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Mr Scott Hill & Ms Eileen Sutherland Manitoba School Improvement Program Manitoba, Canada
The Manitoba School Improvement Program Inc. (MSIP) is a Canadian, non-profit, non-government organization that provides consultative and financial assistance to secondary public schools in support of their improvement efforts. As the school improvement community attempts to place greater emphasis on ' Improving Student Learning ' , MSIP has made it a priority to engage stakeholders in dialogue to uncover just what is meant by ' learning ' (Earl et al ., 2003).
The first step in this process was a Student Learning Forum, held on 16 November 2004 (1), which included 62 students and 20 teachers from 20 network schools across Manitoba. The students represented a diverse social and academic background. The forum began with participants attending breakout sessions that were facilitated by student ' experts ' with particular talents (music, video games, trivia, sports, etc.). These students shared their thoughts on how and why they learned and developed expertise in their ' subject ' .
Students then participated in small-group discussions, with teachers facilitating and recording responses. Students responded to questions in the categories of purpose, process and conditions for learning. Finally, students worked in school groups to design a ' learning system ' that would align with their concept of learning. The data is compelling; it suggests considerable disparity between the reality of our secondary schools and the learning system that students describe.
What follows is an overview of the students ' discussions on the purpose, the process and the conditions for learning, followed by the writers ' questions in response to the students. The questions are intended to elicit discussion from the readership.
Student responses to questions about the reasons for learning most often refer to issues of personal development. Students regard learning as an opportunity to ' figure out who you are ' and ' expand interests and personality ' ; they draw a strong connection between relevant learning experiences and establishing a sense of identity. Many of these responses suggest ' socialization ' as a reason for learning. These students believe that learning should promote the ability ' to be involved ' and ' contribute to society ' . Also highlighted in student responses is the expected demand for learning as a means of helping young people prepare for future careers.
When asked to identify ' the most important things for people to learn ' , student responses reflect their beliefs about the purpose of learning. Rather than identifying specific courses or subject areas, the majority of responses point to broad themes that flow from the social considerations noted above, including, ' citizenship ' , ' respect for others ' , ' social skills ' and ' social sciences ' .
In response to the question of the learning values of parents, students generally indicate that parents tend to have similar values to their own, or parents ' just want what ' s best for their kids ' . Conversely, students frequently identify dissonance with the apparent values of teachers who, according to students, seem to adhere to a less flexible agenda based on a ' curriculum coverage ' ethos. The superficial sense of the value of learning appears quite pervasive in schools, as students indicate that, ' some courses are taken just ' to look good on a resume ' or to satisfy university entrance requirements, not because you want to take them ' .
One response brings disturbing clarity to the issue: ' Good marks = good school = good job = money. It ' s about marks and competition, not learning. Teachers seem to push this. '
Question : How should the system respond to the perceived disparity between student values about learning and the values students believe are promoted or adhered to in our schools?
Questions about the process of learning prompt students to reflect on the feelings they have when they are learning and to identify the indicators of learning. Of the three categories, this is the most difficult for students to address. Students have difficulty accessing the language to describe their process for learning. Responses demonstrate the contrast between students ' feelings of confidence, interest, and ' flow ' when they are learning, and feelings of frustration, anger, and a sense of being overwhelmed when they are not learning. Many students connect positive feelings with a sense of the relevance of the content. The social element of learning is also apparent in students ' understanding of the learning process, as students link their learning with feelings of inclusion and ' being part of the group ' .
The vast majority of students state the best way to know if someone has ' learned something ' is ' if they can teach it to someone else ' or ' if they can apply it ' . Other responses reiterate feelings, such as confidence and fluency - ' it comes naturally ' .
Question : Why do students have difficulty describing their process for learning? How do we ask students to demonstrate their learning? They tell us that the ability to teach others and the ability to apply the learning are the best indicators of learning - how frequently are we incorporating this into our assessment practices?
Students will readily offer a litany of ideas when asked about the conditions that facilitate or hamper learning. Student responses fall into four general categories: teachers, students, the physical environment and the content of the learning.
Students express a need for teachers to make personal connections with them. Teachers should be supportive of students and passionate about their content. Students also credit teachers with the potential to make content relevant, and to create a safe environment that promotes risk-taking.
Responses about the student factors that facilitate or hamper learning create a picture of the complex lives of adolescents. Part-time jobs, extra-curricular activities, parental and peer pressures are mentioned both, as possible supports and/or hindrances to learning. Students also mention fatigue and hunger, in addition to classroom distractions (e.g. ' other kids acting up ' ) as obstacles. In keeping with the social considerations, they articulate regarding the purposes for learning, students commonly stress the importance of having opportunities to discuss content with classmates as a key factor in their learning.
Students make reference to ' non-traditional ' elements in explaining the environmental factors that support their learning. Access to a variety of stimuli including music, visuals, natural light, and interaction with others are cited as helpful characteristics of a positive learning environment. Unfortunately, students indicate that a dynamic setting for learning that offers students choice and flexibility, and ' the opportunity to multi-task ' is quite contrary to their reality.
Issues of relevance and appeal to personal interest rank high for students in terms of content. Again, students ascribe teachers with the potential to promote this interest and sense of relevance among students. However, many students share that their desire to have the freedom to make content choices, ' go deeper ' or ' diverge ' , is often thwarted by the perceived need to ' cover curriculum ' .
Question: Are teachers unwilling or incapable of creating the conditions for learning as defined by students? In Manitoba, Canada we are relatively free of standards tests/accountability agenda - and still we insist on the ' cover curriculum ' approach?
What would a ' learning system ' that appeals to students ' perceptions of purpose, process, and conditions entail? Students describe a system that includes plenty of choice, involvement, and passion. It is a system that stresses the ' global ' nature of today ' s world, in which students are deeply engaged in learning about ' other places and cultures ' . Students want to leave structures based on same-age-groupings and strict timelines behind in favour of models based on inquiry and exploration. One group ' s comment clearly highlights the difference between their experience of secondary school and their perception of learning-focused system: ' the government should stop funding schools and start funding learning ' .
Question: If secondary schools are about students and their learning, what will it take to get the system to respond to the voices of students? Are students legitimate educational partners? What changes will bring us closer to a system that is truly focused on ' learning ' as defined by students?
1. Earl, L., Torrance, N., Sutherland, S., Fullan, M., & Ali, A.S. (2003). Manitoba School Improvement Program: Final Evaluation Report. Toronto, On: OISE at University of Toronto.
Mr Scott Hill & Ms Eileen Sutherland are consultants employed by the Manitoba School Improvement Program, in Manitoba, Canada.
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