The amount of change that is occurring in the educational world can be intimidating and overwhelming. I am sure that statement holds true for many different endeavors besides education, but my focus is on the learning sphere. One of the difficulties with all the change is where to begin to — well —change. Especially in education, is it to focus solely on the pedagogy? Educational technology? Curriculum? Assessments? Professional development and learning? The vastness of the scope can be mind-blowing, as well as paralyzing.
So rather than picking one area to focus on first, why not come up with a strategy to use when approaching all of the changing areas? In the book, Bold Moves, the authors, Heidi Hayes Jacobs and Marie Hubley Alcock, propose three overarching pedagogical clusters that they call antiquated, classical and contemporary. This is tied into there questions that Jacobs first proposed in her book, Curriculum 21: Essential Education for a Changing World. What do we cut (antiquated)? What do we keep (classical)? What do we create (contemporary)?
Some of the greatest difficulty that we all have with cutting anything is the attachment to a way of doing things, to an idea, to a part of the curriculum or to a form of assent is that phrase that is the enemy of any change — “But we have always done it that way”. If a school, or a business can create an environment or culture of trust and mutual respect, it is possible to do away with that phrase, or at least to not give it so much power. All people need to feel that there is a freedom to fail and then get back up and go again.
“What do we keep” is the question I believe will have the greatest impact in a school setting because it is a place where true sharing can occur between teachers with longevity in teaching, but perhaps who are not the most current on pedagogy, assessment, or tech skills. This is where faculties can dig in together and examine what is considered timeless in education. This offers that place where veteran teachers can contribute to the discussion and practice. The give and take between all of the age groups in a school is so important if the school will be a place where learning is going on non-stop.
If the “What do we keep” question is used well as a launching point for collaboration, then the third question “What do we create” is a logical next step. Once everyone in the school has a voice — teachers, students, and administrators — very cool new ideas can be tried, retried and grown upon. I know I have said this before, it is truly an exciting time to be in education. With all the exciting changes that can be taking place, creating a safe, collaborative environment is a foundational step no matter what the question may be.
