Categories: News

The merits of 21st-century-learning

Dr Sarah Aiono defends modern education practices against recent criticisms, outlining the evidence behind 21st century pedagogies.

<div data-breakout&equals;"normal">&NewLine;<h2 class&equals;"UbhFJ7 nkqC0Q blog-post-title-font blog-post-title-color blog-text-color post-title blog-hover-container-element-color FG3qXk blog-post-page-title-font" data-hook&equals;"post-title"><span class&equals;"post-title&lowbar;&lowbar;text blog-post-title-font blog-post-title-color"><span class&equals;"blog-post-title-font blog-post-title-color">Navigating the Complex Landscape of Modern Education&colon; Beyond Knowledge and Inquiry<&sol;span><&sol;span><&sol;h2>&NewLine;<&sol;div>&NewLine;<div data-breakout&equals;"normal"><span class&equals;"tta71">The emergence of the science of learning has sparked a contentious debate in educational circles&comma; pushing us to reassess the balance between imparting knowledge and fostering inquiry&period; <&sol;span>This ongoing dialogue reveals a deeper issue&colon; the potential oversimplification of education through narrow scientific lenses and the cultural biases inherent in traditional knowledge-based approaches&period;<&sol;div>&NewLine;<div data-breakout&equals;"normal"> <&sol;div>&NewLine;<div data-breakout&equals;"normal">&NewLine;<p dir&equals;"auto"><a href&equals;"https&colon;&sol;&sol;www&period;schoolnews&period;co&period;nz&sol;latest-print-issue&sol;" target&equals;"&lowbar;blank" rel&equals;"noopener"><strong>Read the latest print edition of <em>School News<&sol;em> HERE<&sol;strong><&sol;a><&sol;p>&NewLine;<p dir&equals;"auto"><strong>The Dichotomy of Knowledge and Inquiry<&sol;strong><&sol;p>&NewLine;<p dir&equals;"auto">The discourse around whether foundational knowledge should precede inquiry or whether curiosity should lead the learning path reflects a broader debate on teaching methodologies&period; Advocates of a knowledge-first approach argue that a solid foundation of facts is crucial for creative and critical thinking&period; This perspective is often backed by the &&num;8220&semi;science of learning&comma;&&num;8221&semi; which suggests that systematic knowledge acquisition enables students to make meaningful connections across various domains&period;<&sol;p>&NewLine;<&sol;div>&NewLine;<div data-breakout&equals;"normal">&NewLine;<figure id&equals;"attachment&lowbar;27881" aria-describedby&equals;"caption-attachment-27881" style&equals;"width&colon; 300px" class&equals;"wp-caption alignnone"><img class&equals;"wp-image-27881 size-medium" src&equals;"https&colon;&sol;&sol;www&period;schoolnews&period;co&period;nz&sol;wp-content&sol;uploads&sol;2023&sol;10&sol;AdobeStock&lowbar;263825452-300x200&period;jpeg" alt&equals;"" width&equals;"300" height&equals;"200" &sol;><figcaption id&equals;"caption-attachment-27881" class&equals;"wp-caption-text">In the arguments against modern learning strategies&comma; a false dichotomy is drawn between inquiry and knowledge&period; AdobeStock by vejaa<&sol;figcaption><&sol;figure>&NewLine;<&sol;div>&NewLine;<div data-breakout&equals;"normal">&NewLine;<p id&equals;"viewer-hlo491060" class&equals;"dlzxh iHMhu &lowbar;8nare Z9p7w" dir&equals;"auto"><span class&equals;"tta71">Conversely&comma; proponents of inquiry-led learning&comma; like Mitchell Resnick &lpar;2017&rpar; argue for a curriculum that prioritises exploration from the start&period; Sir Ken Robinson &lpar;2015&rpar;&comma; a highly regarded advocate for creative educational practices&comma; also criticised the view of teaching as merely a delivery system&period; He emphasised that teaching is fundamentally a creative profession aimed at engaging and stimulating students&comma; not just transferring information&period; &OpenCurlyDoubleQuote;Great teaching&comma;” Robinson stated&comma; &OpenCurlyDoubleQuote;is about mentoring&comma; stimulating&comma; provoking&comma; engaging&period; You can&&num;8217&semi;t do any of that without understanding each student&&num;8217&semi;s learning needs and aspirations&period;&&num;8221&semi; &lpar;2013&rpar;&period; <&sol;span><&sol;p>&NewLine;<p class&equals;"dlzxh iHMhu &lowbar;8nare Z9p7w" dir&equals;"auto"><strong>Simplification and Cultural Bias in Knowledge-Based Approaches<&sol;strong><&sol;p>&NewLine;<p dir&equals;"auto">The push for a knowledge-first curriculum aligns with the ease of assessing educational outcomes through standardised tests&period; This method&comma; while straightforward&comma; risks reducing teaching to a series of measurable outputs and neglects the richness of the educational experience&period; Moreover&comma; this approach often prioritises the dominant culture’s narrative&comma; sidelining minority and indigenous perspectives and thereby perpetuating educational inequities&period;<&sol;p>&NewLine;<p dir&equals;"auto">Covington and Weingarth &lpar;2023&rpar; highlight these issues in their critique of the science of learning&period; They argue that this approach misleadingly simplifies learning to cognitive processes that can be easily quantified&comma; such as memory and retention&comma; while ignoring the complex&comma; interconnected nature of the brain and learning that involves emotional&comma; social&comma; and physical elements&period;<&sol;p>&NewLine;<p dir&equals;"auto"> <&sol;p>&NewLine;<&sol;div>&NewLine;<div data-breakout&equals;"normal">&NewLine;<p class&equals;"dlzxh iHMhu &lowbar;8nare Z9p7w" dir&equals;"auto"><strong>Addressing the Argument on Missing Basics<&sol;strong><&sol;p>&NewLine;<p class&equals;"dlzxh iHMhu &lowbar;8nare Z9p7w" dir&equals;"auto">Proponents of knowledge-based education often claim that students lack fundamental knowledge&comma; arguing that modern curricula do not adequately cover the &&num;8216&semi;basics&period;&&num;8217&semi; This viewpoint holds that the shift towards inquiry-based learning models has led to a generation of students who are ill-equipped with essential facts and historical perspectives&comma; thus advocating for a return to more traditional&comma; direct methods of instruction&period;<&sol;p>&NewLine;<&sol;div>&NewLine;<div data-breakout&equals;"normal">&NewLine;<figure id&equals;"attachment&lowbar;30499" aria-describedby&equals;"caption-attachment-30499" style&equals;"width&colon; 300px" class&equals;"wp-caption alignnone"><img class&equals;"wp-image-30499 size-medium" src&equals;"https&colon;&sol;&sol;www&period;schoolnews&period;co&period;nz&sol;wp-content&sol;uploads&sol;2024&sol;05&sol;AdobeStock&lowbar;313540755-300x200&period;jpeg" alt&equals;"" width&equals;"300" height&equals;"200" &sol;><figcaption id&equals;"caption-attachment-30499" class&equals;"wp-caption-text">Proponents of direct instruction risk missing the crucial social and emotional aspects of learning&period; Image&colon; AdobeStock by zinkevych<&sol;figcaption><&sol;figure>&NewLine;<p class&equals;"dlzxh iHMhu &lowbar;8nare Z9p7w" dir&equals;"auto"><span class&equals;"tta71">This belief underscores a critical misunderstanding of inquiry-based learning&comma; which does not eschew knowledge but integrates it through explorative and contextually meaningful activities&period; Through formative assessment methods&comma; teachers continually reflect on the knowledge and&sol;or skills needed by students in their inquiries and then utilise the appropriate pedagogical tools to equip students with what they need to develop their learning further&period;  This can be using child-led strategies&comma; explicit instruction&comma; or a combination of both&period;  The point being that teachers who use this pedagogy competently do so with an understanding of the intricate nature of all teaching approaches and apply this skill in a timely and responsive manner&period;<&sol;span><&sol;p>&NewLine;<p class&equals;"dlzxh iHMhu &lowbar;8nare Z9p7w" dir&equals;"auto">Critics of inquiry-led models fail to recognise that when children pursue their curiosities within a well-structured inquiry-based environment&comma; they acquire foundational knowledge effectively—often more deeply than through rote memorisation&period; Inquiry-based education is not the absence of knowledge but its contextualisation&comma; making learning relevant and engaging&comma; thus ensuring that knowledge is not only covered but also understood and applied&period;<&sol;p>&NewLine;<p class&equals;"dlzxh iHMhu &lowbar;8nare Z9p7w" dir&equals;"auto"><strong>Embracing Complexity and Inclusivity in Education<&sol;strong><&sol;p>&NewLine;<&sol;div>&NewLine;<div data-breakout&equals;"normal">&NewLine;<p class&equals;"dlzxh iHMhu &lowbar;8nare Z9p7w" dir&equals;"auto">As educators and policymakers&comma; it&&num;8217&semi;s crucial to acknowledge that teaching is not a simple transmission of knowledge&comma; but a complex interaction aimed at fostering lifelong learners capable of critical thought and innovation&period; Embracing the complexities of both the science of learning and the art of teaching involves creating a balanced curriculum that reflects the diverse cultural&comma; emotional&comma; and intellectual needs of all students&period;<&sol;p>&NewLine;<&sol;div>&NewLine;<div data-breakout&equals;"normal">&NewLine;<figure id&equals;"attachment&lowbar;30501" aria-describedby&equals;"caption-attachment-30501" style&equals;"width&colon; 300px" class&equals;"wp-caption alignnone"><img class&equals;"size-medium wp-image-30501" src&equals;"https&colon;&sol;&sol;www&period;schoolnews&period;co&period;nz&sol;wp-content&sol;uploads&sol;2024&sol;05&sol;AdobeStock&lowbar;411196188-300x200&period;jpeg" alt&equals;"" width&equals;"300" height&equals;"200" &sol;><figcaption id&equals;"caption-attachment-30501" class&equals;"wp-caption-text">Student-led learning can lead to deeper contextual understanding and ability to apply knowledge&period; Image&colon; AdobeStock by IndiaPix<&sol;figcaption><&sol;figure>&NewLine;<&sol;div>&NewLine;<div data-breakout&equals;"normal">&NewLine;<p id&equals;"viewer-l136n1078" class&equals;"dlzxh iHMhu &lowbar;8nare Z9p7w" dir&equals;"auto"><span class&equals;"tta71">Ultimately&comma; education should not just prepare students for tests but for life’s diverse challenges&comma; equipping them with the ability to think critically&comma; appreciate diverse cultures&comma; and innovate in an ever-changing world&period; By moving beyond the false dichotomy of knowledge versus inquiry and acknowledging the broader dimensions of learning&comma; we can foster an educational environment that truly nurtures and inspires the next generation&period;<&sol;span><&sol;p>&NewLine;<h2 class&equals;"dlzxh iHMhu &lowbar;8nare Z9p7w" dir&equals;"auto"><span class&equals;"post-title&lowbar;&lowbar;text blog-post-title-font blog-post-title-color"><span class&equals;"blog-post-title-font blog-post-title-color">Embracing the Future&colon; Why 21st-Century Learning is Essential&comma; not &&num;8220&semi;Dumb”<&sol;span><&sol;span><&sol;h2>&NewLine;<p class&equals;"dlzxh iHMhu &lowbar;8nare Z9p7w" dir&equals;"auto">In a recent critique&comma; Dr&period; Michael Johnston dismisses 21st-century learning as a &&num;8220&semi;dumb idea&comma;&&num;8221&semi; suggesting a return to more traditional educational methods&period; However&comma; his choice of words could be seen as not only dismissive but also misleading&comma; considering the substantial body of research supporting 21st-century educational frameworks&period;<&sol;p>&NewLine;<p class&equals;"dlzxh iHMhu &lowbar;8nare Z9p7w" dir&equals;"auto"><strong>Beyond Mere Ideas&colon; The Foundation of 21st-Century Learning<&sol;strong><&sol;p>&NewLine;<p class&equals;"dlzxh iHMhu &lowbar;8nare Z9p7w" dir&equals;"auto">21st-century learning transcends the notion of being merely a &&num;8216&semi;new idea&&num;8217&semi; in education&period; It is a pathway of innovation&comma; deeply rooted in extensive research from esteemed organisations such as the OECD&comma; World Economic Forum&comma; and the Lego Foundation&period; These frameworks advocate for integrating core knowledge with essential skills like creativity&comma; critical thinking&comma; and collaboration—skills necessary for success in a rapidly evolving global landscape&period;<&sol;p>&NewLine;<div data-breakout&equals;"normal">&NewLine;<figure id&equals;"attachment&lowbar;30503" aria-describedby&equals;"caption-attachment-30503" style&equals;"width&colon; 300px" class&equals;"wp-caption alignnone"><img class&equals;"size-medium wp-image-30503" src&equals;"https&colon;&sol;&sol;www&period;schoolnews&period;co&period;nz&sol;wp-content&sol;uploads&sol;2024&sol;05&sol;AdobeStock&lowbar;113602996-300x200&period;jpeg" alt&equals;"" width&equals;"300" height&equals;"200" &sol;><figcaption id&equals;"caption-attachment-30503" class&equals;"wp-caption-text">Modern pedagogies go beyond simple knowledge and build critical thinking skills&period; Image&colon; AdobeStock by WavebreakMediaMicro<&sol;figcaption><&sol;figure>&NewLine;<&sol;div>&NewLine;<div data-breakout&equals;"normal">&NewLine;<p id&equals;"viewer-o98o640" class&equals;"dlzxh iHMhu &lowbar;8nare Z9p7w" dir&equals;"auto"><span class&equals;"tta71"><strong>Rethinking the Role of Knowledge in Education<&sol;strong><&sol;span><&sol;p>&NewLine;<p class&equals;"dlzxh iHMhu &lowbar;8nare Z9p7w" dir&equals;"auto">Dr&period; Michael Johnston&&num;8217&semi;s insistence on a &&num;8220&semi;heavy focus on knowledge&&num;8221&semi; and his view that 21st-century learning represents an &&num;8220&semi;abandonment of knowledge&&num;8221&semi; strikes a fundamental misunderstanding of what modern educational methodologies aim to achieve&period; Far from abandoning knowledge&comma; 21st-century learning frameworks place it at the very core of the educational experience&comma; but they do not stop there&period;<&sol;p>&NewLine;<p class&equals;"dlzxh iHMhu &lowbar;8nare Z9p7w" dir&equals;"auto"><strong>Knowledge as the Foundation&comma; Not the Ceiling<&sol;strong><&sol;p>&NewLine;<p class&equals;"dlzxh iHMhu &lowbar;8nare Z9p7w" dir&equals;"auto">In 21st-century learning paradigms&comma; knowledge is not discarded&semi; rather&comma; it forms the foundation upon which skills and competencies are built&period; The goal is not merely the acquisition of facts but the ability to apply this knowledge dynamically and innovatively in a variety of contexts—both in the workplace and in broader society&period; This approach recognises that in an ever-changing world&comma; being able to adapt knowledge to new situations and challenges is as crucial as the knowledge itself&period;<&sol;p>&NewLine;<p class&equals;"dlzxh iHMhu &lowbar;8nare Z9p7w" dir&equals;"auto"><strong>Translating Knowledge into Action<&sol;strong><&sol;p>&NewLine;<p class&equals;"dlzxh iHMhu &lowbar;8nare Z9p7w" dir&equals;"auto">The crux of 21st-century learning is not just knowing &&num;8216&semi;what&&num;8217&semi; but understanding &&num;8216&semi;how&&num;8217&semi;—how to translate knowledge into practical responses to real-life issues&period; It empowers students with skills like critical thinking&comma; problem-solving&comma; and creativity&comma; which are necessary for applying knowledge effectively across different scenarios&period; This is exemplified in educational systems that integrate project-based learning and inquiry-based learning&comma; where students actively engage with the material&comma; learning to think like scientists&comma; historians&comma; and artists&comma; thereby making knowledge applicable and alive&period;<&sol;p>&NewLine;<p class&equals;"dlzxh iHMhu &lowbar;8nare Z9p7w" dir&equals;"auto">This nuanced approach does not negate the value of traditional education but enhances it by adding layers of practicality and adaptability&period; It prepares students not just to pass tests but to solve complex real-world problems&comma; engage civically&comma; and contribute meaningfully to society&period;<&sol;p>&NewLine;<&sol;div>&NewLine;<div data-breakout&equals;"normal">&NewLine;<figure id&equals;"attachment&lowbar;30506" aria-describedby&equals;"caption-attachment-30506" style&equals;"width&colon; 300px" class&equals;"wp-caption alignnone"><img class&equals;"size-medium wp-image-30506" src&equals;"https&colon;&sol;&sol;www&period;schoolnews&period;co&period;nz&sol;wp-content&sol;uploads&sol;2024&sol;05&sol;AdobeStock&lowbar;88422375-1-300x200&period;jpeg" alt&equals;"" width&equals;"300" height&equals;"200" &sol;><figcaption id&equals;"caption-attachment-30506" class&equals;"wp-caption-text">Modern learning prioritises &&num;8220&semi;how&&num;8221&semi; over &&num;8220&semi;what&&num;8221&semi;&period; Image&colon; AdobeStock by dglimages<&sol;figcaption><&sol;figure>&NewLine;<&sol;div>&NewLine;<div data-breakout&equals;"normal">&NewLine;<p id&equals;"viewer-6vrgt54" class&equals;"dlzxh iHMhu &lowbar;8nare Z9p7w" dir&equals;"auto"><span class&equals;"tta71"><strong>Is Innovation Too Daunting&quest;<&sol;strong><&sol;span><&sol;p>&NewLine;<p class&equals;"dlzxh iHMhu &lowbar;8nare Z9p7w" dir&equals;"auto">Dr&period; Johnston’s characterisation of 21st-century learning as a &&num;8220&semi;dumb idea&&num;8221&semi; may hint at a deeper resistance to change&period; In an era marked by rapid technological advancements and shifting global economies&comma; clinging to outdated educational models might seem simpler but is undoubtedly insufficient&period; The challenge isn’t just to educate but to prepare adaptable&comma; innovative thinkers who are equipped to handle future challenges that we can&&num;8217&semi;t yet foresee&period;<&sol;p>&NewLine;<p class&equals;"dlzxh iHMhu &lowbar;8nare Z9p7w" dir&equals;"auto"><strong>A Look Back or a Step Forward&quest;<&sol;strong><&sol;p>&NewLine;<p class&equals;"dlzxh iHMhu &lowbar;8nare Z9p7w" dir&equals;"auto">Suggesting a return to education models reflective of traditional pedagogical approaches&comma; as Dr&period; Johnston appears to advocate&comma; is to ignore the dynamic nature of the 21st century&period; Such a regression overlooks the necessity of preparing students not just for the jobs of today but for the creation of tomorrow&&num;8217&semi;s industries&period; Education systems like those in Finland and Singapore&comma; which embrace holistic and competency-based approaches&comma; consistently lead in global education rankings—demonstrating the effectiveness of innovative educational practices&period;<&sol;p>&NewLine;<p class&equals;"dlzxh iHMhu &lowbar;8nare Z9p7w" dir&equals;"auto"><strong>The Role of Play and Modern Pedagogical Approaches<&sol;strong><&sol;p>&NewLine;<p class&equals;"dlzxh iHMhu &lowbar;8nare Z9p7w" dir&equals;"auto">The Lego Foundation&&num;8217&semi;s research underscores the importance of play in learning&comma; which supports creativity&comma; problem-solving&comma; and emotional development—areas often overlooked in traditional educational paradigms&period; Play-based learning&comma; project-based learning&comma; inquiry and other child-led learning approaches is not an abandonment of knowledge but methods to embed it more deeply within engaging&comma; meaningful experiences&period;<&sol;p>&NewLine;<&sol;div>&NewLine;<div data-breakout&equals;"normal">&NewLine;<figure id&equals;"attachment&lowbar;30507" aria-describedby&equals;"caption-attachment-30507" style&equals;"width&colon; 300px" class&equals;"wp-caption alignnone"><img class&equals;"size-medium wp-image-30507" src&equals;"https&colon;&sol;&sol;www&period;schoolnews&period;co&period;nz&sol;wp-content&sol;uploads&sol;2024&sol;05&sol;AdobeStock&lowbar;62601464-300x200&period;jpeg" alt&equals;"" width&equals;"300" height&equals;"200" &sol;><figcaption id&equals;"caption-attachment-30507" class&equals;"wp-caption-text">New methods of learning reflect the outcomes we hope to achieve for our next generation&period; Image&colon; AdobeStock by cromary<&sol;figcaption><&sol;figure>&NewLine;<&sol;div>&NewLine;<div data-breakout&equals;"normal">&NewLine;<p id&equals;"viewer-o724f66" class&equals;"dlzxh iHMhu &lowbar;8nare Z9p7w" dir&equals;"auto"><span class&equals;"tta71"><strong>Emphasising Competency Over Rote Memorisation<&sol;strong><&sol;span><&sol;p>&NewLine;<p class&equals;"dlzxh iHMhu &lowbar;8nare Z9p7w" dir&equals;"auto">The OECD&&num;8217&semi;s &&num;8220&semi;Education 2030&&num;8221&semi; project highlights the importance of competencies that allow students to apply knowledge creatively and ethically in new situations&period; These competencies are vital for personal success and societal advancement&period; They enable students not just to adapt to change but to drive it&comma; preparing them to tackle global issues such as climate change&comma; technological disruption&comma; and social inequality&period;<&sol;p>&NewLine;<p class&equals;"dlzxh iHMhu &lowbar;8nare Z9p7w" dir&equals;"auto">Dr&period; Johnston’s dismissal of 21st-century learning overlooks a critical evolution in education that is supported by both empirical evidence and practical success stories from around the world&period; While the allure of a simpler educational past might be tempting&comma; it does not serve our future&period; As educators&comma; policymakers&comma; and stakeholders&comma; we must advocate for and implement educational frameworks that foster not only knowledge but also the critical&comma; creative&comma; and collaborative skills necessary for our collective future&period;<&sol;p>&NewLine;<p class&equals;"dlzxh iHMhu &lowbar;8nare Z9p7w" dir&equals;"auto">In pushing forward with these innovative&comma; research-backed educational strategies&comma; we prepare our students not just to meet the challenges of their times but to lead us into a new era of global understanding and technological advancement&period;<&sol;p>&NewLine;<p class&equals;"dlzxh iHMhu &lowbar;8nare Z9p7w" dir&equals;"auto"><span style&equals;"font-size&colon; 20px&semi; font-weight&colon; bold&semi;">This article has been republished with permission from the <&sol;span><a style&equals;"font-size&colon; 20px&semi; font-weight&colon; bold&semi;" href&equals;"https&colon;&sol;&sol;www&period;aec&period;org&period;nz&sol;about" target&equals;"&lowbar;blank" rel&equals;"noopener">Aotearoa Educators Collective<&sol;a><span style&equals;"font-size&colon; 20px&semi; font-weight&colon; bold&semi;">&period; It has been adapted from two articles&semi; the originals can be read <&sol;span><a style&equals;"font-size&colon; 20px&semi; font-weight&colon; bold&semi;" href&equals;"https&colon;&sol;&sol;www&period;aec&period;org&period;nz&sol;post&sol;navigating-the-complex-landscape-of-modern-education-beyond-knowledge-and-inquiry" target&equals;"&lowbar;blank" rel&equals;"noopener">here<&sol;a><span style&equals;"font-size&colon; 20px&semi; font-weight&colon; bold&semi;"> and <&sol;span><a style&equals;"font-size&colon; 20px&semi; font-weight&colon; bold&semi;" href&equals;"https&colon;&sol;&sol;www&period;aec&period;org&period;nz&sol;post&sol;embracing-the-future-why-21st-century-learning-is-essential-not-dumb" target&equals;"&lowbar;blank" rel&equals;"noopener">here<&sol;a><span style&equals;"font-size&colon; 20px&semi; font-weight&colon; bold&semi;">&period; <&sol;span><&sol;p>&NewLine;<p class&equals;"dlzxh iHMhu &lowbar;8nare Z9p7w" dir&equals;"auto"><strong>References<&sol;strong><&sol;p>&NewLine;<&sol;div>&NewLine;<div data-breakout&equals;"normal">&NewLine;<div data-breakout&equals;"normal">&NewLine;<p id&equals;"viewer-woyu91082" class&equals;"dlzxh iHMhu &lowbar;8nare Z9p7w" dir&equals;"auto"><span class&equals;"tta71">Covington&comma; N&period;&comma; &amp&semi; Weingarth&comma; M&period; &lpar;2023&comma; November 7&rpar;&period; There is no such thing as &&num;8216&semi;the science of learning&&num;8217&semi;&period; Human Restoration Project&period; Retrieved from <a class&equals;"uxjdX D0dNT" href&equals;"https&colon;&sol;&sol;www&period;humanrestorationproject&period;org&sol;writing&sol;there-is-no-such-thing-as-the-science-of-learning" target&equals;"&lowbar;blank" rel&equals;"noopener" data-hook&equals;"WebLink">https&colon;&sol;&sol;www&period;humanrestorationproject&period;org&sol;writing&sol;there-is-no-such-thing-as-the-science-of-learning<&sol;a><a class&equals;"uxjdX D0dNT" href&equals;"https&colon;&sol;&sol;www&period;humanrestorationproject&period;org&sol;writing&sol;there-is-no-such-thing-as-the-science-of-learning" target&equals;"&lowbar;blank" rel&equals;"noopener" data-hook&equals;"WebLink">&period;<&sol;a><&sol;span><&sol;p>&NewLine;<&sol;div>&NewLine;<div data-breakout&equals;"normal">&NewLine;<p id&equals;"viewer-kv6g11086" class&equals;"dlzxh iHMhu &lowbar;8nare Z9p7w" dir&equals;"auto"><span class&equals;"tta71">Resnick&comma; M&period; &lpar;2017&rpar;&period; Lifelong Kindergarten&colon; Cultivating Creativity through Projects&comma; Passion&comma; Peers&comma; and Play&period; MIT Press&period;<&sol;span><&sol;p>&NewLine;<&sol;div>&NewLine;<div data-breakout&equals;"normal">&NewLine;<p id&equals;"viewer-4mjev1088" class&equals;"dlzxh iHMhu &lowbar;8nare Z9p7w" dir&equals;"auto"><span class&equals;"tta71">Robinson&comma; K&period; &lpar;2013&rpar;&period; How to escape education&&num;8217&semi;s death valley &lbrack;Video&rsqb;&period; TED Conferences&period; <a class&equals;"uxjdX D0dNT" href&equals;"https&colon;&sol;&sol;www&period;ted&period;com&sol;talks&sol;sir&lowbar;ken&lowbar;robinson&lowbar;how&lowbar;to&lowbar;escape&lowbar;education&lowbar;s&lowbar;death&lowbar;valley" target&equals;"&lowbar;blank" rel&equals;"noopener" data-hook&equals;"WebLink"><u>https&colon;&sol;&sol;www&period;ted&period;com&sol;talks&sol;sir&lowbar;ken&lowbar;robinson&lowbar;how&lowbar;to&lowbar;escape&lowbar;education&lowbar;s&lowbar;death&lowbar;valley<&sol;u><&sol;a><&sol;span><&sol;p>&NewLine;<&sol;div>&NewLine;<div data-breakout&equals;"normal">&NewLine;<p id&equals;"viewer-xfnu11091" class&equals;"dlzxh iHMhu &lowbar;8nare Z9p7w" dir&equals;"auto"><span class&equals;"tta71">Robinson&comma; K&period; &lpar;2015&rpar;&period; Creative Schools&colon; The Grassroots Revolution That&&num;8217&semi;s Transforming Education&period; Viking&period;<&sol;span><&sol;p>&NewLine;<div class&equals;"nLG8d5 F&lowbar;3u4N" data-hook&equals;"post-description">&NewLine;<article class&equals;"blog-post-page-font">&NewLine;<div class&equals;"post-content&lowbar;&lowbar;body stSKMK">&NewLine;<div class&equals;"moHCnT">&NewLine;<div class&equals;"moHCnT">&NewLine;<div class&equals;"fTEXDR" data-rce-version&equals;"10&period;30&period;6">&NewLine;<div class&equals;"YzgQL" dir&equals;"ltr" data-id&equals;"content-viewer">&NewLine;<div class&equals;"&lowbar;6YUav">&NewLine;<div class&equals;"VupUC">&NewLine;<div data-breakout&equals;"normal">&NewLine;<p id&equals;"viewer-p3vs676" class&equals;"dlzxh iHMhu &lowbar;8nare Z9p7w" dir&equals;"auto"><span class&equals;"tta71">LEGO Foundation&period; &lpar;n&period;d&period;&rpar;&period; Learning through play&period; Retrieved from <a class&equals;"uxjdX D0dNT" href&equals;"https&colon;&sol;&sol;www&period;legofoundation&period;com&sol;en&sol;" target&equals;"&lowbar;blank" rel&equals;"noopener" data-hook&equals;"WebLink">https&colon;&sol;&sol;www&period;legofoundation&period;com&sol;en&sol;<&sol;a><&sol;span><&sol;p>&NewLine;<&sol;div>&NewLine;<div data-breakout&equals;"normal">&NewLine;<p id&equals;"viewer-mxxhi79" class&equals;"dlzxh iHMhu &lowbar;8nare Z9p7w" dir&equals;"auto"><span class&equals;"tta71">Organisation for Economic Co-operation and Development &lpar;OECD&rpar;&period; &lpar;2018&rpar;&period; The future of education and skills&colon; Education 2030&period; Retrieved from <a class&equals;"uxjdX D0dNT" href&equals;"https&colon;&sol;&sol;www&period;oecd&period;org&sol;education&sol;2030-project&sol;" target&equals;"&lowbar;blank" rel&equals;"noopener" data-hook&equals;"WebLink">https&colon;&sol;&sol;www&period;oecd&period;org&sol;education&sol;2030-project&sol;<&sol;a><&sol;span><&sol;p>&NewLine;<&sol;div>&NewLine;<div data-breakout&equals;"normal">&NewLine;<p id&equals;"viewer-etzxn82" class&equals;"dlzxh iHMhu &lowbar;8nare Z9p7w" dir&equals;"auto"><span class&equals;"tta71">United Nations&period; &lpar;1989&rpar;&period; Convention on the Rights of the Child&period; Retrieved from <a class&equals;"uxjdX D0dNT" href&equals;"https&colon;&sol;&sol;www&period;ohchr&period;org&sol;en&sol;instruments-mechanisms&sol;instruments&sol;convention-rights-child" target&equals;"&lowbar;blank" rel&equals;"noopener" data-hook&equals;"WebLink">https&colon;&sol;&sol;www&period;ohchr&period;org&sol;en&sol;instruments-mechanisms&sol;instruments&sol;convention-rights-child<&sol;a><&sol;span><&sol;p>&NewLine;<&sol;div>&NewLine;<div data-breakout&equals;"normal">&NewLine;<p id&equals;"viewer-pk8hs85" class&equals;"dlzxh iHMhu &lowbar;8nare Z9p7w" dir&equals;"auto"><span class&equals;"tta71">World Economic Forum&period; &lpar;2023&rpar;&period; The Future of Jobs Report 2023&period; Retrieved from <a class&equals;"uxjdX D0dNT" href&equals;"https&colon;&sol;&sol;www&period;weforum&period;org&sol;reports" target&equals;"&lowbar;blank" rel&equals;"noopener" data-hook&equals;"WebLink">https&colon;&sol;&sol;www&period;weforum&period;org&sol;reports<&sol;a><&sol;span><&sol;p>&NewLine;<&sol;div>&NewLine;<div data-breakout&equals;"normal">&NewLine;<p id&equals;"viewer-mzdjn88" class&equals;"dlzxh iHMhu &lowbar;8nare Z9p7w" dir&equals;"auto"><span class&equals;"tta71">Yale Center for Emotional Intelligence&period; &lpar;n&period;d&period;&rpar;&period; RULER&colon; An evidence-based approach to social and emotional learning&period; Retrieved from <a class&equals;"uxjdX D0dNT" href&equals;"http&colon;&sol;&sol;ei&period;yale&period;edu&sol;ruler&sol;" target&equals;"&lowbar;blank" rel&equals;"noopener" data-hook&equals;"WebLink">http&colon;&sol;&sol;ei&period;yale&period;edu&sol;ruler&sol;<&sol;a><&sol;span><&sol;p>&NewLine;<&sol;div>&NewLine;<&sol;div>&NewLine;<&sol;div>&NewLine;<&sol;div>&NewLine;<&sol;div>&NewLine;<&sol;div>&NewLine;<&sol;div>&NewLine;<&sol;div>&NewLine;<&sol;article>&NewLine;<&sol;div>&NewLine;<&sol;div>&NewLine;<&sol;div>&NewLine;<&sol;div>&NewLine;

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