The contemporary learner...

This second blog entry explores the contemporary learner and the importance of creativity.

How will the characteristics of our Gen Z learners depicted in the Meet GenZ video define their engagement in the traditional classroom snippet?

Gen Z learners are unique. They are diverse, self-directed, future-focused, realists who want to challenge all aspects of life. Within the traditional classroom snippet, the teacher is speaking in a monotone voice, uses no visual aids, and asks questions but responds himself due to lack of engagement.

Today, lessons need to be engaging for Gen Z learners to excel. Teachers need to be aware of their limited attention span and make “snackable content”. The use of images within the classroom is essential and can be in the form of videos and pictures.  

Referring to the ideas presented by Willis and Robinson, is this level of creativity in evidence in the schools you have attended, both as a student and as a preservice teacher? Furthermore, is this level of creativity in evidence in your University units? As secondary pre-service teaching students, you will experience a variety of approaches to teaching, learning and course design in your discipline studies. Why were your previous studies presented in that particular way? How could they have been presented?

Ken Robinson discusses how todays students are “educated out of creativity”. This is due to a hierarchy within the education system. An emphasis is put on maths, science, and languages, whilst creative arts are perceived as less important.  Only students who excel in maths, science and English are seen as intelligent, rather than acknowledging that there are differences in intelligence. I can relate to this being present when I was at school 18 years ago and saw glimpses of this during my Professional Placement, however, I do believe there has been a shift away from this.

During my Professional Placement, I was lucky enough to be given the opportunity to teach and observe the same subject but with two different supervising teachers. I was amazed to see the differences between the two and the effect it had on class interactions. The subject was Year 9, Food Studies and the unit focused on unique flavour combinations. One teacher approached the subject by following closely to the lesson plan and only exploring the flavour combinations that were listed. The other teacher let the students explore and come up with their own flavour combinations which we then experimented with in class. When it came time for the students to complete their assessment cook, showcasing their chosen unique flavour combination, the students in the second class were a lot more creative and understanding of the endless number of possibilities. This was because curiosity was created within the classroom.

As a preservice teacher, I believe that my studies have given me a good understanding of student potential and ways to get the best learning outcomes for all my students. I have been exposed to many ICTs and creative mediums to assist with this.

What do you think the implications are of a curriculum that is linear, progressive and aimed at a single learning outcome for the development of both individuals and the society we live in?

Students need to be encouraged to be creative as creativity leads to original ideas. Without creativity, individuals and society are unable to advance. Students should be given the opportunity to explore their creativity to enable them to succeed in a range of areas throughout life.

How can ICTs help you in the development of a professional learning network? How are you feeling about this?

Technology and ICTs enable you to connect more easily with those around you. This is essential to professional learning as it allows for collaboration and support networks.

The advancement of ICTs within universities enables students to study more freely and easily. This allows for a better work/study/life balance, which is something I am grateful for!