teaching (english) in a changing world fran sokel

Teaching (English) in a Changing World

Fran Sokel

Why this topic and this title?

'We are living in a defining moment

of educational history, when the

world in which teachers do their

work is changing profoundly.' (Hargreaves: 2003)

What do today’s pupils need in orderto be prepared for society tomorrow?

Do the requirements differ from thepast?

If so, how?

We will focus on 3 main aspects:

1. Knowledge for today

2. Creative aptitude

3. Working collaboratively

1. Knowledge for Today

'We live in a knowledge economy, aknowledge society.

'The term 'knowledge society' is actually amisnomer...a knowledge society is really alearning society.‘

)Hargreaves 2003(

What might this refer to?

Various possible perspectives: • Basic knowledge

• Quantity of knowledge available – the ‘knowledge explosion’

• Knowing where and how to access knowledge

• Knowing what to do with the knowledge once accessed (apply it to new situations)

• Need for continued ‘life-long’ learning

2. Creative Aptitude

‘Knowledge economies are stimulated anddriven by creativity and ingenuity…’

(Hargreaves 2003)

So… in addition to the aspects ofknowledge mentioned, our pupils alsoneed:

• creative (thinking and doing) skills

• the ability to innovative (Taken from: Hargreaves 2003, Tilak 2002)

'..basic skills, once in high demand for

workers, are no longer what matter most.

There are fewer tasks requiring only

routine skills…and they are often done

by computers.'

)Murnane and Levy 1998(

‘Knowledge-society schools have to

create these qualities; otherwise, their

people and their nations will be left

behind'.

)Hargreaves 2003(

So.…As teachers )of English( today, we need tonot only transmit knowledge to our pupils, )as was sufficient in the past( but also toprovide the climate to develop our pupils’…

• ability to access and use knowledge effectively

• creative capacities.

How does this perspective correspond withBloom’s taxonomy of thinking skills?

However…..

‘We also need to look and teach‘beyond the knowledge society.’

)Hargreaves 2003(

What does this mean???

Teaching Beyond the Knowledge Society

'Teachers who teach beyond the knowledge

society develop not only intellectual capital

in their students but also social capital…’

)Hargreaves 2003(

Social capital is…

‘the ability to form networks, forge

relationships, and contribute to, as well as

draw on, the human resources of the

community and wider society.‘

)Hargreaves 2003(

Some interesting thoughts….

• ‘Social capital is foundational to prosperity and democracy.’

• 'Isolation and polarization within society destroy social capital and limit the educational opportunities and learning capacities of young people.

(Hargreaves 2003)

• ‘Developing it (social capital) is educationally essential.’

• ‘Teaching today must include dedication to building character, community, humanitarianism and democracy in young people..‘

• 'Social capital depends on social learning…’

)Hargreaves 2003(

3. Working Collaboratively (for social learning)

‘Peer collaboration )as distinct from …cooperative learning( involveschildren working together to complete asingle, unified task that represents theshared meaning and conclusions of thegroup as a unit.’

)Fawcett and Garton, 2005(

So, the big question.…

What are the implications of all

of this for us, as educators,

today?

Surely we, as educators, have a

responsibility to help provide our

pupils with the skills and abilities

needed to promote success for both

the individual and society as a

whole?

We can and should:Provide regular opportunities in our English

classes for our pupils to develop and use the

essential life skills for individuals and society in

the 21st century.

These are:knowledge creativity the ability to work collaboratively to produce

joint products.

The bottom line.…

'Classrooms for the 21st century need to

promote richer conceptions of learning.’

(Carnell and Lodge, 2003)

But, on the whole.…

Do we (really) make enough

provision for developing these skills

and abilities in our classrooms?

If not, how can we do so in such ways that will:

- enable all pupils to gainfully participate and succeed?

- not add to our workload?

From theoretical considerations to practical application…

Let’s examine some very simple ways

to do this by adapting some familiar

language practice exercises.

Is there a flip side of the coin?

• Time consuming in our lessons? • Noisy?

Maybe…. BUT (in my view) necessaryand worthwhile since…..

• The process is as important as the product – if not more so.

• The learning is likely to be in-depth and meaningful.

• The dialogue )i.e. discussion, sharing and negotiating ideas( is an essential part of all of this - and that creates ‘productive noise’.

So.…

Have I managed to convince to you to include (more)opportunities in our English lessons for pupils to…

• work collaboratively to… • use and apply knowledge in order to… • create products.

I sincerely hope so .

Thank you and good luck!

References• Carnell, E. and Lodge, C., 2003, Supporting Effective Learning, Paul Chapman

Publishing, London

• Fawcett, L.M., and Garton, A.F., 2005, The effect of peer collaboration on children’s problem-solving ability. British Journal of Educational Psychology , Vol 75, pp 157-169

• Hargreaves, A. 2003, Teaching in the Knowledge Society; Education in the Age of

Insecurity, Teachers College Press, New York.

• Murnane, R. J., and Levy, F., 1998, Standards, Information, and the Demand for Student Achievement, FRBNY Economic Policy Review, March 1998, pp 117-124

Accessed from: http://www.umich.edu/~psycours/561/munane.pdf

• Tilak, J., 2002, Knowledge Society, Education and Aid, Compare, Vol. 32, No. 3, pp 297-310.