Tuesday, July 24, 2018

Picture of Graduate and Control of Learning

     Recently I've noticed quite a few comments in Dr. Tony Wagner's Twitter stream in which he is encouraging schools to develop their Portrait of a Graduate (PoG). For the past few months, I've also, without as much focus, seen more and more tweets referencing students' being in control of the learning. Naturally, I've been juxtaposing the two in my thoughts.
     While I appreciate the idea behind the calls to grant them more control, I've written in the past that I believe students already are in control of their learning, no matter what we may like to think. What teachers can control is creating a certain environment. In doing that, they can help students fulfill one of the most essential qualities in a PoG that really matters--controlling their learning in the right ways. Certainly doing that involves the grasping of some knowledge and developing particular skills. But the key lies in attitude.The qualities necessary include an insatiable curiosity, a skepticism that never disintegrates into cynicism, amazement with the unique, and an optimistic embracing of the possible.
     Unfortunately, large segments of society have lost sight of this. It goes much deeper than the rigid, misguided standards and frameworks  that drive so much of education, leading to the wrong measures of success. It's how people are exercising the control over their learning. They're thickening the membranes of their filter bubbles. Thus the extremes become even more so, with those who disagree becoming threats rather than potential sources of wisdom. The obvious problems exacerbate themselves.
     Of course, one could argue those people are not really learning. I'd agree. With how much is at stake, we need to make sure this ideal drives anything else in a Portrait of the Graduate. So much else of value is at stake.

1 comment:

mvlee said...

There is much good taking place both in #highered & #k-12 in many places. However, at the societal & cultural level we are pushing against 100 years of shared understanding and practices. Specifically, grades, averages, and scores as meaningful representations of learning.

A new approach to schools and learning is not going to suddenly take hold and sweep across the country. Thought leaders and centers of influence should push continuously to create cultures allowing the free exchange of ideas to exist, rather than single catch-alls and acronyms. A quote from Harvard's Project Zero coursework is "Teaching for understanding makes our work as educators more effective, but it doesn’t
necessarily make our work easier." I think education reformers often miss this point while the general public views better as synonymous with easier.