Ten Trend: Changing role of the teacher
How flipped learning has changed the role of the teacher
Ten Trend: Changing role of the teacher: As we move into a more learner centred and learner driven paradigm in education, we look at the changing roles and responsibilities of teachers. http://core-ed.org/ten-trends-2019-document/
What’s this Trend all about?
A traditional view of the teacher’s role is as a giver of knowledge. Teachers share knowledge with students on a particular subject, through lessons that build on their prior knowledge and moves them toward a deeper understanding of the subject.
Today these expectations are being challenged. The fundamental premise of teachers as the ‘conduit of knowledge’ is no longer valid. This is marked by a move from a “one- size- fits-all” approach of delivering and receiving knowledge, to an approach that honours the individual and their diversity (Ten Trends 2019 PDF, p. 24).
What’s driving the change?
As outlined in the Ten Trends 2019 PDF (p. 24, 25) there are many drivers influencing this change including:
• a shift from the concept of ‘delivering learning’ to ‘enabling learning to happen’
• designing learning experiences to meet the diverse and variable needs of all learners
• pedagogies that focus on engagement, inquiry and active, flexible, deep learning
thinking more of knowledge as a set of cognitive strategies, than as a ‘thing’ or as the goal of learning.
Rapid advancements in technology and the increased use of automation, including the use of robots and AI, is also changing the way learners interact with a variety of knowledge sources.
What examples can we see?
In the traditional classroom, the teacher delivers new learning to the students face-to-face, students in turn engage in activities to consolidate and build on the learning. In the flipped classroom, students do the basic learning by accessing teacher created or sourced content (usually videos) prior to working with the teacher. They can view and rewatch the content as much as they need to - this then ‘frees’ up teaching time to focus more on active, deeper, personalised forms of teacher interaction. Enabling e-Learning: Flipped Learning
For over two years, Ashhurst School (Palmerston North) have been examining their pedagogical practice and undertaken training (as part of the Flipped Learning Global Initiative) to adopt a school-wide approach to sourcing, creating and sharing flipped content, in order to free-up time to better meet the needs of their learners. Flipped Learning at Ashhurst School Enabling e-Learning (TKI).
Changing role of teacher:
Teachers are no longer bound to delivering whole class or even small group instruction. Having flipped lessons running on videos means teachers spend more time focusing on engaging with students, having rich one-to-one conversations tailoring teaching specifically to the gaps that they have in their understanding of the learning concept. Students are then supported to apply new learning concepts in a deeper more meaningful way. Flipped learning and the changing role of the teacher.
I’ve started to think less of myself as being the source of the initial knowledge, the only source of support for people who are struggling and now more as something exists beside them within the learning process. I think that’s, that’s changed the way that I teach. It’s changed the way that the kids move throughout the learning process as well.
– Sara Lambert, Year 3-4 teacher Flipped Learning at Ashhurst School Enabling e-Learning (TKI).
This has resulted in:
- More accessibility to learning within and beyond the classroom
- Meeting personalised, diverse learner needs
- Learners moving through their learning more quickly
- Measurable shifts in engagement and achievement in literacy.
Can you see the potential for different languages, cultures, and learning preferences to be catered for and honoured throughout this process?
How can the Ten Trends been introduced/used?
The Ten Trends offers a broader interpretation of the changing role of the teacher, which means schools can dive into any aspect and examine this more deeply against their own pedagogical practices across the school.
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Discuss: Facilitate rich discussion in staff meetings In regards to a shift towards more student ownership and personalised learning, educators can facilitate dialogue around how teachers can change the way they introduce or share new knowledge with their learners. Do: Teacher inquiry into digital tools for instruction Through individual or collaborative inquiry, investigate and/or trial how digital tools and resources can be used to flip learning and free-up time, to allow for more responsive, one-to-one interactions between students and teachers - after learners have explored initial content.
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There are some generic questions around the changing role of the teacher (Ten Trends 2019 PDF p. 28) you can use within your school/s. Why not comment below and share one way you could change the way you introduce/share knowledge with your students?
We’d love to hear more school stories that celebrate personalised, inclusive, accessible learning for students. Simply join the CORE Ten Trends group to contribute below.
How to flip your classroom Enabling e-Learning (TKI)
Do you flip your classroom? VLN discussion
Interview with a Guru: Flipped learning for students at Ashhurst school (VLN discussion)
Image sources: Photo of Robot by Owen Beard on Unsplash, Photo discussion by Charles on Unsplash,
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This thread has offered some great ideas for schools to dive into the Changing role of teachers Ten Trend and examine this concept more deeply, against their own pedagogical practices across the school.
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Discuss: Facilitate rich discussion in staff meetings Do: Teacher inquiry into digital tools for instruction St Mary's Catholic School staff exploring Ten Trend: Changing role of teachers |
St Mary’s Catholic School Rotorua has done just that. Staff have been undertaking professional learning and development to brainstorm and plan how their learners might graduate and progress their learning through play-based learning to more problem-based/project-based learning opportunities.
Staff in leadership roles have supported other teachers in their teams to understand theory (largely shared by Buck Institute for Education), effective pedagogies as well as design elements that underpin ‘gold star’ practice for project-based learning. Teams were able to read discuss, debate and disseminate supporting readings as well as view examples of authentic learning in action.
Circumnavigating these learning conversations is a school-wide focus on a graduate profile - key skills, competencies and capabilities students need today. There have also been discussions on how St Mary’s Catholic School might deliberately create conditions for students to learn and practise these skills. Enter Ten Trends: Changing role of the teacher.
Through facilitated support (Anne Robertson, Tessa Gray) teachers were invited to engage with the guiding questions from the Ten Trends cards to help bring everyone on the same page and clarify common understandings going forward; when collaboratively planning for more authentic, project-based learning opportunities that prioritise different cultural perspectives, personalise learning and make integrate digital technologies.
Next up: St Mary’s is about to implement a strategic plan 2021 (Te Hāngaitanga, one of the guiding principles of Te Hurihanganui) to ensure Mātauranga Māori and bi-cultural connections with local mana whenua (through a number of initiatives, business and trusts) are visibly part of authentic, integrated and localised curriculum design (place-based learning) with a goal to strengthen science capabilities.
Follow-up on this story in the coming months and see how these developments have influenced teacher planning, design and delivery of authentic learning opportunities for all students.
Pātai/wero: How might this Ten Trend help guide/address engagement, diversity and self-management needs of your learners? We'd love to hear more. Simply join the CORE Ten Trends group to contribute below.
- By Tessa Gray
