Last year, the Hay Group reported that “Organizations on the top quartile on engagement demonstrate revenue growth 2.5 times that of those in the bottom quartile.” They went on to report that companies in the top quartile on both engagement and enablement achieve revenue growth 4.5 times greater.” For a company with annual revenues of $5 billion, this could mean an increase of $1.8 billion if both engagement and enablement are in the top quartile. With high levels of engagement and enablement, employee turnover rates can be 40% lower.
It seems like such an obvious thing. If people feel more invested in the task(s) at hand, and if people have more of a stake in the success of the venture they are involved with, won’t they do better at it?
You may assume I am still talking about corporate success. But with 1.2 million kids still dropping out of school each year, many of whom claim a lack of engagement, we need to understand why kids are not engaged in their learning and help them re-engage. In other words, we need our schools to be successful.
Why are kids disengaged?
The fact is that the focus of so many is on the end state that the experience of education itself has been altered in a most unfortunate way. Common Core and its attendant PARCC testing have created an atmosphere of dissent amongst educators, parents and kids. Teachers have always worked so hard to engage their students. As do curriculum designers. So do all the EdTech companies pouring those millions and more of dollars into the next best educational app. But the engagement now is directed toward developmentally skewed goals and if anything is a distraction to learning rather than a worthy goal. It’s not easy to experience joy in learning when constantly in test prep mode.
Additionally, our kids have grown up in vastly different circumstances to those under which our “modern” concepts of schooling were developed. Spending eight hours a day, most of it at a desk and separated from the tools and means by which they are already learning outside the classroom may not be the best recipe for success.
What are we preparing our kids for?
I’m a big fan of backward planning, and so I consider the overall purpose of a P-12 education in terms of how well we are preparing our kids for their active participation in society and the workplace. At the end of the day, what are our kids going to be able to do once they leave the nest?
As identified by the 2000 SCANS report, schools should be preparing kids for their effective participation in the workplace by teaching a basic set of competencies that cross specific job types:
- Identify, organize, plan, and allocate resources (Resources)
- Work with others (Interpersonal)
- Acquire and evaluate information (Information)
- Understand complex interrelationships (Systems)
- Work with a variety of technologies (Technology)
How can we re-engage kids in their learning?
Just as with adults, learning needs to be relevant and it needs to be delivered in a way that attends to the individual’s personal learning style. The challenges of achieving these goals should be the real work of today’s edu/teacherpreneurs and learning designers.
- Contextualize learning in real-life tasks that make sense at all ages of development. If we can enable and support tasks that necessitate acquisition of knowledge, learners will be much more immersed in these experiences than the abstract drill and practice that still pervades the classroom today.
- Create pathways to learning that map to children’s interests. I can learn about physics through soccer-related exercises or through architectural planning, for example. There are plenty of computer programs that can access my interests and direct my learning accordingly.
- Incorporate the tools for learning students already take for granted. The BYOD (Bring Your Own Device) movement acknowledges that we need to “get students where they are at.” Smartphones in particular are great ways to engage kids inside and outside of the classroom in ways that they are comfortable and excel at.
- Attend to each child’s style of learning so that she can pursue her studies appropriately. Neurodiversity is making a huge difference in how we understand thinking processes and deliver learning these days. There’s more work to be done to get this out to everyone.
- Get kids out of the classroom. Not only do kids need to play and move around, but there are a wealth of resources available in your communities for extending mentorship to local businesses. Learning from actual practitioners can be a huge boost to engagement.
- Add maker activities to your curriculum and maker space to your classroom if possible. The maker mindset is one that incorporates DIY (Do-It-Yourself) interactions with teamwork and an entrepreneurial spirit that speaks volumes about how things work in the real world. In fact, the maker movement is not limited to kids and has sparked a whole new economy unto itself.
If your child cannot engage in a traditional classroom, consider the alternatives.
This week’s previous blog covered this topic in more detail, but as part of today’s conversation around engagement, it should be noted that there are options for kids who despite whatever the circumstances, cannot engage in learning in a formal school environment. Online schools, alternative schools, transfer schools, homeschooling and unschooling are all ways to enable learning for kids cannot attend a traditional school. Learning does not stop once a kid leaves the building. We don’t think that about kids who attend traditional school; we should not think that about those who seek an alternative.
Curating Learning in the Workplace and as Part of Preparing for It
The 70:20:10 model for workplace learning has shown us that learning comes from many different sources. There is on-the-job (or experiential) learning, social learning, and formal learning. And as Charles Jennings has taught us, while the exact ratio of 70:20:10 is “a relic,” the mixture of these different sources of learning, with a large proportion of it learning by doing, is going to help people be most successful in the workplace. The same is true for our younger learners.
Just as many workplaces are looking to the role of “curator” to help workers engage more in their own success through more targeted learning experiences, so do we need to curate and design opportunities for learning that more effectively map to the mind of the P-12 learner.
“School” is by definition a formal place of learning, but we need to consider a different model to re-engage our younger generation.