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Our collective ability to learn and by doing so, adapt to changing circumstances through the acquisition of new skills and dispositions is what Edward de Bono refers to as EBNE; Essential But Not Enough. - What then might education need as it develops a response to times of rapid change?

The consistent message is that we are preparing our students for success in a world very different to that which was the norm only a short time ago. The implications of this change are immense and require a shift in our thinking about what matters most in our classrooms. Such is the pace of change that within any school there will be multiple generations who normalise different perspective on technology and its place in their lives. What becomes clear that the skills we most need within our schools at every level are those which are critical for individuals to be empowered, self-navigating learners. But what does this mean in practical terms?

As thousands take to the streets as part of a global 'March for Science' it is worth considering the significant role that education has to play. What are the messages we need to send our students about science and what role have schools played in creating the current climate? Now seems like the time to pause and reflect on the place of science in our community and our schools.

Possibly the most dangerous place to spend too much time is inside your comfort zone. Only when we take a risk and step away from the safety of the familiar and the ways we have always done things do we expose ourselves to new ideas and become open to the possibility of learning and discovery. The trouble is having the confidence to take that first step, to embrace discomfort and become open to the risks that come with trying something new.

I recently spent ten days in Cambodia accompanying students on a service trip where they developed their cultural understanding and spent time improving the environment of a local school. While laying pavers and digging a ditch I had a chance to reflect on the difficulties facing education in a country like this. I came away with questions, wondering and few answers. 

For schools in Australia and many parts of the world, we are heading towards the end of another school term and year. That means report writing season. For the next few weeks, teachers across the country will be huddled in front of computer screens, writing reflections on the progress their learners have made. Mark books will be opened, assessments consulted, work samples will be reviewed. All so that in the first week of the long Summer vacation students can sit and read their report and make plans for how they will enhance their learning in the coming year.

It is difficult to understate the importance of reflective practice for learning. Dewey states that "We do not learn from experience. . . we learn from reflecting on experience", and it is worth taking time to consider the implications of this. How might we maximise the benefits of reflective practise amidst the many competing pressures we confront?

I am wanting to take a slightly different approach to this weeks post. The past week has seen the latest round of PISA results and the media has had a field day. Headlines have routinely attacked students, educators and education systems in equal measure. The Canberra Times reported that "Australian school scores plummet on world stage", the Sydney Morning Herald led with "Alarm bells': Australian students record worst result in global tests" and The Weekend Australian went with "PISA global educational rankings: Schools fail on maths, science". 

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It is soon the start of a new school year for students in Australia. In other parts of the world, the year continues after a short break for Christmas while New Year festivities are just around the corner for those observing the lunar new year. The start of the year is considered an excellent time to reflect on key ideas that matter to our learning and potential for success. But does this equate with goal-setting?

This page makes it easy to find information and resources that are relevant to particular concepts, approaches and strategies. Each Collection is curated to serve a particular need and shares a set of resources pooled from The Learner's Way. In time this set of Collection will grow. In addition to articles from The Learner's Way you will be able to find resources designed to help you get started with the key concepts presented. The aim is to produce a set of resources which are readily accessible and of immediate benefit to classroom teachers and school leaders.

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This much-maligned question seems so appropriate for education's recent history. All that was normal, everything that was routine, all of our structures, have been turned upside down and hurled into the wind of COVID19. From having spoken of a future dominated by volatility, uncertainty, complexity and ambiguity (VUCA), we have found ourselves living in it. Innovation and creativity became the new normal as we "Apollo 13" schooling into a model that met the demands of emergency remote learning. The pressure, the workload, the demands on our time and the cognitive load have all been immense, and so it seems fitting to ask "Are we there yet?".

In times when we taught face-to-face, some of these challenges would be overcome through the use of concrete materials, at least with younger students. Unfortunately, it is common for the use of concrete materials to decline as students grow older. Fortunately, this pattern, and the prejudiced beliefs on which it is founded, are today being questioned.

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