I believe that learning design is the critical issue in schools today. How do we design learning to best effect student success?
When it comes to learning design, there are many voices involved in the process? How do we synthesize those voices to make the best choices?
There are also many philosophies, levels of understanding, differing visions and varying research to lead the work? How do we determine what beliefs, understandings and philosophies will support the work we do?
There's also a time line involved. As tools and research continually evolve, what processes will support that evolution? Old time curriculum processes and efforts were based on a much slower evolution of tools, research and information access.
System-Wide Learning Design
Who dictates learning design and who carries it out. Factory model schools had managers who decided on curriculum and conveyed those decisions to educators (factory line workers) who carried out the charge--is that the best model? John Hattie's research in Visible Learning for Teachers: Maximizing Impact on Learning puts the responsibility of apt learning design, implementation and adaptation on the educator who is responding to each child as an individual. He encourages educators to take the job seriously and "know thy impact."
Hence, how do systems move forward when it comes to learning design? How is learning design created with an evolving synergy to engage, empower and teach children well? What school structures, roles, responsibilities and efforts support this work in streamlined, efficient, effective ways so that student learning takes center stage?
As you may know from reading my blog, I feel the following constructs will lead to apt learning design.
- Base learning design on standards, students' interests/passions, and cognitive research. Take the best of what we know related to how students learn and combine that with the most engaging, efficient learning tools to first build students' "learning to learning" attitude and action, and also develop students' knowledge, skill and concept foundation.
- Institute a regular review, revision, refinement and response process that includes the voices of all members of the learning community, current research and evolving needs, interests, and tools.
- Analyze and make change to school structure based on the effectiveness of the school's physical structure, schedules, roles, and responsibilities--make changes so that these constructs are effective and resulting in as much successful, targeted student-centered learning as possible. Eradicate processes that result in minimal learning or effect.
Classroom/Subject Learning Design
In my tiny sphere of the classroom this is how I make learning decisions:
- Read, learn about and work towards a strong understanding and implementation of identified standards.
- Observe, converse and interact with students and their families in ways that allow me to understand and respond to my students' interests, passions and needs with depth.
- Stay abreast of current cognitive research, methodology and apt tools through reading, conferences, discussions, coursework and collaboration with the learning team: students, parents, educators, administrators and community members.
- Review and revise all work on an ongoing basis in response to formative/summative assessment, research and learning, and collaboration with the learning team.
Effective Teaching
When it comes to teaching well, our focus needs to be client-centered. We must continually ask ourselves the following questions:
When it comes to teaching well, our focus needs to be client-centered. We must continually ask ourselves the following questions:
- Are students engaged and happy?
- Are children learning, and how do we know that?
- Can we effect student learning with greater intent, focus and strength, and if so, how can we do that?
- How can we grow curriculum so that it reflects, represents and responds to today's world and the world of the future?
- In what ways can we instill both a love of learning and a facility of learning that leads children forward with confidence and success?
- How can we make our practices responsive to students' developmental needs, passions and interests?
Summary
Learning design is a critical issue in schools today as we navigate the world of wonderful tech tools, information ease and a growing interdependent, global community. What do we want our students of today to bring forth to the world of tomorrow? How do we prepare those students with enthusiasm, knowledge and best effect? I believe that educators and learning organizations are "nation builders," and as Hattie suggests, I believe it is imperative that we "know thy impact" and do our work well.
Teaching children well is not a simple process, and it is a process that can be confounded by lack of streamlined systems of decision making, response and implementation. How do we effectively deal with these big questions in education, and in what ways can we progress when it comes to teaching children well. I'm curious, and I welcome your thoughts, comments, questions and debate. Thank you for your consideration.
