Goodbye, Linear Factory Model of Schooling: Why Learning is Irregular

Opinion | Diversity and Equity

Goodbye, Linear Factory Model of Schooling: Why Learning is Irregular

By Dwight Carter     Jul 6, 2016

Goodbye, Linear Factory Model of Schooling: Why Learning is Irregular

This article is part of the guide: Going Back to School With the 2016 EdSurge Fifty States Project.

Outside of school, most people apply learning across disciplines, scenarios, and experiences. For a majority of our lives as students, we are taught in a system that creates blocks of time for learning specific content, much like the factory model of production. However, learning should be life and there is nothing linear about life.

Life is irregular—thus, learning is irregular.

We are in the midst of one of the most disruptive, yet exciting times in history: The Information Age. The rate of change has increased exponentially due to the rapid creation of new content that is produced as technology and life have become seamless. The rate of change continues to have an impact on our education system because students today—Generation Z—have only known life with touchscreen technology. Vast amounts of information are readily available to them with the touch of a button or finger swipe across a screen. Students are also creating more content than any generation in history, thus they learn in fundamentally different ways than we are used to.

The linear, factory system of education is counter to the messy, irregular, and creative learning process that our students have grown accustomed to outside of school. As such, the following are three key points to consider as we are challenged to meet the needs of Generation Z—just in time for the 2016-2017 school year.

1. Asynchronous technology makes learning a constant activity.

With the emergence of online learning platforms and social networking, students are able to connect, communicate, and collaborate with their teachers and peers to extend learning beyond the walls of the schoolhouse and school day. Time, space, and location are now variables in the learning process whereas they used to be constants. Author Daniel Pink sums this up in the foreword to the book, The New Social Learning:

“In so many ways, learning is a fundamentally social act. From circle time in kindergarten, to study groups in college, to team projects in the workforce, sociability has always greased the gears of learning.”

The use of technology greatly enhances students’ power to learn on their own time, in their own space, and in much deeper ways than ever before. So, let’s embrace it!

2. We must change how we deliver content due to shorter attention spans.

We have quickly become a “sound-bite” society in that we are used to chunks of information shared in a compelling manner.

Gen Z takes in thousands of digital images and messages a day, so to make learning more relevant to them, we must not only incorporate all forms of multimedia, but empower students to create and integrate multimedia to demonstrate their learning. If we adopt the use of technology in the classroom, this is a natural byproduct.

3. Focus on global skills development through the content we teach.

It is often said that Gen Z individuals will change careers 10-14 times before they retire. If this is true, it is impossible to teach them all the content they will need to be prepared for life.

We must consider ways to develop the four key global skills of communication, collaboration, creativity, and critical thinking through our specific content areas. Another approach would be to create interdisciplinary courses that provide students the opportunity to apply content in meaningful ways. We should also integrate technology to help students determine what local, regional, national, and global problems they want to solve. This will, without a doubt, create the conditions for students to develop the necessary skills that transcend careers and jobs.

As we grapple with how to catch up to the changing times that occur in every industry outside of our own, we must consider the messy, irregular, and nonlinear learning process and embrace strategies that empower students to demonstrate their learning in meaningful ways. How will you get involved in that process?

Dwight Carter (@Dwight_Carter) is an award-winning Principal at New Albany High School in New Albany, OH. This article was adapted from a post on his blog.

This post is part of the EdSurge Fifty States Project (representing the state of Ohio). The project is supported in part by the Bill & Melinda Gates Foundation. The thoughts and opinions expressed here are those of the individual contributors alone and do not reflect the views of the Bill & Melinda Gates Foundation.

Learn more about EdSurge operations, ethics and policies here. Learn more about EdSurge supporters here.

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