Forward July 2017 | Page 27

PREPARATORY SCHOOL

Slow and Steady ; Fast and Ready

With all due respect to Aesop ’ s fable of the Tortoise and the Hare we , in the Preparatory School , understand that in education they both win . Because learning has no finish line , one ’ s education never ends and because it is not a race we are able to embrace the characteristics of both the tortoise and the hare ( including the importance of naps ).
This year we have been watching the enormous benefits of slow and steady learning . As we move away from using forests of paper to validate learning , we have seen an incredible increase in deep learning , questioning , curiosity , rigour , and most importantly , retention of knowledge and concepts over time ( not just for the test ). An example of this could be one of our science concepts around ‘ sinking and floating ’. The fast and quick way to assess student understanding is the A4 paper with a picture of screws , rocks , corks , balls and other items and the student is required to draw a line from the object to the words “ SINK ” or “ FLOAT ”. A percentage grade would be given and the A4 page would be glued in their portfolio . Task completed . In our inquiry-based approach , this exercise may look a little different . Students are sent out to collect ten objects from around our campus , perhaps by the duck pond , bush or river . Five of the objects they hypothesise will float ; five will sink , all based on prior knowledge or collaboration with peers .
As students put objects in the giant tubs of water they watch what happens . Often their hypothesis is correct in that the object correctly sinks or floats . This is when a teacher or peer asks , “ Why ?” As they reflect on the reasons , they may jot these down in their science notebook or record them on an iPad . And then a wonderful thing happens - one or more of their objects fails to do what it is supposed to do . “ That rock floated !” This is when deep learning comes into play . Students gather around and they discuss why , look at the attributes of said object and start to question .
Often an USB powered microscope comes out and the object is looked at in detail . It is taken apart , drawn , discussed and mused over . In the end , the students discover through the collaboration and discussion that the object is in fact not a rock , even though it looks like one . More reflections are recorded and drawings and detailed descriptions made . Yes , it was slow and steady learning and it took longer than an A4 worksheet , but the group and the individual student now have a more complex and informed mutual database for further leaning . Slow and steady equals deep and lasting . Two other points worth noting : These students are 4 / 5 years old and kangaroo poop can float ( even though it may look like a rock ).
We have also seen the enormous value of fast and ready learning . As we readily embrace the positive aspects of technology in education , students have seen increases in their ability to question , be curious , engage in rigorous enquiry , create unique ways to display understanding and most importantly , have retention of knowledge and concepts over time ( not just for the test ). An example of fast and ready learning can be seen in a history unit on migration where the essential question could be “ Why did people come to Australia ?” and “ Why do they come to Australia now ?” The engagement of students is high as they look at personal family history or specific family origin for their research and discovery with peers . There are many possible answers to these questions and , more importantly , by the questions created by student curiosity and investigation . Information is sourced quickly and accurately through up-to-date databases ( even showing immigration dates for the last year , month and week ). The power of this learning is that students are able to develop hypotheses , test their theories with on-demand and trusted data , and then engage in debate and discussion with peers . The power of collaboration and effective communication are fundamental skills established and practiced through modeling of learning such as this unit of Inquiry .
It is fast ; not in the illusion of surface learning but in the ability and time to delve deeply into a subject area while at the very same time imbed core skills and competencies around effective research and presentation .
Fast and ready equals deep , lasting and personal as 12-year-olds discover about their land , their past and the unique cultural makeup of our country .
Our issue with Aesop ’ s fable lies in the myth that one is either the Tortoise or the Hare . We believe that in education we need to embrace both ; combining them not for a race but for a journey of discovery .
Please drop in at any time to the Preparatory School to see the new version of an old story - a tortoise and hare journeying together for the benefit of each other towards the goal of an outstanding , enriching and purposeful journey .
Mr Clark Wight Head of Preparatory School
Mr Clark Wight presenting Scarlet with her cross country medallion .
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