How should we respond to complexity?
Without doubt society and schools are growing more complex… and the challenges seem to be ever more urgent.
AI, addiction, absenteeism, altercation, abuse, ADHD, alcoholism, adrenaline rush seeking… and we haven’t even got past A
It seems that what we do, in an ever-changing world, is less important than the way we do it.
From how we work collectively to how we model in classrooms is tricky but learnable. Yet too often we take these things for granted or focus on one aspect of our response to complexity.
For example: We concentrate on the positive aspects of neuroplasticity, emphasising the opportunity to forge new pathways and grow mindset but often miss the less productive habits neuroplasticity has already developed and limited us through bad habits.
We focus on teacher talk (averaging 89% of the time) and forget the importance of teacher silence.
领英推荐
We focus on rules and codes of behaviour, and all too often miss building relational trust.
I remember Guy Claxton telling me about the building learning power classroom he visited where children knew what reciprocity meant and could say where to find it but he felt there was a lack of actions that reflected its core
The research is now overwhelming. From Bandura to Dweck, Kegan to Donohoo. The way we work as a collective and as individual professionals is vital to the success of learning. Robinson offers the dual pillars of relational trust and open to learning. Hattie stresses knowing our impact and the mind frames such an approach entails. These are not the what’s of our focus but the ways.
And they are our best response to complexity.
Professional Learning is changing very fast from what we do to the way we do it. At the World Education Summit 2024 we explore this with many of the world’s leading experts https://www.worldedsummit.com/
Transforming Education Websites | Expert in Digital Marketing & School Websites | CEO of Beyond Web ??
1 年Understanding neuroplasticity means recognising both good and bad habits. It's key to adapt our teaching to today's complex world. Shifting from a 'what' to 'how' mindset, as seen in the research, could be key.
Gallup Certified Clifton Strengths Coach (Freelance)
1 年Fascinating article. Increasing complexity is desirable educationally as articulated by Biggs and Collis. And when the increasingly complex societal changes are viewed through this lens we find several potential solutions: Number of Elements: The increase in the quantity of components or pieces within a task or content. As we impatiently add more and more onto society in this acquiring way we offer too much; like trying to catch a waterfall in a teacup. Interconnectedness: The growth in the number and complexity of relationships between elements in a task or content. As the number of elements increase we have to work harder to make them a part of an effective schema. We get busier and busier doing less and less. Level of Abstraction: The rise in the degree of conceptualisation or generalisation required to understand and handle the task or content. We need to find a Goldilocks spot where we have balanced the need to view at the macro and micro level. Organization: The extent to which the elements in a task or content are structured, leading to a more organized or complex arrangement. There will be winners and losers as there will be mutually exclusive demands placed on society. We’re going through a rapid growth phase!
Author of 'Love Tutoring, Be the Tutor your Student Needs' | Founder of Qualified Tutor | Former School Leader | Championing Professionalism in Tutoring
1 年Glad to be in this important journey of professional development
Global Education Consultant I Certified Trainer I Inspector I Founder of O.R.B.I.TS. Approach I Award-winner of Global Business Excellence in Education I Personal and Professional Development Specialist
1 年You raised important points. We get drawn to the flow, instead of working with the flow and unraveling what is missing. This is the core of my approach and training..training to explore oneself and the complexities around us, not just training to learn and/or help others do things in a structured, expected manner, just to follow the crowd.