Schools like any business are organisations which are driven by a CORE business, what differs is the outcome. In business it is about making money, in education driving learning. It has continued to surprise me over the last decade that in spite of educations core business being that of learning we seem to spend little time talking about it.
What is learning? What conditions support learning? What are the barriers to learning deeply? How does the brain learn? what strategies help me continue to learn when I am stuck?
A few examples of questions that require time to unpack, dialogue about and reflect on for both teachers and their students.
The unrealistic pressure of covering content often only results in surface learning. To learn powerfully and deeply, decisions need to be made by the organisation about what students should be
1 – learning about what content will aid individuals in making sense of the world they live in and contribute creatively.
2 – develop the necessary ‘Learning Power’ as Guy Claxton terms or capacity to learn deeply and powerfully. Both need to be developed simultaneously.
Clarity about the end in mind profile of a student needs careful deliberation and dialogue. A futuristic vision of the knowledge, dispositions and values a student would need to be equipped with based on the principles embedded in the vision is essential in reframing 20th century mental models of coverage verses depth.