Preparing learners for the 22nd Century

In what direction is the curriculum going? The educator must have an understanding of the learning that is important for students, when this happens the play based context will lend itself towards this important learning. The curriculum will reveal itself within social constructs. A child can spend the day playing in the sandpit, the student has the opportunity to learn  how to relate to others. how to manage him or herself, the space and the equipment that is used. making choices problem solving counting speaking finding patterns symbols algebra the list is endless... And here lies the problem. If the teacher does not have a strong understanding of pedagogy, of the community, the social context, children's development, the list is endless then these important learning opportunities can be missed and play based learning becomes play. If it is important to learn how to count, how to count in different ways, how to understand the number five in a deep way, t...

Play based learning has begun to trend and in my usual fashion, I am doubtful. When teachers are responsive to children, there will be an expectation that play is part of learning. However, unless there is a strong understanding of the different processes of learning and strong understanding of the curriculum, play based learning doesn't allow for the important stuff of scientists and artists and historians etc!  I don't think children play science, art, history etc, they do it and do it very well. 

Student Agency or Inclusive Education... I often wonder what it must be like in the minds of tamariki at school. The school game can be a minefield of second guessing. It has it's own set of rules and regulations. As adults we are so in-dwelled in the concept of school that it is our normal, not so for  tamariki...school is a foreign place. It is not until we have built a healthy relationship with the student that he or she will feel safe to communicate with us, sometimes in their language of physicality, where behaviour is their only language...And it is not until we truly listen to the student in all their languages, that they will have agency, and then, only then, will they know inclusivity. How do we approach the individual without impressing on them our prejudices? When do we spend time with learners, joining in their conversation rather than instigating it? How often are our question and answer sessions more like an interrogation? Whose questions are tamariki answer...