It is constant challenge to target learning to the individual. In a large class it is not an easy feat. Often the management of the class can override the effectiveness of targeted learning. I have just finished reading an article entitled "Even Geniuses Work Hard" By Carol S. Dweck [Copy of Article].The focus of the article is on how to make learning meaningful for students so that they are challenged, enjoy effort, are resilient and value self improvement. The author calls this a "growth mindset".
To develop this growth mindset requires...
- Creating a culture of risk taking.
- Emphasising challenge, not "success".
- Giving a sense of progress.
- Assess for growth.
The challenge for us as teachers and leaders in education is to develop classroom programmes that are formative. That is they are focused on developing an on-going ability for our students to grow and development, not just a series of mastering levels to be attained. Difficult to do in our current climate of national standards. But not impossible given the scope each school has to develop their own curriculum. It has challenged me to consider what culture our school fosters. Achievement levels or a growth mindset that sees students seeing learning as an opportunity to be as smart as they want to be.
What do you think?
Hi Kerry - isn't it about developing the key competencies across the facets of learning?Not only do we want our children to grow and develop as confident individuals with the life skills they will need for the future, but we as teachers need to be pro-active in ensuring that we are skilled/challenged in our teaching delivery and able to make this to happen. If our school culture fosters and values an inclusive picture of what this will look and feel like, then progress will be sustainable. Cheers - Bud.
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