Ngā Matapakinga | Discussion

    CORE Education
    Ten Trend: Changing role of the teacher
    15 May
    Public discussion Created by CORE Education

    How flipped learning has changed the role of the teacher

     

    Ten Trend: Changing role of the teacher: As we move into a more learner centred and learner driven paradigm in education, we look at the changing roles and responsibilities of teachers. http://core-ed.org/ten-trends-2019-document/

     
    Ten Trends wedge

    What’s this Trend all about?

    A traditional view of the teacher’s role is as a giver of knowledge. Teachers share knowledge with students on a particular subject, through lessons that build on their prior knowledge and moves them toward a deeper understanding of the subject.

    Today these expectations are being challenged. The fundamental premise of teachers as the ‘conduit of knowledge’ is no longer valid. This is marked by a move from a “one- size- fits-all” approach of delivering and receiving knowledge, to an approach that honours the individual and their diversity (Ten Trends 2019 PDF, p. 24).

    What’s driving the change?

    image

    As outlined in the Ten Trends 2019 PDF (p. 24, 25)  there are many drivers influencing this change including:                            

    • a shift from the concept of ‘delivering learning’ to ‘enabling learning to happen’

    • designing learning experiences to meet the diverse and variable needs of all learners

    • pedagogies that focus on engagement, inquiry and active, flexible, deep learning

    thinking more of knowledge as a set of cognitive strategies, than as a ‘thing’ or as the goal of learning.

        

    Rapid advancements in technology and the increased use of automation, including the use of robots and AI, is also changing the way learners interact with a variety of knowledge sources.

     

    What examples can we see?

    In the traditional classroom, the teacher delivers new learning to the students face-to-face, students in turn engage in activities to consolidate and build on the learning. In the flipped classroom, students do the basic learning by accessing teacher created or sourced content (usually videos) prior to working with the teacher. They can view and rewatch the content as much as they need to - this then ‘frees’ up teaching time to focus more on active, deeper, personalised forms of teacher interaction. Enabling e-Learning: Flipped Learning

     

    For over two years, Ashhurst School (Palmerston North) have been examining their pedagogical practice and undertaken training (as part of the Flipped Learning Global Initiative) to adopt a school-wide approach to sourcing, creating and sharing flipped content, in order to free-up time to better meet the needs of their learners. Flipped Learning at Ashhurst School Enabling e-Learning (TKI).

     

     

    Changing role of teacher:

    Teachers are no longer bound to delivering whole class or even small group instruction. Having flipped lessons running on videos means teachers spend more time focusing on engaging with students, having rich one-to-one conversations tailoring teaching specifically to the gaps that they have in their understanding of the learning concept. Students are then supported to apply new learning concepts in a deeper more meaningful way. Flipped learning and the changing role of the teacher.

     

     

    I’ve started to think less of myself as being the source of the initial knowledge, the only source of support for people who are struggling and now more as something exists beside them within the learning process. I think that’s, that’s changed the way that I teach. It’s changed the way that the kids move throughout the learning process as well.

    – Sara Lambert, Year 3-4 teacher Flipped Learning at Ashhurst School Enabling e-Learning (TKI).

    This has resulted in:

    • More accessibility to learning within and beyond the classroom
    • Meeting personalised, diverse learner needs
    • Learners moving through their learning more quickly
    • Measurable shifts in engagement and achievement in literacy.

    Can you see the potential for different languages, cultures, and learning preferences to be catered for and honoured throughout this process?

     

    How can the Ten Trends been introduced/used?

    The Ten Trends offers a broader interpretation of the changing role of the teacher, which means schools can dive into any aspect and examine this more deeply against their own pedagogical practices across the school.

     

    imageDiscuss: Facilitate rich discussion in staff meetings

    In regards to a shift towards more student ownership and personalised learning, educators can facilitate dialogue around how teachers can change the way they introduce or share new knowledge with their learners.

     

    Do: Teacher inquiry into digital tools for instruction

    Through individual or collaborative inquiry, investigate and/or trial how digital tools and resources can be used to flip learning and free-up time, to allow for more responsive, one-to-one interactions between students and teachers - after learners have explored initial content.     

                    

     

    There are some generic questions around the changing role of the teacher (Ten Trends 2019 PDF p. 28) you can use within your school/s. Why not comment below and share one way you could change the way you introduce/share knowledge with your students?

     

    We’d love to hear more school stories that celebrate personalised, inclusive, accessible learning for students. Simply join the CORE Ten Trends group to contribute below.


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