Post Pandemic: “New Normals” Worth Developing
What is education?
Childcare?
Job Training?
Citizenship Development?
It seems like so many countries are grappling with the purpose of education, trying to balance the risk of bringing kids back to school. It is a critical moment in time when we really can evaluate our guiding principles in our societies. In so many ways, globally we are undergoing a “dark night of the soul”, deep in introspection as we reflect on all the incongruent “normals” in our educational systems.
I digress for a moment……
I like to explore the word education semantically for a moment. Its Latin origins, mean “to bring out; to lead forth”. The root implies that our intelligence is innate and can be developed.
When I think of this definition, I wonder what this global crisis has revealed about our educational systems?
Inequity between public and private education–YEP!
Teacher-Driven models of education are not sustainable or appropriate online–YEP!
Misguided or completely absent set of values in our systems?–YEP!
Inadequate training and professional development of our teachers, particularly in using technology in our instruction–YEP!
More care and concern are focused on our current-day economy than designing a more equitable future?–YEP!
But the most disturbing is the lack of organizational leadership and creative problem solving since the best we can do is hole ourselves up in our homes until this thing blows over. This fact right here is the absolute reason why we have to look carefully at our educational systems and make changes as we create more agile and dynamic schools. We can’t keep educating our future generations to look for answers outside of themselves–we need an “all hands on deck” approach that involves integrated and collaborative communities of problem-solvers.
When you plant lettuce, if it does not grow well, you do not blame the lettuce. You look for reasons it is not doing well. It may need more fertilizer, or more water, or less sun. You look for reasons it is not doing well. You never blame the lettuce.
-Thich Nhat Hahn-
Now is the time to seize upon this opportunity to make constructive changes in our schools and educational systems. When we look at our current crop of “lettuce”, I feel a powerful and urgent need of changing minds and hearts when it comes to reconstructing education.
Purpose: Develop our Humanity
The International Baccalaureate is one of the few frameworks that actually defines who we want our students to become as a result of their learning. In a nutshell, we want to make “good humans”.
This shouldn’t be an exception, but should be a rule in ALL of our schools.
Yet so many schools still reflect a factory-model, industrial age approach to learning. In which when the system “spits them out” at the end, they have a conforming pattern and standardized base of knowledge. This is in direct opposition to what we know about our human design. Every aspect of who we are is unique and essential.
As educators, we must question the directives of our national and local authorities in order to change these definitions. We must demand to infuse our policies to account for improvements in our humanity, rather than look at defining our systems by creating subordinate and compliant masses who keep our economies chugging along.
But even if we can’t get change within our higher authority, we must be willing to be way-showers and make changes in our schools that move away from these vestiges of this outdated paradigm.
Teachers shouldn’t be waiting for leadership to make these changes. The level of complexity that it takes to make this shift is almost prohibitive. Teachers must dream and co-design with school leadership so that this is a thoughtful and collaborative grass-roots effort. Schools can’t restructure without a teamwork and ingenuity.
These shifts are not minor, these are transformational. We are providing structures that empower learners and create real-world applications that act as “training wheels” for dealing with challenges.
I hear Gandhi in my head …
It might take time but with collective and persistent patience, we can create a new future for education.
Redefine: Indicators of “performance” for evidence of learning
I remember a time when the standardized testing craze was contagious. I can recall a day when one of my Kiwi friends was lamenting that New Zealand was embracing the American antidote for education with school grading based upon students’ achievement on the general skill-based tests. As she was explaining the new direction that the NZ education system was going, her cheeks turned red with emotion. I had to sigh, remembering my own experience and stress of teaching to a test.
However, many schools get “graded” on student performance. The word performance implies some action or behavior that demonstrates a specific ability. Learning, on the other hand, is a process, an accumulation of knowledge gained through experience that changes behavior. Although there is a thread that links the two, we often confuse student data as an indicator of learning, when, in fact, it is really the other way around. Learning can only be demonstrated by actions taken by students of the skills they have acquired. Because of this, learning describes this innate capacity to “bring forth” our intelligence and creativity.
After this COVID crisis dies down and we return to our school, we must broaden our definition of performance that goes beyond knowing the “answers” to knowing the “problems” so that students can predict potential threats to our societies and create proactive solutions that innovate and address these areas of concern. It’s less about demonstrating knowledge and more about awareness.
A colleague of mine recently pointed out that there is not one standard in their national curriculum around discrimination and oppression. This is an example of how we censor reality.
Our national standards are helpful in understanding the cognitive milestones that we expect for numeracy and literacy, but they do not really reflect the “standards” we want for our humanity: kindness, resilience, cooperation, generosity, appreciation, curiosity, and joy. Content knowledge no longer holds the capacity for future success. We need “heart-based” standards and, as educators, model and facilitate the growth of emotional and situational intelligence.
Our students’ performance may not be as measurable and easy to assess when we focus on this area but I believe that we can still observe “learning” when students can manage conflict, articulate concerns, and self-manage their learning, returning home inspired and energized. Instead of knowledge, HOPE can be an indicator of performance standards.
Imagining New Normals
These are the “new normals” that I believe is worth striving for in a post-pandemic era of education: Value-based Goals for Education, Restructuring Systems of Learning, and Creating New “Performance Standards”.
When I consider the root meaning of “education”, I can’t help but contemplate what I wish to “to bring out; to lead forth” as a result of this experience. As difficult as this time is, we must lean on potential and think of the possible good that can come out of this experience.
What do you believe should become “new normals”? What do you hope to dream and scheme about as we reconsider the purpose of education?
As we continue to reflect and review our practices, I think these structures will serve us post-pandemic because it helps to develop teacher efficacy or as it is more commonly known as “competance”. They say that Practice makes progress, so I am hopeful that these structures facilitate the process of progressing from incompetence to competence as a skillful PYP practitioner.
I think this COVID crisis is helping us to examine these ideas and ask ourselves if this is how we want to continue living as a species. Because the truth is, if we really make a study of nature, there’s a helluva lot more evidence for cooperation rather than competitition in the endurance of living things. Darwin actually wrote about this but it often goes unnoted.
