Schleicher was asked (35:39) what was the most important thing a teacher could do to prepare students for their future? His reply was to stop thinking about preparing students for jobs, jobs will look totally different in the future. In science, for example, we spend too much time on teaching content and too little time teaching students to design experiments and think like a scientist.
This fits really well with my views around the need for an inquiry approach and the use of authentic contexts for learning. Students need to do the work that would be done by those working in the discipline in the community, in science they need to do what scientists do, in art they need to do what artists do.
Schleicher went on to say that coding, for example, will look totally different when younger students leave school. This fits with my view that the coding itself is not the important part. The problem-solving and computational thinking will still be relevant, the ability to think logically, to break tasks down into parts and see patterns, to design solutions, to de-bug when things don't work and to re-design, these skills will still be useful and valuable. This is especially important to keep in mind as we consider the draft of the new Digital technologies area of the curriculum.
Schleicher believes that education systems need to have core values and everything that is in or added to the curriculum needs to be examined against those core values. This works at both a government level and an individual school level.
Schools in New Zealand have to develop their own school curriculum and their core values need to be a the heart of this. This is not always the case. Most schools have worked on developing these sets of core values as part of developing their vision and mission statements but there are still some that have not applied these when developing their school curriculum. Schools that have done this well, Te Kowhai Primary for example, have seen the benefits for their students
Schleicher also talked about early childhood education (49:34) and how formalisation of learning is doing more harm than good and that we need to let children play and socialise, which proponents of play-based learning would be heartened to hear.
It was interesting to hear the question (51:47) from Mark Treadwell, a New Zealand educator, on how we overcome the lack of understanding around what is the difference between knowledge, an idea, a concept and a concept framework. There is a definite need to develop common understandings around what these terms mean as it impacts on both curriculum design and implementation.
Schleicher emphasised that we need to teach fewer things at greater depth, to get to the root of the discipline, to foster students' talents. Japan, for example took 30% of material out of their curriculum and it resulted in an increase in creative skills and creative problem solving. He remarked on the tendency of schools to prioritise the urgent over the important. Just having more learning time does not equate to better outcomes (Pisa data shows a negative correlation). He asserts that we need to help students find their passions, what they are good at, what is going to serve a social purpose.
