Date post: | 19-Jul-2015 |
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Education |
Upload: | barry-dyck |
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All of my life I’ve been taught at, and I’m good at being taught at…it was super difficult to do what I wanted to do, and figure out what I even wanted to do. When there’s no plan set out for me, no curriculum to work through, I struggled to determine my own through my interests. (What are my interests? What am I even good at?)
I learned that throughout my years of schooling, but mostly in the past few, I have been avoiding failure rather than trying to succeed.
It is more of a challenge, and an achievement in my opinion, to follow your heart and use your curiosity to pave the way rather than to complete planned specific material and curriculums.
http://blogs.hsd.ca/nyvlrz/2014/06/04/learning-about-learning/
“It is critical that we become active researchers and developers of innovations and new directions” (Jacobs, 2010).
the challenge
“The necessary knowledge to solve the
problem must be created in the act of
working on it” (Wagner & Kegan, 2006, p. 76).
learning environment elements
inquiry learning model
inter-disciplinary, student-teacher
developed curriculum
multi-grade classroom
internship opportunities for learning outside the classroom
pedagogy of care
model careengage in
open dialogue
provide students
opportunities to practice
care
confirm the best in
students (Noddings,
2005)
“I feel like I haven’t accomplished anything because I don’t have a mark in front of me or
physical evidence of my learning.”
Understandings requiredTeachers must be able to embrace ambiguity: “a true problem…is never fully solved” (Roy, 2003)
implications of the study
Understandings required
• The knowledge legitimized by the school curriculum must change (Cassassus et al., 2008). We must ask ourselves what are we educating for? We need to know what they are going to do with the knowledge.
Possibilities for change
A rhizomatic conception of learning is where curriculum is “constructed and negotiated in real time by the contributions of those engaged in the learning process” (Cormier, 2008, “The Rhizomatic Model of Education”)
We need an approved learning environment design that allows for alternative & innovative, “just-in-time,” learner-constructed curriculum that qualifies for certification.
ReferencesCassassus, J., et al. (2008). The Construction of Learning Environments Lessons from the Mexico Exploratory Phase. In OECD, Innovating to Learn, Learning to Innovate, OECD Publishing. Feb, 78(6), 444-450.
Cochran-Smith, M. & Lytle, S. (2009). Inquiry as Stance. New York: Teachers College Press.
Cormier, D. (2008). Rhizomatic Education: Community as Curriculum. Retrieve March, 2011 from http://davecormier.com/edblog/2008/06/03/rhizomatic-education-community-as-curriculum/
Noddings, N. (2002). Starting at home: Caring and social policy. Berkeley: University of California Press.
Roy, K. (2003). Teachers in nomadic spaces: Deleuze and curriculum. New York: P. Lang.