Pendulum Swings 'n Things.

It’s not unknown in the wider Aotearoa, New Zealand context, that there are some shake-ups within the education sector.

Structured approaches have become the ‘new’ dialogue, common practice models considered and page, or slide numbers the potential next learning tool.

Now, don’t get me wrong—I see the merits in parts of this movement. But in this post, I want to share some thoughts that have been simmering in my mind for a few months. My aim is to provoke thought and dialogue (definitely not to invite trolling or personal attacks, to be clear!).

I’ll explore this within two key areas. So here goes…

Is a programme-approach programming our teachers?

Some structured learning approaches are, for lack of a better term, highly regimented. The 'paint-it-done' approach is starting to resemble a 'paint-by-numbers' method, with strict guidelines, prescribed movements, and somewhat rigid plans.

We know from cognitive load theory that consistent approaches are essential when learning something new. However, based on my experiences working alongside schools, I’m beginning to wonder—are we unintentionally stifling our teachers' ability to think independently? Let me explain. If teachers are conditioned to follow a particular approach, to what extent are they losing the ability to think for themselves, address individual needs without the fear of straying from the programme, or use their creativity to craft engaging lessons tailored to their wonderfully unique learners?
I am already seeing this rigidity within the education sector, and it concerns me.

My wondering is, are we once again throwing the baby out with the bathwater?


Are we educating our learners for our past, or their future?

When co-presenting at the recent International Conference on Thinking in Melbourne, I was fortunate to listen to some incredible speakers. They ranged from neuroscientists, indigenous leaders, doctors, philosophers, educational researchers, to name a few.

A topic that stood out was the role of AI in education today.

One thought that has been on my mind since then is whether our current educational approach is remedial or accelerated. Are we simply filling gaps and moving slowly to go fast later, or are we embracing the new world and fast-forwarding across barriers to accelerate learning? Like many parents, I have a son with dyslexia. And like many other parents (with the added layer of being a teacher), I trained in SPELD, collaborated closely with his teachers, and did everything I could to support his learning. But when he entered a school that provided him with a Chromebook to capture his thoughts and assist with spelling, everything changed! The barriers that had once hindered his learning were lifted through the introduction of tools that allowed him to engage with his world. Today, at 28, he runs a thriving engineering business, excels in the share market, and reads voraciously online. With AI's introduction, these barriers are being removed even further.

So, my second question is, whose future are we really preparing our children for?

As I wrap up this piece, I want to reiterate that this is a thought-piece intended to provoke reflection and dialogue. I have a foot in both camps, but I believe it's crucial that we continue to question, discuss, and explore as we navigate this journey.

Drop me a line and share your respectful thinking. 🙂

Arohanui

MA :-)