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