I watched this TED talk
video by Sugata Mitra entitled “The child-driven education”
(http://goo.gl/MYS9). I found it to be very inspiring as to the learning capacity of
children. Even without any formal education children will teach
themselves and their peers when they wish to learn. When they decide
to invest in something they are interested in they can achieve what
may seem impossible.
However, this also got
me thinking. How much freedom should be given to children who are
being taught in the classroom? There is a curriculum which has
guidelines and standards that are expected to be met. How can we as
future teachers meet these standards while allowing the children to
drive and direct the education. There are some schools which have, or
are in the works of, implementing play based learning. Is this not
the same as child driven education? If I am understanding this
correctly, in these methods of education, the teacher follows the
guidance of their students in what subjects are being covered and
what methods are used to engage in those subjects. How much freedom
is appropriate when allowing children to direct the education
happening in a classroom? If teachers follow their students guides
will there be important components or skills that get left behind in
the process? How can we find that even balance of child driven
education and teaching the basics covered by the curriculum?
How much freedom should
be given to child driven education? Thoughts, comments, advice?
A great post with many great questions and lots for me to think about. We, as the teachers, have the responsibility to honour the courses, the diplomas, the expectations, outcomes, etc. What I mean is that I do need to ensure that I meet the requirements for such. However, I also am granted lots of freedom myself, as the teacher, to choose, develop and allow my students to meet these expectations.
ReplyDeleteRegardless of the pedagogy a school or teacher adopts (play-based, inquiry-based, problem-based, project based, technology based, traditional, etc) I believe that the learning must have authenticity to it. The learning needs to be meaningful for the learner and potentially others. The idea of play-based learning, especially in the primary area, makes sense. If I use a coaching analogy - my team can practice every day, run drills, workout, study offences and defences and be tested on the rule but that knowledge really can't be demonstrated unless we begin to play other teams. I am a big believer in providing structure but having lots of freedom within the structure of learning or in this case - ministry expectations.