![]() As I study the documents prepared by the Ontario Ministry of Education, I’m left feeling that they are at odds with each other. The 2017 document “Achieving Excellence: A Renewed Vision for Education in Ontario” emphasizes the importance of experiential education: learning connected to real life. The opening quote reads: “We want schools…where students will feel free to dream about their futures, where they are able to connect their passions with possible career options, and where the opportunities and resources needed to support these decisions are provided.” All throughout this document that peers into the future of education, the writers acknowledge that the school model needs to change. They are asking educators to “create more relevant, applied and innovative learning experiences that spark learners’ curiosity and inspire them to follow their passions…[and lay] the foundation for children and students to gain the experiences, skills and knowledge needed for success, now and in the future.” Reading through the mandated curriculum documents, there are glimpses of these ideas made manifest in highlighting “big ideas” and application, but the reality is that most teachers still feel tied to a content heavy meal they need to get into their students before their nine months is up. In one PBL class that is focused on citizenship, community and connecting to real life experiences (as outlined in the front section of the social studies curriculum), the teacher has found that the specific content hinders those bigger goals. Students aren’t necessarily connecting to those specific facts in the way it is laid out. Instead, through a purposefully-designed year long program, the teacher has found a way to make social studies make an impact both on his students and local senior citizens. And yet, the problem exists: the prescribed curriculum must be covered. The answer has to do with understanding the value of the teacher in the classroom. “I don’t feel my time is best spent giving out content that computers are now easily able to give. Often, a well-made short movie can deliver the content in a much more interesting and accessible way.” Science and history topics that don’t tie into the overarching program he has set up are complete by students at their own pace. He created a series of digital worksheets that ask students to ask questions on certain topics, watch videos to learn more, and then reflect on what they have understood. “As I teacher, I can provide specific, relevant feedback, help a student create personal projects and goals, help problem solve, and teach learning skills. These are all things a computer can’t do.” As I study the curricula by grade more in depth, I am always searching for those connections that can be made to synthesize a compartmentalized program into a coherent learning experience. But often it feels like I’m trying to jam together puzzle pieces that simply don’t fit. I acknowledge the experts in their field that have labored at the grueling task of distilling down the most important facts and skills related to each school subject in order to create little mini-experts. I know what it is to be passionate about a topic and to want others to love what I love. But I wonder if, in primary education especially, we are missing the forest for the trees. I believe we need to ask ourselves the question: at what age are children developmentally ready to absorb subject-specific curricula?
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Terri-AnnPersonal reflections on project-based learning. Archives
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