3 contemporary issues that are influencing NZ education...
- National Standards
- BYOD
- Modern Learning Environments (MLE's)
NATIONAL STANDARDS
National Standards were introduced for Year 1-8 pupils by the National Government in 2010, with the intention of lifting achievement rates in literacy and numeracy. The standards set clear expectations that children are to meet each year in school for Reading, Writing and Maths.
The implementation of National Standards has had 3 noticeable impacts on my teaching practice:
* OTJ's (overall teacher judgements)
* Increased teacher pressure
* Labelling of children
OTJ's
The National Standards Sample Monitoring and Evaluation Project 2010-2013 highlights considerable variability in the accuracy of teachers ratings, particularly in Writing and Mathematics. According to the project only 58% of teachers judgements in Maths were accurate in the 2012 scenarios and substantial variation was observed in the OTJ's of individual students from 2011 to 2013. "These results suggest that OTJ's lack dependability, which is problematic as the National Standard System relies on OTJ's" (Ward and Thomas, 2015). Ward and Thomas (2015) state that these issues are not surprising given the recentness of the initiative. Therefore further training, tools and support is required for teachers and schools as they continue with the implementation of National Standards.
The proposed introduction of the 'Community of Schools' (COS) could provide some continuity and accuracy amongst schools as they moderate students work together. This type of initiative goes some way to ensuring OTJ's become more robust and the standards become more 'national' in their application.
The other alternative, and by no means my preferred option, is to introduce standardised tests similar to those used in the United Kingdom. However, this system presents its own challenges and is widely discredited by academics as an effective assessment tool of young children.
Increased Teacher Pressure
The implementation of National Standards has led to a narrowing of the New Zealand Curriculum. Teachers feel pressure to ensure the children in their class reach 'standard' and as a result programmes are heavily focussed on reading, Writing and Maths. The PPTA are particularly concerned about the potential impact this will have on students once they enter secondary school. Students may enter Year 9 with "serious learning deficits in areas such as the sciences, social sciences, arts and technology" (PPTA, 2010).
In 2012 the Ministry of Education began publishing National Standard results. Instantly these were picked up by the media and 'league tables' were developed as they "analysed nationwide results and published them online" (Hartevelt and Francis, 2012). Releasing such information only increases comparisons between schools and ultimately reinforces prejudices about communities where schools are seen to be 'under performing'. League tables increase the risk of school 'teaching to the test' and masking problems to avoid being negatively labelled (PPTA, 2010).
Labelling of Children
National Standards do not acknowledge and individual child's progress, instead they label them according to their achievement against a pre-determined level. For children labelled 'below' or 'well below' this ultimately leads to them becoming demotivated and dis-engaged. Therefore it is important for teachers to know their learners and for children to know their next learning steps. Together they need to continually celebrate and acknowledge the progress children make in their learning. More than ever it is imperative that teachers have positive relationships with a child's whanau and provide them with regular updates on their child's learning.
In conclusion, the introduction of National Standards in primary schools has had a significant impact on the New Zealand education system. They are a part of teaching that we as teachers can not escape, however as professionals it is critical that we are engaging in dialogue and reflective practices that ensure the needs of each individual child are met and the trust and respect in the education system is upheld.
Hartevelt. J & Francis. C. (2012). Results of national standards online. The Press. Retrieved from
http://www.stuff.co.nz/the-press/news/schools/7715324/Results-of-national-standards-online
PPTA. (2010). National Standards. Retrieved from http://www.ppta.org.nz/issues/national-
standards/897-national-standards-ppta
Ward. J & Thomas. G. (2015). National Standards: School Sample Monitoring and Evaluation
Project, 2010-2013. Retrieved from
http://www.educationcounts.govt.nz/publications/series/National_Standards/national-
standards-school-sample-monitoring-and-evaluation-project-2010-2013
MODERN LEARNING ENVIRONMENTS (MLE's)
"An innovative learning environment is the complete physical, social and pedagogical context in which learning can occur"(education.govt.nz). Over recent years there has been a move towards more flexible learning spaces. As a result schools have begun developing 'Modern Learning Environments', open plan classrooms that can accomodate more than one class and several teachers. These environments are designed to encourage and support different types of learning styles. It is claimed that these types of environments are "capable of evolving and adapting as educational practices evolve and change" (education.govt.nz). Research states that students learn best when they are "actively involved in decision making, initiate learning, collaborate together and make connections within and across learning areas" (Ministry of Education, nd). The Ministry of Education argues that all students deserve to be taught in such an environment and to benefit from new teaching methods.
The challenge: how do you create this type of learning environment in a single cell classroom?
Whilst the space is a defining feature of any MLE, I think it is important to recognise the pedagogical shift required for such initiatives to be effective. Osbourne (2013) states that quality learning is the result of the following elements:
- Personalised Learning: acknowledging that no 2 individuals are exactly the same, nor will they learn in the same way.
- Socially Constructed Learning: collaborative and reciprocal teaching where students work together in a peer-tutoring model.
- Differentiated Learning: different students require different levels of challenge, pace, content and context depending on the amount of prior knowledge they bring to a topic.
- Student Initiated Learning: allowing students to lead their learning and explore areas of interest.
- Authentic Learning Experiences: allowing children opportunities to experience what they are learning about.
The features outlined above are currently being integrated into my teaching practice. I currently plan for the individual needs of my students through differentiated learning programmes. The children are working towards individual goals and use SOLO (structured of observed learning outcomes) to self and peer assess their work. Units of work are developed in consultation with students and current areas of interest are incorporated into the classroom programme. The children have opportunities to self-select units that are of interest to them, giving them choice and control of their learning. When planning, I am always looking at ways that I can ensure the children are engaged in authentic learning opportunities that enable them to experience and relate to the intended learning outcomes. As a result my teaching practices "promote and support a range of pedagogies including delivering, applying, creating, communicating and decision-making" identified as essential to any MLE (Osborne, 2013, 4). Whilst the single cell classroom I currently teach within lacks the flexibility and openness that MLEs provide and promote, I am privileged to benefit from a well resourced classroom where children have access to a range of technology and a break out space that the students can use for group or project work. This flexible teaching and learning style has resulted in greater collaboration, engagement and motivation between both myself and the students in my class.
The features outlined above are currently being integrated into my teaching practice. I currently plan for the individual needs of my students through differentiated learning programmes. The children are working towards individual goals and use SOLO (structured of observed learning outcomes) to self and peer assess their work. Units of work are developed in consultation with students and current areas of interest are incorporated into the classroom programme. The children have opportunities to self-select units that are of interest to them, giving them choice and control of their learning. When planning, I am always looking at ways that I can ensure the children are engaged in authentic learning opportunities that enable them to experience and relate to the intended learning outcomes. As a result my teaching practices "promote and support a range of pedagogies including delivering, applying, creating, communicating and decision-making" identified as essential to any MLE (Osborne, 2013, 4). Whilst the single cell classroom I currently teach within lacks the flexibility and openness that MLEs provide and promote, I am privileged to benefit from a well resourced classroom where children have access to a range of technology and a break out space that the students can use for group or project work. This flexible teaching and learning style has resulted in greater collaboration, engagement and motivation between both myself and the students in my class.
Education.govt.nz (2015). Flexible Learning Environments. Ministry of Education. Retrieved
from (http://www.education.govt.nz/school/property/state-schools/design-standards/flexible-
learning-spaces/)
Ministry of Education (nd). Innovative Learning Environments. Retrieved
from http://mle.education.govt.nz/home/schools-then/
Osborne. M. (2013). Modern Learning Environments. Ministry of Education. Retrieved from
http://www.core-ed.org/sites/core-ed.org/files/Modern-Learning-Environments-v.1.pdf
Todays generation are referred to as 'digital natives' (Wainwright, nd). As a result it is essential that the education system adjusts to meet the needs of today's children. There are a number of arguments for why schools should implement a BYOD programme:
- Students are growing up in a tech addicted world, therefore schools should reflect this and teach with the tools they are used to using.
- Students are able to collaborate more easily.
- Students have access to learning wherever and whenever they choose, learning is not restricted to the hours of 9-3.
- BYOD allows for greater differentiation in the curriculum.
- Allows schools to save money. When children are encouraged to bring in their own devices, schools are not required to provide devices and makes textbooks and worksheets redundant.
- Makes learning more interactive and engaging for students.
- Promotes a reciprocal teaching/learning environment where children and teachers work alongside each other.
(Wainwright, nd).
At present the Board of Trustees, Senior Management Team and parent community do not support a BYOD or a 1-1 device programme. It is a common believe amongst these groups that 1-1 devices limits creativity and collaboration amongst students. Whilst it will be some years before our school adopts a BYOD initiative, we are a well resourced school and each classroom has access to a range of devices including iPads, desktop computers, Chrome books and iPods. As a result teachers are able to implement current pedagogies into their classroom programmes and students are showing increased motivation and engagement in the curriculum. As the benefits of integrating devices into the curriculum begin to be acknowledged by parents there will likely be a shift in mind frame and eventually all classes will move closer towards a 1-2 or 1-1 programme. Whether this is through devices provided by the school or through BYOD, only time will tell.
Wainwright. A. (nd). Top 10 Benefits of BYOD in Schools Wireless Networks. Retrieved
from http://www.securedgenetworks.com/blog/Top-10-Benefits-of-BYOD-in-School-
Wireless-Networks
from http://www.securedgenetworks.com/blog/Top-10-Benefits-of-BYOD-in-School-
Wireless-Networks
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