Tag: challenge

I’ve been doing quite a lot of walking/running recently and it provides me not only with a well-needed brain break from the computer, leg-stretch from a chair and eye break from a screen but also time for my brain to slow down and stop thinking. Well, maybe not stop thinking but it helps me to filter my thoughts, get them in some sort of order through disordering them, breaking them up and somehow putting them back together again. I don’t necessarily gain any answers but they get “un-piled”!

Data has been top of mind in my work in the last few weeks. What is data? Despite myself, but also because I am a competitive soul, I can’t go for a walk or a run anywhere without trying to do it faster than the time before. I find myself calculating how many minutes it takes me to walk a kilometre, how many kilometres I can walk in an hour, was it faster than last time, slower, was the terrain similar, how much should I take off for stopping to take a photo, should I take anything off? If I hadn’t had to wait 45 minutes in the gully while everyone went through the hole in the rock, and then another 20 minutes for people to cross the river and climb the 3m rope climb how long would I really have taken to walk/run 23km and how would that equate to a half marathon…? But it is clear that those calculations are not just based on pure numbers, on data, they are based on human action, on nature, on the terrain, on feelings, on emotions, on abilities and competencies and relationships. Relationships between people and the environment, on rational and irrational fears, on prior experience and knowledge and understanding.

Take this weekend, for example. As part of the event I participated in we had to squeeze through a hole in a rock wall to get out of a gully. ‘Squeeze’ is an interesting concept – it was clearly not that small a hole as plenty of large-ish men got through with relative ease. My prior knowledge and experience of caves and caving meant that I was unafraid, eager, in fact to face the “challenge”. People around me who didn’t have that knowledge were fearful, anxious, uncomfortable. Feelings that were made more acute by the wait and the conversations and the “chinese whispers” passed back – the “fishermen’s tales” – “the hole is tiny!!” with hand gestures that indicated the smallest of gaps. But with support from those of us who did know, with encouragement, explanations and modelling of how to do it, with patience and with care everyone got through.

If this had been a test for which we were being assessed, I would have got top marks. My prior knowledge meant that the test was easy, my experience and my preparation meant that I had no problems slipping through. I may have also gained extra credit for being a “leader”. For others it was not the case, they may have been ‘judged’ not to have got top marks because they hesitated, or didn’t slide so gracefully through, or took too much time.

Personally, I think their achievement was all the greater. The obstacles they overcame to get through; emotional, physical, rational, irrational made their achievement more meaningful. Give me a situation where I have no prior knowledge, no confidence, no experience, irrational fear and I wonder how I would have fared.

So, how do you measure that sort of data when you assess people in academic tests? How do you compute immeasurable data such as emotions, human nature, social background, with knowledge and experience to make meaning, build connections and create pathways for learning?

This evening, I was talking with some friends. Both teachers and ex-colleagues. One of them is a drama teacher and some of her students do extremely well. Students who don’t do so well in other subjects. Students whose motivation for coming to school sometimes is simply because they have drama that day. Part of her inquiry this year is looking at why those students are motivated and engage in drama but not in other subjects. She said that one of the things she does is talk to her students about who they are, about their families, what they like doing, what their parents do, how many siblings they have, where they are in the family, what they do when they aren’t at school, where the family comes from, who they live with, who they spend the most time with; she finds out what makes them tick. She builds a relationship with them, trust, respect, interest, she cares. That’s what makes those kids come to school. That’s what makes those kids do well in drama.

So, in schools we need to look at our students, not just as they are in front of us, but who they are in their family, their community, their social groups, what they do in the classroom, of course, but what they do on the sports field, in the arts, in the community. Build on their experience and use all of that information, that data to gain insights, and generate meaningful action to personalise learning for them, give them and their whanau a voice, a stake in their decision-making and the pathways they choose.  That is the rich data. It’s not all about test scores. It’s about who we are, it’s about building relationships, making connections, trust, respect, humanity.