As we prepare for another school year, we can choose the future we will value in terms of education. The past year was of course a year of losses, but it was also a year of gains. The focus we decided to focus on will greatly help determine how we and our students will welcome another unprecedented school year.

First, redefining the recent past may help. This is a period marked by the absence of schools, or rather, a transitional period. We have begun the difficult process of transforming the future school? Is the one-and-a-half year period framed by the so-called “learning loss”, or will it be seen as a time when we are making progress in areas that are urgently needed but often overlooked or separated from our curriculum and benchmarks? Usually used to measure progress.

The answers to these questions are difficult to answer. Sometimes they will completely change their minds. But if we want to really redefine the priority of what students should take away from school, they are necessary.

Strengths or weaknesses

The lesson our students learned from last year and how we refer to it will depend on the way we talk about it, the words we use, and most importantly, our actions in the first few weeks of the new school year. We can adopt a deficit approach and focus on the so-called learning loss, or we can adopt an advantage-based approach, appreciating and acknowledging what has been learned and gained.

The deficit approach allows us to focus on what has not happened. Which courses were missed, which exams were not taken, and which basic skills were bypassed. This is not to say—just like every year—some learning does not need to be re-examined. However, if we adopt a major deficit approach, we will focus on what is not and ignore what is not.

Another option is to take an advantage-based approach. We recognize and respect the countless skills, talents and attitudes that have been developed and honed in the past year. Our students have experienced, tested and experimented with self-efficacy, initiative and decision-making skills. They creatively solve the problem in order to obtain Wi-Fi, a quiet study space, and hard-to-find information. They collaborated with their peers and expanded their support network. They have discovered more information about how each of them learns, and they can better use this understanding in the future.

The problem with our data-driven education system is that we do not have a unified set of evaluation indicators, nor a concise list of skills and abilities that students have. What you learn varies from group to group, from location to location, and to need. While the pandemic and last year’s racial riots affected all of us, they also affected communities and populations differently. Some people have to adjust and solve basic health and accessibility issues. Others have been dealing with the transition from face-to-face to virtual to hybrid, sometimes more than once.

New paradigm and new driving force

If the list of skills and abilities that students are currently learning—self-efficacy, agency, collaboration, problem-solving—sounds familiar, it’s because these abilities are the same as those often listed as necessary in this century and before. .most List The 4 Cs learned in the 21st century are as follows:

  1. creativity
  2. Critical thinking
  3. cooperate
  4. communication

Coupled with more and more organizations (including OECD with Sensible It covers most of what many students have to endure and learn.

In order to support this transformation, a new set of driving forces needs to be provided to the education system that can bring us into this new paradigm. With this in mind, the gains and opportunities of the past year suddenly took on new meaning.Recently, education reform expert Michael Fulan developed what he called New correct driver This can push education forward and at the same time compare them with the current driving factors that promote education. Let’s take a look at Fulan’s list.

New error driver New correct driver
Scholar obsessed Health and learning
Machine intelligence Social intelligence
Tighten Equal investment
Fragmentation Systematic

New choice

At the very least, we must admit that students have made remarkable progress under unprecedented and unpopular conditions. Unfortunately, those who return to the old paradigm quickly become irrelevant, and their students are unprepared for our future reality.

Those who accept this uncertainty and adapt their students and schools in the past 12 to 18 months will lay the foundation for continued growth and learning that matches the world we are entering.

It is time for a new school year, but it is also time for a new paradigm of education. What will this bring? New narrative? The new normal? A new set of drivers? Probably all of these and more.

Let us use this watershed moment to transform our system from a content-centric delivery system to a system that can improve each student’s learning, adaptability and own learning ability. Let us start the new year by adapting to the new normal.

Ed. Note: The free webinar on this topic is hosted by Michael Fullan, New starting point-new normal, new paradigm, new momentum, Will be held on September 9.


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