(This post is cross-posted on the Notes from the Leadership Team Blog on Trinity School’s Website.)
Last week, Heidi Hayes Jacobs spent two full days immersed in the learning community of Trinity School. She not only delivered presentations to faculty, staff, parents, and members of Trinity’s Board of Trustees, but she also facilitated book clubs and spent six hours examining the School’s social studies curriculum alongside a small group of faculty and administrators. Heidi’s book, Curriculum 21, focuses on upgrading curriculum to make schools places which prepare students for a changing world.
The last chapter of Curriculum 21, entitled “It Takes Some Getting Used To,” is appropriately named. Let the book’s final sentences sit with you for a while:
“If we accept that we need to prepare students for a vastly different future than we have known, then our understanding of the focus of education also needs to shift. This change will require a curriculum that provides individuals with the dispositions necessary to engage in lifelong learning. Simultaneously, our vision of the teacher’s role needs to shift from that of the information provider to one of a catalyst, model, coach, innovator, researcher, and collaborator with the learner throughout the learning process.”
So, how do we even define this new type of teaching and learning?
For me, I can walk through the halls of Trinity, popping into classrooms where rich, collaborative, thoughtful, and sometimes loud and messy learning is taking place and a definition begins to emerge. If all of us had the opportunity to take these “learning walks” through the ELD and ULD hallways, we’d certainly construct a variety of definitions.
After Heidi’s visit, I wondered what the children would say about this new type of learning and teaching. What would Trinity’s own faculty have to say? On Thursday and Friday of last week, I took my video camera each time I left my office in order to capture some student and teacher reflections on what makes a good 21st century teacher. What can we learn from the student and teacher responses?