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PANDEMIC =
Change is being contemplated for education models after homeschooling

However, currently this model of online learning is preventing various learning opportunities or approaches from thriving.

This is a point to contemplate and not necessarily ADOPT but be AWARE of moving forward.

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When schools first closed during the pandemic, like many other parents, I felt a mild sense of panic at the thought of teaching my child at home.

The Nature School says an uptick in interest suggests more parents are looking at alternative education models after homeschooling during the pandemic

The school's Catherine Oehlman said inquiries have increased and there's a waiting list for 2021

The Home Education Association said it has had many calls from families wanting to continue homeschooling

I was concerned I didn't have the skills required to help my young, dyslexic son and worried he might slip behind.

As it turned out, the experience was highly positive and we created our own, flexible 'homeschool' environment.

We started each day with a surf and time outdoors and my son then felt calm and ready to learn.

We were able to work at his pace, his confidence grew and he thrived with the one-on-one help.

The Head of Primary at The Nature School, Catherine Oehlman, said our experience was not unique, and stepping away from conventional schooling had opened many parents' eyes to different ways of learning.

"I think it's important that coming out of this we have a national conversation about the fact that some children have thrived during this different style of learning," she said.

"There are children who have loved the opportunity to not be constrained by a timetable, or children who have loved the opportunity to follow a passion of their own learning.

"We should look at how we can use that to shape what education is going to look like going forward in Australia, because I think there is a place to look at schools doing things differently."

Nature School in demand

The Nature School, at Port Macquarie on the New South Wales Mid North Coast, is an independent school which focuses on children learning in, and from, nature.

Ms Oehlman said interest in the school had increased in the wake of the pandemic school closures.

"We have had a lot of queries," she said.

"I've had some parents calling saying, 'My child doesn't feel great about going back to school and I am wondering about a school that's a bit different, whether they would be happier and learn better in a different environment'.

"I have 15 school tours booked in the next couple of weeks with families who are interested in the school for 2021.

"This school is growing and currently for 2021 we have more students on the waiting list than we have places in kindergarten."

Ms Oehlman said she had also had queries from teachers.

"For the first time some of my colleagues in more traditional schools are asking me, 'How do you do it and what are learning outcomes like if you actually remove the walls and take children outside?' " she said.

Homeschooling brought 'sanity'

Other parents have decided to continue homeschooling.

President of the Home Education Association, Karen Chegwidden, said the organisation had received many calls after the announcement that schools in NSW were returning to full-time face-to-face lessons from this week.

"I think a lot of us were dragged kicking and screaming into this homeschooling gig ... but it was homeschooling that really brought sanity into our family's lives," she said

"It took the stress off our children and allowed them to learn and to flourish.

"I think that's the experience of many families once they step outside the system.

"Our helpline volunteers are telling me all of the calls in the past week have been from people saying, 'We don't want to send our kids back yet, how do we get registered for homeschooling?'."

Sarah Hansen, a parent on Queensland's Sunshine Coast, said her daughter has thrived during remote learning at home.

"My daughter has ADHD, inattentive subtype, so while not hyperactive she is very easily distracted and struggles to focus," she said.

"The lack of distraction at home and the ability to work at her own pace - slightly faster in maths, slower in literacy - has really motivated her and she has started to love learning.

"I've made contact with a homeschooling curriculum provider and am considering the feasibility of taking this on."

Bush School thriving

At Taree, on the NSW Mid North Coast, the Manning Adventist School has expanded its outdoor 'bush school' program.

The program encourages the development of children's emotional and physical development through outdoor play, activities and exploration in a bushland environment.

The concept has its origins in Europe where 'forest schools' have long been popular.

"We are now spending part of pretty much every day taking our students outside to explore, and do a lot of our maths and writing from our lovely bush space," says teacher Dianne Hillsdon, who is an accredited Level 3 Forest School Leader.

"I'd like to see more schools include outdoor learning.

"This is truly the best thing I have done in my 30 years of teaching."

Before relocating to the Manning, Ms Hillsdon successfully implemented a bush school program at a Melbourne school.

"Parents loved it, children loved it, and so much learning was taking place," she said.

"I have seen such positive changes ... we have supported children with lots of learning issues, children who have trouble speaking or are very self-conscious and autistic children.

"In the bush it's their own space ... It's a much more free way of learning particularly for children who sometimes don't do as well in a conventional classroom."

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'Some children have thrived': Families weigh traditional education against 'flexible' alternatives post-pandemic

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When schools first closed during the pandemic, like many other parents, I felt a mild sense of panic at the thought of teaching my child at home.

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In conclusion... if only it was that simple!

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In conclusion... if only it was that simple!

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It is IMPERATIVE that students are provided:

- guided enquiry opportunities,
- clear expectations and understanding,
- compassionate and patient teachers,
- lots of exposure to this approach.

--> Students cannot just be expected to know how to do their own enquiry if they've never learnt this way before.

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Like Paige shows in her TikTok, what is the educators reason for teaching? If teachers are not motivated the likelihood of them conducting activities and providing an environment which fosters students' creativity, is NOT probable.

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Furthermore, why give students added work that doesn't receive formative feedback?

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Zoe Weil - The World Becomes What You Teach 

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Zoe Weil - The World Becomes What You Teach 

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TEDxDirigo - Zoe Weil - The World Becomes What You Teach

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If the world becomes what we teach, what should we be teaching?

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If the world becomes what we teach, what should we be teaching?

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Differentiated instruction can be used to support students development of Soft Skills, like their ability to collaborate and time management.

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I LOVE this!

The idea that creativity can thrive with boundaries and rules. Related to the discussion had in EDF4033 tutorial for week 3.

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Creative education--how to keep the spark alive in children and adults | Orson Scott Card | TEDxUSU

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Corrigan and Lancaster (2018) highlighted the importance of creativity in constructing a contemporary society and questioned where this creativity is "actually developed and nurtured." In a world which values creative and critical thinkers, it is hard to comprehend why learning is placed into subject specific narrow boxes. I believe that through providing students with experiences of interdisciplinary learning, educators can further support and develop students as critical thinkers (Reid, 2019). Furthermore, "if learning is central to living in the 21st century, and to preserving our humanity in an age of AI, then understanding the many aspects of learning is crucial" (Reid, 2019, p.235).

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For the sole purpose of giving homework... no.

Intentional work which will contribute to a project which they cannot collect on campus... yes.

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Can we just quit standardised tests? Is it all or nothing? 

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Can we just quit standardised tests? Is it all or nothing? 

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No, there is NOT a one size fits all. Acknowledging that standardised tests do not work for all students is important. However, it is imperative to note that there is a place for them in society.

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All teachers are a product of their learning and experiences, and I am no different. I attended Crossroads Remedial School for 3 years, during my primary education. Therefore, their approach to education is one which I VALUE.

I believe that viewing the child through a holistic lens provides the best support towards them reaching their full potential.

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Current way of using technology during COVID-19. Connecting with students through using their names, showing that they are heard and valued in their school community.

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Mr. Luke's TikTok on why he teaches is one which many educators can relate to.

What resonates with me:

We strive to provide an education which informs and equips students with the tools and knowledge needed.

But...

We must remember that they are still simply kids, and they have an innate innocence and naive understanding of their world.

Furthermore, it is important to acknowledge them both as learners but also as children. This can be done through providing them with the opportunity to explore and enquire about their world as we support them in creating their own meaning and narrative (Walker, 2017).

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TikTok like all social media can be controversial regarding its application/effect on education. However, it can be a fantastic tool for delivering and creating content students can relate to.

Mr. Luke is a Sydney based primary teacher who posts content about interactions with students, tools used in the class, trends and his love for plants.

This TikTok shows the importance of the relationship between parents and teachers and the influence it can have on students learning and wellbeing.

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“When students are encouraged to make decisions about their learning, positive effects have been recorded on student achievement, behaviour, values, general wellbeing and intrinsic motivation” (Kohn, 1993; as cited by Walker, 2017, p. 455). Therefore, why are we not promoting opportunities for more collaboration and interaction between students and their peers? Through allowing students to be involved in the decision making process educators promote the development of these soft skills.

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The idea that teachers who wish to bolster their students' development as critical thinkers and visionaries, cannot do so in the confines of standardised testing and the current school system is simply untrue.

These changes can be:

As simple as lesson planning, which allows student focused learning to be implemented while enacting the intended curriculum (Walker, 2017, p. 457).

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If the aim of education in 2021 is to produce critical thinking individuals, with human creativity skills, then the implementation of simple activities like those explored by Catherine Thimmesh (2014) are key.

Key in adapting and elevate, our curriculum and current classrooms from the mundane standardised education to an education 21st century learners deserve.

Like Thimmesh suggests, how can we expect students to think outside the box if we're not providing them the opportunity to do so?

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Creativity in the classroom (in 5 minutes or less!) | Catherine Thimmesh | TEDxUniversityofStThomas

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More information on the purpose of education branch.

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Through streamlining the syllabus, not only was teachers' time freed up to reflect on and improve their practice, but the students were then provided the opportunity to participate in non-academic enrichment such as character-building programmes. Like High Tech High, this provides them the ability to develop soft skills.

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The Ministry of Education (MOE) launched the "Teach Less, Learn More" (TLLM) initiative in 2005 to improve the quality of teaching and enhance student learning in Singapore. TLLM built on the "Thinking School, Learning Nation" vision, which had been introduced in 1997 to create an education system that nurtures creativity, critical thinking and a passion for lifelong learning.

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Involvement and interaction with children's parents and carers

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Involvement and interaction with children's parents and carers

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It is imperative to have a holistic approach to a child's education as through recognising the child’s stakeholders and the culture which shapes their cognitive development, educators have a greater understanding of what and how their students will learn about their world (Woolfolk & Margetts, 2016).

Educators and families share the common task of educating young people (Adams & Christenson, 2000; as cited by Woolfolk, & Margetts, 2016) and so, through acknowledging the child's various microsystems and mesosystem (Bronfenbrenner, 1979) teachers can tailor their teaching towards their students strengths and interests.

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The need to engage children in activities for the sole purpose of documenting the interaction. This shifts the intension away from education children, or creating meaningful relationships (DEEWR, 2019) and is of no benefit to the child.

These activities should still be completed but intentionally.

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Rote learning: in the interest of high acedemic  achievement 

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Rote learning: in the interest of high acedemic  achievement 

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The idea that "people don't go to school to learn. They go to get good grades, which bring them to college, which bring them the high-paying job, which brings them happiness..."

This is strongly REJECTED and something which should be disputed in the classroom and discussed with parents, in an appropriate manner.

Yes, teachers should still want their students to achieve and thrive in their classroom. However, grades and assessments should not be the focus. If there is intrigue and purpose then the results will speak for themselves. High Tech High for instance, their teachers openly say they probably teach 40-60 % of the curriculum. Yet, they have a 98% college acceptance rate.

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Webster and Ryan (2019) state that the "Australian Curriculum is specifically designed for teachers - not students". Therefore, it is the responsibility of teacher to implement this curriculum and support their students in the education process (Webster & Ryan, 2019). Teachers' have a commitment to their students to provide their best teaching. Educational theories and ideologies are a complex matter, teachers provide the humanistic creativity and traits we as society now strive to instill in future generations. Furthermore, teachers are still learners themselves, cultivating their own knowledge alongside their students.

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https://docs.google.com/document/d/1ODNXHZbrhVAfgOkmkI8xBapBuzhG8gE6K0P80ABOFcs/edit?usp=sharing

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extraversion (outgoing/energetic vs. solitary/reserved)

agreeableness (friendly/compassionate vs. critical/rational)

openness to experience (inventive/curious vs. consistent/cautious)

conscientiousness (efficient/organized vs. extravagant/careless)

neuroticism (sensitive/nervous vs. resilient/confident)

Through acknowledging the Big Five, educators can prepare or determine how they engage with each child individually. For instance behaviour management, a study conducted by Ehrler and Evans (1999) found that students with the personality variables Agreeableness, Openness to Experience and Conscientiousness were highly associated with poor social behaviour and externalising behaviours.

Therefore, understanding these personality traits not only gives the educator the ability to take appropriate action, but intentionally mould and influence the child's behaviour positively.

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Therefore working to promote students intrinsic motivation.

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Through enquiry educators can work to facilitate and foster students' creativity (Patston, et al, 2021) and interest in their learning.

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EDUCATION STANDARDS (Alice Springs declaration)

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EDUCATION STANDARDS (Alice Springs declaration)

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Based on placement experiences there has been little inclusion or active learning experience in terms of Aboriginal or Torres Strait Islanders, other than Acknowledgements of Country being done during assemblies. Compared to Early Years where it is more imbedded in the curriculum.

This is an element I would like to change or improve in my future practice.

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Are we providing the best support for developing resilient and constructive global citizens?  

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Are we providing the best support for developing resilient and constructive global citizens?  

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This video highlights the inadequacies individuals, particularly secondary students, feel regarding the current education system. Individuals typically go through the life:

Going to school -> University -> get a job (which they may not enjoy).

... Eventually they send their kids to school and the cycle repeats itself. Without giving much thought as to what they themselves learnt in school, they just accept it as 'that is what school is'.

The video talks about learning how to do taxes and understanding how to vote. But is that all that is required as an active and positive member of society? No. We need to foster students independence, creativity and other soft skills.

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According to Sliogeris and Almeida (2019), having a  "play-based approach to students learning allows them to create meaningfully connections between their education and their everyday experiences and activities.

‘Both Piaget and Vygotsky believed that play promotes mental representation and symbolic functions which are fundamental to abstract thinking.’ (Woolfolk & Margetts,  2016). Therefore, implementing play in children's learning allows them to develop their skills as critical thinkers.

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 What educational practices might help you achieve these purposes in your own classroom? (What practices could you keep, reject, adopt, adapt and/or create?)

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 What educational practices might help you achieve these purposes in your own classroom? (What practices could you keep, reject, adopt, adapt and/or create?)

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"Educators are expected to be innovative, highly capable, knowledgeable and able to teach a diverse range of students" (Walker, 2017, p.448). Therefore educators must consider how the practices in their classroom aim to nurture their students development as future active citizens.

The environment in which children learn and interact with you as their teacher should "reflect the image you have about the child” (Malaguzzi, n.d).

If the aim is to promote children's:
- agency,
- creativity,
- their ability to be critical thinkers

The classroom and teachers pedagogy should reflect this.

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What do you believe should be the purposes of education?

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What do you believe should be the purposes of education?

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When considering what is best for the child, schools and teachers should be providing students the ability to better themselves as individuals. Given that childhood and adolescence is a critical period in an individuals life where they are working to determine their core values and understanding of the world around them. Kohn (1993) suggest that through encouraging students to make decisions about their learning, the results are positive effects on student achievement, their "behaviour, values, general wellbeing and intrinsic motivation” (as cited by Walker, 2017, p. 455).

Therefore, acknowledging these different perceptions of what educations purpose is. Their combined aim in a modern society should still be to produce individuals who are critical thinkers, effective communicators, with human creativity skills (Most Likely to Succeed, 2015) as this will support them with job prospects and essentially the means to 'live a happy life.'

How are educators best supporting their students?

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The application of enquiry in the classroom allow students to develop their own understanding of concepts explored (Bybee, 1997).