I was really captivated by the approach to teaching and learning at High Tech High. The focus on learning through student lead inquiry and the completion of tangible, exhibit-able work product (theatre, dioramas, film, etc.) for me aligns well with much of the theory we’ve covered in the program and the direction of the current BC curriculum. That is, recognizing the value of conceptual understanding, critical analysis, soft skills, and creative problem solving over rote learning of facts and procedure. BC’s emphasis on core competencies is similarly all about thinking, communicating, and the skills students need to thrive as individuals, and as members of their community and the world.
Thinking critically about this approach, there is a lot to consider. In many ways it requires reimagining the role of both the teacher and student, and many of us are predisposed to certain assumptions and ways of doing things based on our own experience in education and the existing system. Traditional ideas around scaffolding and support for those that need additional help may not be useful. This new model seems to rely on community and safe supportive learning environments that support open dialog and student collaboration and inquiry. For those that require additional supports, what is required? A shift to basic soft skills and innovative ways of motivating disinterested learners over review and explanation is likely required.
