Teaching (English) in a Changing World

1. Teaching (English) in a Changing World Fran Sokel

2. Why this topic and this title?

3. 'We are living in a defining moment of educational history, when the world in which teachers do their work is changing profoundly.' (Hargreaves: 2003)

4. What do today’s pupils need in order to be prepared for society tomorrow? Do the requirements differ from the past? If so, how?

5. We will focus on 3 main aspects: 1. Knowledge for today 2. Creative aptitude 3. Working collaboratively

6. 1. Knowledge for Today 'We live in a knowledge economy, a knowledge society. 'The term 'knowledge society' is actually a misnomer...a knowledge society is really a learning society.‘ (Hargreaves 2003) What might this refer to?

7. 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

8. 2. Creative Aptitude ‘Knowledge economies are stimulated and driven by creativity and ingenuity…’ (Hargreaves 2003) So… in addition to the aspects of knowledge mentioned, our pupils also need: • creative (thinking and doing) skills • the ability to innovative (Taken from: Hargreaves 2003, Tilak 2002)

9. '..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)

10. ‘Knowledge-society schools have to create these qualities; otherwise, their people and their nations will be left behind'. (Hargreaves 2003)

11. So…. As teachers (of English) today, we need to not only transmit knowledge to our pupils, (as was sufficient in the past) but also to provide the climate to develop our pupils’… • ability to access and use knowledge effectively • creative capacities. How does this perspective correspond with Bloom’s taxonomy of thinking skills?

12. However….. ‘We also need to look and teach ‘beyond the knowledge society.’ (Hargreaves 2003) What does this mean???

13. 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)

14. 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)

15. 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)

16. ‘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 sociallearning…’ (Hargreaves 2003)

17. 3. Working Collaboratively (for social learning) ‘Peer collaboration (as distinct from … cooperative learning) involves children working together to complete a single, unified task that represents the shared meaning and conclusions of the group as a unit.’ (Fawcett and Garton, 2005)

18. So, the big question …. What are the implications of all of this for us, as educators, today?

19. 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?

20. 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.

21. The bottom line…. 'Classrooms for the 21st century need to promote richer conceptions of learning.’ (Carnell and Lodge, 2003)

22. But, on the whole…. Do we (really) make enough provision for developing these skills and abilities in our classrooms?

23. 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?

24. From theoretical considerations to practical application… Let’s examine some very simple ways to do this by adapting some familiar language practice exercises.

25. Is there a flip side of the coin? • Time consuming in our lessons? • Noisy? Maybe…. BUT (in my view) necessary and worthwhile since…..

26. 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’.

27. 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!

28. 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.