If you’re going to start doing something new, you’re going to have to stop doing something old.
The imperative to do “something new” is urged on educators through change management research, and reinforced via accountability measures: My School, NAPLAN, MSE testing, national curriculum, gifted aptitude tests. Perhaps the relentless pressure of and for change obscures positive features of school improvement.
Let’s begin with what IS relatively new and effective:
- collaborative learning practice
- classroom management strategies (bump theory), especially where relational features and choices are emphasised
- shifts in the way we understand motivation
- perceiving fixed mindsets as mutable -> growth mindset can be enabled
- developments in neuroscience have yielded insights to brain functioning
- networked learning as we transition into 1 to 1 learning communities where learners’ curiosity and passion drive curriculum innovation
So what do we stop doing?
- relying on outmoded coping strategies (fear, blame, passivity, resistance….)
CC image source Scott McLeod http://pinterest.com/pin/31595634856412546/
Courage! I’ll leave the final message to Shakespeare:
If we should fail?
But screw your courage to the sticking place,
And we’ll not fail.