Head Hand Heart: The Struggle for Dignity and Status in the 21st Century

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It is believed that transformative learning requires independent, active learners while children are considered to be dependent, passive learners. Unfortunately, passive learning is fostered by the current educational system that does not utilize natural learning processes. The natural curiosity and active role of children as learners has been emphasized in various learning theories by Piaget, Vygotsky, Bruner and Dewey (National Research Council, 2000). In Taking Science to School (NRC, 2007) young learners are described as active exploratory learners and research is provided that supports that children’s thinking is surprisingly refined. Students who take responsibility and an active role in their learning are called self-regulatory learners and often possess an internal locus of control. Research in self-regulatory processes and internal locus of control has shown that these processes are teachable and can lead to increases in student motivation and achievement (Zimmerman, 2002; 2008). When people affect changes in their immediate environment, they affect changes within themselves; this can lead to greater self-efficacy and more responsible behavior in other areas as well (Rathzel & Uzzell, 2009). Arasti on Strengthening Water Cycle Literacy among Senior High School Students in East Java Province, Indonesia through the Application of the Conservation-Based Learning Model Reflection is often cited as an essential element of metacognitive and student-centered, constructivist learning practices, but is often the most neglected element when implementing these practices (Baviskar, Hartle & Whitney, 2009). There are many barriers to reflection in most classroom settings. Providing time necessary for reflection is difficult because most state curricula are a mile wide and an inch deep, which leaves little space for deep, meaningful learning (AAAS, 1990). Some practitioners may not see the value of reflection if they themselves are not reflective and some may assume that students are reflecting on their own. In addition, most teachers are not trained to prepare or guide students for reflective practices. Experiential programs in outdoor education, adventure education, restoration education and place-based education programs consider group and individual reflection of participants an essential component of the experiential learning cycle. Parrish, P. E. (2009). Aesthetic principles for instructional design. Educational Technology Research Development, 57, 511-528. doi 10.1007/s11423-007-9060-7

Lange, E. A. (2004). Transformative and restorative learning: A vital dialectic for sustainable societies. Adult Education Quarterly, 54(2), 121-139.

Big changes in schools

Nabhan, G. P., & Trimble, S. (1994). The geography of childhood: Why children need wild places. Boston, MA: Beacon Press. Sukarsono Sukarsono on Strengthening Water Cycle Literacy among Senior High School Students in East Java Province, Indonesia through the Application of the Conservation-Based Learning Model

From Puge’s (2002) construct of transformative learning experience, active use of concepts learned refers to a learner incorporating educational experiences into their everyday life. From a sustainability education point of view, this would result in an outcome of sustainability practices as a part of daily life. Being physically present in a place, building relationship with that place, critically reflecting on the values one puts on a place can transform perspectives, change behaviors and increase engagement in sustainable community practices. Holistic involvement, body, mind, heart and place is deeply moving and deeply engaging. The first stage of the decision-making process is for your team to sit down and decide what it means for their pupils to be “engaged with PE”. For our context and demographic, we believed our pupils needed the focus on a single skill in each lesson, each with three key teaching points, allowing for focused exercises, activities, and drills that had structure and purpose. Using GCSE assessment criteria to assign levels, seeing their ability in each skill gave pupils a clear understanding of where they were working, how they could move forward, and how the focus of the lesson fed into their overall success or progress. But again, I must stress that this suited our pupils and their context. Our teachers were also passionate about using this method to deliver lessons, this passion fed through to the pupils, and that’s why it was ultimately a success. The same can be said for Trinity, Bridgemary, and Nishkam (where Tom is PE Lead). These schools are using different models, all are working well in their own context, the teachers have passion for the models, and they have buy-in from the team. That’s what makes them a success. Try the KS3 PE hybrid curriculum models in actionMartusewicz, R. (2005). Eros in the commons: Education for eco-ethical consciousness in a poetics of place. Ethics, Place & Environment, 8(3), 331-348. Burdette, H. L., & Whitaker, R. C. (2005). Restructuring free play in young children: Looking beyond fitness and fatness to attention, affiliation, and affect. Archive of Pediatric Adolescent Medicine, 159, 46-50. Pugh, K. J. (2002). Teaching for transformative experience in science: An investigation of the effectiveness of two instructional elements. Teachers College Record, 104(6), 1101-1137. O’Sullivan, E., Morrel, A., & O’Connor, M. A. (2002). Expanding the boundaries of transformative learning: essays on theory and praxis. New York: Palgrave. This model is more like the structure of ‘ME in PE’, but uses the Head Heart Hands method. In the end, the final level descriptor can be reported, also as a number if needed.