[Pearson]
[music playing]
[In the Problem Solvers, Charles Leadbeater makes the case for learning as a dynamic experience:
combining knowledge and agency with the personal and the social]
Now, Pearson is helping educators all over the world explore the concept
of dynamic learning in workshops inspired by The Problem Solvers
Okay so I’ve been talking about dynamic learning across a number of countries now
and there’s some real threads that have come through. People all over the world are
worried about the same things: how do I instigate dynamic learning into my curriculum when at
the end of the day I’m assessed and sometimes I’m assessed mainly on knowledge? So how
do I do that? And everybody’s worried about time, resource, technology going wrong – using
technology’s really difficult - as soon as you lift your laptop it doesn’t work
– so across the world I’ve come across similar problems, parents wanting education
to be what they remember, the way they remembered it to be, because it’s only good if it happens
in the style they remember when they were a child and so there’s a number of barriers
to overcome. So we’ve had lots of activities, where they’ve
been participating and sharing of ideas, and actually at the end of the day we were really
impressed, because we asked them, “what have you learnt, how are you going to represent
dynamic learning?” And they got into groups and obviously you could see they’re working
with people they may not necessarily know but the range and variety of ways in which
they represented dynamic learning was actually very insightful. So we asked them, what are
you going to take away from this and I think what most of them seemed to say is that it’s
made us stop and think and re-evaluate what we’re going to be doing.
We talked about our circles of concern and how we overcome them, because there are some
things you can do some things about and some you can’t, but you can take your resources,
whatever they are, and not tinker at the edges with your learning but totally redesign it
to make them more dynamic. And what Charles Leadbetter found in the book, and there are
some really great illustrations in that book of schools with all different age groups having
looked at the personal, the social, the knowledge and the agency to develop a dynamic approach
and still get the exam results. Dynamic learning means that you have to find
a way to change and change comes within, so you have to find a way to think outside the
box and use elements that will help you develop and find something new, avoid stereotypes
and find methods to show your knowledge, expand your knowledge and promote that knowledge
to other people. We’re more than exam results, we’re about
making children life-ready, world-ready, work-ready, it’s all of those things. And the only way
we can do that and help those children be global employees is if we teach in a very
different way from the one that we’re teaching now, because learning, like everything, needs
to evolve. And these elements, let’s say, are elements
the employers will be looking for in the future not only the content of knowledge but also
how people will be able to associate with one another in their work environment, and
certainly we as educators, we will need to provide all of these soft skills, let’s
say, to our students, so that they would be able to face the challenges of the new realities
as they would be in the future. And what employers are after are these skills
that are really important, being creative problem solvers, because they’re going to
go into work and they’re going to have to solve problems, they’re going to have to
work with people from across the world and our job as educators is to help them navigate
this uncertain future and have the skills to be able to do and deal, adapt and cope
with new learning in new ways with new products that come on the market, new ideas, new people
and new businesses.
Open Ideas at Pearson - Find out more at Pearson.com/open-ideas
[music playing]
[Pearson]
[Always learning]