Start Date
16-8-2021 10:00 AM
End Date
16-8-2021 11:00 AM
Subjects
Curriculum development, School systems, School year levels, Age grade placement, Deep learning, Learning progressions, Reporting student achievement, Grades (Scholastic), Generic skills, Primary secondary education
Abstract
The formal structures and processes of school education – including the organisation of the school curriculum, processes for assessing student learning, methods of reporting performance, and the uses to which student results are put – are often inconsistent with what is now known about the best ways to promote human learning. Rather than being designed to maximise every student’s learning, these structures and processes often reflect 20th century priorities, including the use of school education to sort and select students into different education and training destinations, and future careers. This sorting function of schooling is becoming increasingly irrelevant in knowledge economies that now look to their school systems to provide every student with high levels of knowledge, understanding and skill, including skills in critical and creative thinking, problem-solving, using new technologies, and working collaboratively with others. The challenge is to ensure that every student reaches the levels currently achieved by only some. However, the structures and processes of today’s schools are often poorly designed to meet this challenge.
Recommended Citation
Masters, G. (2021, August 16-20). How education gets in the way of learning [Keynote presentation]. Research Conference 2021: Excellent progress for every student: Proceedings and program. Australian Council for Educational Research. https://doi.org/10.37517/978-1-74286-638-3_1
Copyright Statement
Copyright Australian Council for Educational Research 2021
Place of Publication
Melbourne Australia
Publisher
Australian Council for Educational Research (ACER)
ISBN
978-1-74286-638-3
DOI
https://doi.org/10.37517/978-1-74286-638-3_1
Included in
Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons
How education gets in the way of learning
The formal structures and processes of school education – including the organisation of the school curriculum, processes for assessing student learning, methods of reporting performance, and the uses to which student results are put – are often inconsistent with what is now known about the best ways to promote human learning. Rather than being designed to maximise every student’s learning, these structures and processes often reflect 20th century priorities, including the use of school education to sort and select students into different education and training destinations, and future careers. This sorting function of schooling is becoming increasingly irrelevant in knowledge economies that now look to their school systems to provide every student with high levels of knowledge, understanding and skill, including skills in critical and creative thinking, problem-solving, using new technologies, and working collaboratively with others. The challenge is to ensure that every student reaches the levels currently achieved by only some. However, the structures and processes of today’s schools are often poorly designed to meet this challenge.