Going deeper with teaching/learning depends on the following:
- Good analysis: We can simply do a drive by look at stats and observations, but instead we have to analyze with depth to answer questions like these:
- Did everyone reach the results hoped for? If not, why not?
- What trends do we see? Do these trends matter? What can we do to forward more of these trends or undo certain trends?
- What are the goals we have, and how do we hope to meet those goals? What can we do differently to teach and learn better?
- What matters to the community, stakeholders with regard to the initiatives we forward and the results we gain?
- Reflective, Responsive Curriculum Design: After we do the good analysis, we have to revise, enrich, and redirect curriculum efforts in ways that matter. Using Hattie's curriculum process of starting with success criteria, identifying how we'll assess, and then laying out the strategy/path including stopping points for reflection and revision is a good way to approach curriculum design, personalization, differentiation, and other related efforts. Our curriculum efforts should respond to the analyses we do, and our efforts have to be transparent and inclusive. Clandestine curriculum decision making and creativity only creates obstacles to good implementation and result.
- Inclusivity and transparency matters. Often there are multiple curriculum discussions happening, but there is little communication about those conversations. When there are multiple conversations and decision-making processes happening, but little to no transparent communication or inclusion related to those separate efforts, capacity is lost. Instead there should be support for ongoing, inclusive, transparent, and inviting communication and share. This works well if it leadership takes part, and if there is good process set, process that invites the voice, choice, and leadership of all stakeholders. This kind of worthy share and communication adds capacity to any organization.
- Distributive Leadership: To truly go deep requires that everyone makes time to teach and work with children in schools regularly. If you are distanced from this activity for too long, I believe you lose sight of what's important, what's happening, and the urgency of making change and looking for ways to teach and learn better.
More modern systems, processes, roles, and structures will lead to deeper learning and teaching. There are many efforts in the works to move in this direction, efforts near and far, and efforts that matter.
As an educator I'll continue to reach out and look for ways to deepen the teaching and learning in ways that matter for students, and I'll also look to my colleagues for leadership in this regard too.
