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Ch 4: Natural Born Learners
Osmosis Learning

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00:00 - 00:03The teachers are talking about osmosis learning again
00:04 - 00:05They're quoting Ken Robinson, he's smart,
00:05 - 00:07but he's no John Hattie.
00:08 - 00:12They're talking about something for which measureable data is difficult to collect
00:12 - 00:15they have these references which are hard to refute, but they can't prove practical application really works
00:17 - 00:19I've seen this before
00:19 - 00:21Free time...was... relabled developmental play
00:24 - 00:26Well boss,
00:27 - 00:28Sugata
00:31 - 00:33Sugata Mitra put a computer in a wall and the kids learnt to use it
00:34 - 00:36curiosity drove their learning without teachers
00:53 - 00:58They're talking about smart people, people with pHds. If you haven't read the book leave
01:13 - 01:15We've known this all along
01:15 - 01:17babies learn to speak this way, we know!
01:18 - 01:23toddlers pick up iPhones and know what to do without being told, it's so unconventional in our structured environment
01:25 - 01:28it's a global issue but if we can't accurately measure growth
01:29 - 01:31how can we possibly allow it?
01:31 - 01:34we know they'll enjoy it and achieve success
01:34 - 01:37we know intelleigence is diverse and multifacited and learning occurs at different rates
01:37 - 01:40and we should support that
01:40 - 01:42but it can't possibly have an effect on NAPLAN results because they have no way of testing these skills
01:42 - 01:46forget about NAPLAN for a second and listen, for goodness sake
01:46 - 01:48Boss, so much of what we do is linked to NAPLAN
01:48 - 01:52Those results mean nothing when kids are disengaged and you know it
01:53 - 01:54they WILL BENEFIT
01:56 - 01:57Ken Robinson bought a new car,
01:57 - 02:00he personalised it with colours and trims
02:00 - 02:03and the number of doors and even the sound system
02:04 - 02:08why don't we just let go and personalise the curriculum to suit the child
02:08 - 02:13use their experience to shape their learning and make sure we cater for diversity of intelligence
02:14 - 02:16Yes it's hard to measure
02:17 - 02:21but they will find a way and we need to give them the benefit of the doubt
02:27 - 02:29it worked for silent reading
02:30 - 02:34which they now call read to self, with EEKK and all that
02:34 - 02:36and individual strategies
02:41 - 02:42It's not new
02:43 - 02:47it was always going to come out because this is how students really learn
02:48 - 02:53it's the same way they sing along to rap music
02:54 - 02:56which is pretty much all swear words and violence
02:56 - 02:59but it works doesn't it, they learn when they're interested
03:00 - 03:02they memorise every vile word
03:04 - 03:07it's ok, you can still use SMART goals
03:14 - 03:16Lack of engagement might be to blame,
03:19 - 03:23not lack of capacity, for students failing to retain info
03:25 - 03:26we'll change
03:31 - 03:33The testing, must change
03:40 - 03:46make it multifacited, with essays, or multiple choice questions, or self evaluations
03:46 - 03:49stop using standardised testing to limit this range
03:53 - 03:56it will work