In May, Tina Blythe presented on ‘Learning and Teaching for Understanding’ for the Project Zero Sydney Network. She framed her presentation with three questions underlying the work of Project Zero – What does learning look like? How and where do learning and thinking thrive? What’s worth understanding today and tomorrow?
Tina argued that school is not about getting better at school, it’s about getting better at life. She asked the audience, “How do we prepare learners for life?” Answers included: the aging population, income disparity, climate change, human mobility, privacy, water, identity, technology, changing work.
She then proceeded to ask, “What are the one or two MOST important things that your students need to acquire or develop?” Responses included: confidence, problem-solving, empathy, responsibility, creativity, collaboration, ethics, resilience, adaptability, flexible thinking, independence, curiosity, perseverance, hope, global citizenship.
Tina then moved on to the question I call the Understanding Game, “think of something you understand really well, how did you come to develop that understanding?” Audience answers included: coaching, encouragement, learning from mistakes, developing an interest, YouTube, time, practice, teaching someone else, questioning, persisting, acting on feedback.
Tina defines Understanding as, “Being able to use what you know in a new way”. She outlined the Teaching for Understanding framework – generative topics, understanding goals, ongoing assessment, performances of understanding.
Her presentation was marked by the use of metaphors and stories. The driftwood metaphor, a metaphor about busy quays and open seas (give kids an inspiring open-ended question and trust that they will come back for help when they need it), and her Five Superpowers. Tina concluded by encouraging teachers to make use of PZ frameworks with what she called “adaptation with integrity.”
It was a masterclass in communication and distilling the purpose behind key PZ ideas. I will be using Tina’s approach to teaching by asking questions with parents and teacher audiences from here on.