exercising more and more choice over what and how they will learn. Testing and assessment practices have become more and more conventional and narrow as the range of competencies required to negotiate digital culture has become more complex and highly variegated. The type of knowledge and skill required to negotiate this increasingly complex world is completely different from what schools have conventionally done, and schools are institutionally disadvantaged as players in this new world, in large part because of the well-intentioned efforts of school reformers.
Elmore’s comments about schooling contrasts with what he sees learning to be……
an individual and social activity, has never been so alive as the present, and it will continue to grow in scope and breadth indefinitely.
Of course, the contrasts between ‘schooling’ and ‘learning’ provide great challenges for principals and teachers. Elmore talks of teachers and writes, “Teacher preparation, hiring, induction, and evaluation practices have become more and more rigid and hierarchical in an age where the teaching function is migrating out into a more individualized and tailored set of learning environments.” We need to empower teachers to provide the conditions for ‘learning’ and not just adhere to the constraints of ‘schooling’ as dictated by other influences.