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Course Description

What does it mean to teach students growing up in a rapidly changing world? This course looks beyond generational labels to explore the experiences and influences shaping today’s learners. Teachers will consider what these changes mean for attention, effort, belonging and agency, and how a deeper understanding of students can inform thoughtful, effective teaching. 



Audience

Primary and Secondary Teachers


Teaching Standards

1.1.2 Proficient Level - Know students and how they learn - Physical, social and intellectual development and characteristics of students:  Use teaching strategies based on knowledge of students’ physical, social and intellectual development and characteristics to improve student learning

1.2.2 Proficient Level - Know students and how they learn - Understand how students learn:  Structure teaching programs using research and collegial advice about how students learn


Course curriculum

  • 1

    Introduction

    • Welcome

    • Acknowledgement of Country

    • Learning Objectives

    • Teaching Standards

  • 2

    Module 1: Growing Up Today

    • Introduction

    • A Different Context

    • Then And Now

    • Finding Information Is Easier

    • Access Does Not Equal Understanding

    • Students’ Social Worlds Travel With Them

    • What Happened When You Were Bored?

    • Growing Up Today Is About More Than Technology

    • There Is No Typical Today’s Learner

    • A Shared Generation Does Not Mean A Shared Experience

    • Be Wary Of Easy Explanations

    • Resource: Then And Now Activity

    • Difference Is Not The Same As Deficit

    • What Does This Mean For Teaching?

    • Reflection Question

    • Before You Move On
  • 3

    Module 2: Attention, Effort and Immediacy

    • Introduction

    • Immediacy Has Become Normal

    • Everyday Experiences And Learning Can Feel Very Different

    • Learning Often Includes A Period Of Not Knowing

    • Attention Is More Complicated Than A Short Attention Span

    • Engagement Does Not Have To Look Exciting

    • What Happens When A Student Gets Stuck?

    • What Can Students Do When They Are Stuck?

    • Productive Struggle Needs The Right Conditions

    • Support Can Help Or Hinder Independence

    • Resource: The Learning Effort Audit

    • Reflection Question

    • Before You Move On
  • 4

    Module 3: Belonging, Relationships and Being Known

    • Introduction

    • Belonging Is More Than Fitting In

    • What Might Belonging Look Like?

    • Relationships Matter For Learning

    • Small Interactions Accumulate

    • High Expectations Are Part Of Being Known

    • Who Gets Seen In A Classroom?

    • Student Voice Can Tell Us Something We Cannot See

    • Observation Or Assumption?

    • Describe Before You Explain

    • Resource: Observation Or Assumption?

    • What Does This Mean For Teaching?

    • Reflection Question

    • Before You Move On
  • 5

    Module 4: Voice, Choice and Agency

    • Introduction

    • What Do We Mean By Agency?

    • Voice, Choice And Agency Are Related, But Different

    • Choice Is Not The Same As Agency

    • Agency is More Than Choice

    • Bounded Choice

    • Student Voice Does Not Mean Students Decide Everything

    • Asking Better Questions

    • Agency Develops With Capability

    • A Classroom Example

    • Resources

    • Reflection Question

    • Before You Move On
  • 6

    Module 5: Understanding The Learners In Front Of You

    • Introduction

    • Start With What You Are Noticing

    • Start With What You Know

    • The Same Behaviour Can Have Different Explanations

    • Look Through More Than One Lens

    • Ask To Find Out More

    • Look For Patterns, Not Isolated Moments

    • Be Curious Without Trying To Diagnose Everything

    • From Observation To Response

    • Small Adjustments Can Tell Us Something

    • Review What Happened

    • Resource: One Learner, Three Sources

    • Final Reflection

    • Wrap Up

    • Reference List
  • 7

    Course Feedback

    • Course Feedback

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