Rebecca - Interested in your curt dismissal of Fullan and Quinn's Deep Learning (transparency - I'm involved). Are you advocating that traditional academics are all that's needed to gauge and set learners up for success (present or future)? If we are not intentionally helping young people to develop skills other than traditional academic we are not preparing them for life....in or post-school. Check out the WEF The Future of Jobs Report 2025 (amongst many similar). General Capabilities are far from perfect, and under-supported in terms of implementation. But at least they are in the conversation. Yes, more specificity re pedagogical approaches that lead to successful implementation are needed. See South Australia's emphases on supporting teaching and learning around General Capabilities. And West Australia's bullish pursuit of learner profiles that represent a learner as more than a number (ATAR). and......more..... its a multi faceted conversation. Not helped by reductionism and nor is it a zero sum equation.
Hey Max, my view is that the capabilities are fundamentally flawed. Deep Learning feels like PBL in different clothes to me. Teachers I speak to who use the program secretly teach explicitly, partly because it’s what students crave. We have a choice to teach efficiently and without distractions, therefore getting students to independence faster and with a more secure base. The main problem I have with a “more than a number” argument is that it lacks accountability. We can all feel good about students in the abstract and can claim this defence when they missed out on a nursing degree by one ATAR point.
I found this really, really fascinating Rebecca; thanks for sharing! Whilst I'm not an academic in the field of education, the function and system of education and learning is one that really fascinates me, especially to your point about self-regulated learning.
I recorded a podcast earlier with someone in the leadership development sector, and we spoke of similar dynamics (patterns) as it pertains to the research of leadership 'science' and how it actually applies in practice, and I think both fields experience the same challenge.
Thank you for sharing the links to various books and curricula; I'll be sure to check them out with great interest.
In the meantime, thank you for subscribing. Just in case you haven't looked through some of my earlier posts, these are the two I wrote on the topic of education:
I smiled at the 'skinny jeans' analogy. Great article. I believe the General Capabilities are the "whole language approach" to education. From the perspective of the expert, we recognise a subjective truth. However, we then reflect that onto the process of education as a mirror, rather than a beacon for novices.
I love your blog, Rebecca! It is such a joy to read and you articulate your thoughts so well!
Such a kind thing to say, Leah. Thank you!
Hi! Can you please share the E book you mentioned in this post, or how I can buy it?
Hi Liza,
Sorry about the link. If you Google it and include Springer you can download it for free.
You can find it here: https://link.springer.com/book/10.1007/978-3-031-74661-1
Related, check out this webinar: https://www.aei.org/events/the-knowledge-revival/
Rebecca - Interested in your curt dismissal of Fullan and Quinn's Deep Learning (transparency - I'm involved). Are you advocating that traditional academics are all that's needed to gauge and set learners up for success (present or future)? If we are not intentionally helping young people to develop skills other than traditional academic we are not preparing them for life....in or post-school. Check out the WEF The Future of Jobs Report 2025 (amongst many similar). General Capabilities are far from perfect, and under-supported in terms of implementation. But at least they are in the conversation. Yes, more specificity re pedagogical approaches that lead to successful implementation are needed. See South Australia's emphases on supporting teaching and learning around General Capabilities. And West Australia's bullish pursuit of learner profiles that represent a learner as more than a number (ATAR). and......more..... its a multi faceted conversation. Not helped by reductionism and nor is it a zero sum equation.
Hey Max, my view is that the capabilities are fundamentally flawed. Deep Learning feels like PBL in different clothes to me. Teachers I speak to who use the program secretly teach explicitly, partly because it’s what students crave. We have a choice to teach efficiently and without distractions, therefore getting students to independence faster and with a more secure base. The main problem I have with a “more than a number” argument is that it lacks accountability. We can all feel good about students in the abstract and can claim this defence when they missed out on a nursing degree by one ATAR point.
Thanks for chiming in.
I found this really, really fascinating Rebecca; thanks for sharing! Whilst I'm not an academic in the field of education, the function and system of education and learning is one that really fascinates me, especially to your point about self-regulated learning.
I recorded a podcast earlier with someone in the leadership development sector, and we spoke of similar dynamics (patterns) as it pertains to the research of leadership 'science' and how it actually applies in practice, and I think both fields experience the same challenge.
Thank you for sharing the links to various books and curricula; I'll be sure to check them out with great interest.
In the meantime, thank you for subscribing. Just in case you haven't looked through some of my earlier posts, these are the two I wrote on the topic of education:
https://curiositymindset.substack.com/p/the-role-of-parents-in-education
https://curiositymindset.substack.com/p/what-stops-us-from-being-curious
I smiled at the 'skinny jeans' analogy. Great article. I believe the General Capabilities are the "whole language approach" to education. From the perspective of the expert, we recognise a subjective truth. However, we then reflect that onto the process of education as a mirror, rather than a beacon for novices.
Agree, France. We are reminded that children are not mini adults.