William Cope
Wei Liu
Pinakini Shah
Greg Jack
Leah Goldberg
Nell C Rundle
Bahar AnahmiasNew Learning MOOC’s Updates
Being an Educator in "Interesting Times"
This Learning Module analyzes three pedagogical paradigms which we call "didactic", "authentic" and "transformative". It traces the ideas outlined in Chapters 1, 2 and 8 of New Learning, by Mary Kalantzis and Bill Cope.
Understanding these educational traditions matters as they are woven into everyday classroom practices. Many classrooms use a variety of these approaches. Educators should know the power of each, its historical and cultural purposes, when to deploy it, how it works when it does, and when it fails learners and society.
Video Mini-Lectures
Supporting Material
- Peters on the Knowledge Economy
- Political Leaders, Speaking of Education [Nelson Mandela, The First President of Post-Apartheid South Africa]
- Political Leaders, Speaking of Education [Aung San Suu Kyi, Burmese Opposition Leader and Nobel Peace Prize Laureate]
- Political Leaders, Speaking of Education [Ellen Johnson Sirleaf, President of Liberia and Nobel Peace Prize Laureate]
- Political Leaders, Speaking of Education [Queen Rania Al Abdullah of Jordan]
Comment: Mention a stand-out idea, or new thought prompted by this material. Use @Name to speak with others about their thoughts.
Make an Update: Find a contemporary text of political rhetoric or public policy that sets social objectives for education (a video, a quote from a written text etc.). Comment on the substance (or lack thereof!) in this text.
I think the most important thing here is that the teacher is not a copying user of methods, but a conscious selector. Behind each approach is a huge history, culture and a certain point of view. If the teacher does not understand this, the method loses its meaning and can even harm students.
Therefore, it is very important for teachers not only to know the strengths and weaknesses of the methods, but also to feel which of them suits a particular class, a specific student. This is a sign of professional reflection and pedagogical skills.
I think the most important thing here is that the teacher is not a copying user of methods, but a conscious selector. Behind each approach is a huge history, culture and a certain point of view. If the teacher does not understand this, the method loses its meaning and can even harm students.
Therefore, it is very important for teachers not only to know the strengths and weaknesses of the methods, but also to feel which of them suits a particular class, a specific student. This is a sign of professional reflection and pedagogical skills.
Бұл пікір өте орынды. Білім беру дәстүрлерін терең түсіну – мұғалімнің кәсіби құзыреттілігінің маңызды бөлігі. Себебі әрбір педагогикалық тәсіл белгілі бір тарихи, мәдени және әлеуметтік контекстте қалыптасқан. Оларды механикалық түрде қолдану жеткіліксіз; мұғалім оның қай жағдайда тиімді болатынын, қай кезде кері әсер беруі мүмкін екенін ажырата білуі керек.
Сондықтан педагогтар үшін әр дәстүрдің философиясын, мақсатын, күтілетін нәтижесін және шектеулерін түсіну – сапалы оқытудың негізі. Бұл білім мұғалімге сыныптағы нақты жағдайға бейімделіп, оқушылардың қажеттіліктеріне сай ең тиімді әдісті таңдауға мүмкіндік береді.
Бұл пікір өте орынды. Білім беру дәстүрлерін терең түсіну – мұғалімнің кәсіби құзыреттілігінің маңызды бөлігі. Себебі әрбір педагогикалық тәсіл белгілі бір тарихи, мәдени және әлеуметтік контекстте қалыптасқан. Оларды механикалық түрде қолдану жеткіліксіз; мұғалім оның қай жағдайда тиімді болатынын, қай кезде кері әсер беруі мүмкін екенін ажырата білуі керек.
Сондықтан педагогтар үшін әр дәстүрдің философиясын, мақсатын, күтілетін нәтижесін және шектеулерін түсіну – сапалы оқытудың негізі. Бұл білім мұғалімге сыныптағы нақты жағдайға бейімделіп, оқушылардың қажеттіліктеріне сай ең тиімді әдісті таңдауға мүмкіндік береді.
Бұл пікір өте орынды. Білім беру дәстүрлерін терең түсіну – мұғалімнің кәсіби құзыреттілігінің маңызды бөлігі. Себебі әрбір педагогикалық тәсіл белгілі бір тарихи, мәдени және әлеуметтік контекстте қалыптасқан. Оларды механикалық түрде қолдану жеткіліксіз; мұғалім оның қай жағдайда тиімді болатынын, қай кезде кері әсер беруі мүмкін екенін ажырата білуі керек.
Сондықтан педагогтар үшін әр дәстүрдің философиясын, мақсатын, күтілетін нәтижесін және шектеулерін түсіну – сапалы оқытудың негізі. Бұл білім мұғалімге сыныптағы нақты жағдайға бейімделіп, оқушылардың қажеттіліктеріне сай ең тиімді әдісті таңдауға мүмкіндік береді.
What ultimately matters in any teaching approach is its impact on student learning. Didactic instruction cannot—and should not—be removed entirely, because effective teaching depends on what different students need. Differentiated instruction remains the most valuable strategy, allowing teachers to use various methods, including didactic ones, when they best support diverse learners. Although educational contexts continue to change, the fundamental principle of adapting methods to learners has always been at the heart of good teaching; only the tools and terminology have evolved.
New learning is like opening a door to a room you never knew existed. Each new skill or piece of knowledge is a tool that helps you build a bigger, better version of yourself. It can be challenging, like trying to assemble furniture with confusing instructions
I came across a quote from former UN Secretary-General Ban Ki-moon:
Education is the great equalizer of our time. It gives hope to the hopeless and creates chances for those without.
This statement highlights the social objective of education as a tool for equity and empowerment. It connects well with contemporary debates about access to quality education, especially for marginalized groups. While inspiring, I think it sometimes risks being too idealistic unless backed by concrete policies—like funding for public schools, teacher training, and inclusive curricula. Without practical implementation, “education as the great equalizer” risks staying aspirational rather than transformative.
In today’s increasingly complex educational landscape, effective teaching requires more than just knowing different pedagogical models—it demands a thoughtful, intentional use of them. Rigid adherence to one approach rarely meets the diverse needs of learners. Instead, educators must skillfully navigate between structured instruction, real-world relevance, and opportunities for critical thinking and transformation. What matters most is being responsive: understanding when a particular method supports learning, and recognizing when it may limit engagement or growth. This kind of reflective adaptability is key to creating meaningful and inclusive learning experiences.
Education is changing due to technology, a focus on inclusivity, and social-emotional learning. Modern tools like adaptive software and virtual reality are making learning more personal and engaging, while online platforms are expanding access to education beyond traditional school walls.
My Master's studies emphasize the importance of emotional well-being and soft skills like critical thinking and collaboration, which are crucial for today's jobs. Additionally, there's a growing push for inclusive practices to create supportive environments for all students, including those from the LGBTQ+ community. These shifts are all working together to make education more effective, fair, and relevant for the future.
One stand-out idea for me is how technology, inclusivity, and emotional well-being aren’t separate trends—they reinforce each other. When adaptive tools personalize learning, they can also reduce stress; when classrooms support LGBTQ+ students, collaboration and creativity often improve; and when social-emotional learning is prioritized, students are more willing to take intellectual risks with new technologies.@Rb Brown,
One stand-out idea for me is how technology, inclusivity, and emotional well-being aren’t separate trends—they reinforce each other. When adaptive tools personalize learning, they can also reduce stress; when classrooms support LGBTQ+ students, collaboration and creativity often improve; and when social-emotional learning is prioritized, students are more willing to take intellectual risks with new technologies.@Rb Brown,