One of the most depressing things that I observe in schools is
the tendency to adopt a core and common curriculum taught using a limited set
of teaching methods. Even more depressing is the fact that this approach takes
no account of varied learning styles, nor does it consider the individual
needs, interests and abilities of the children in the classroom.
The use of
curriculum and teaching practices that assume all students are the same, and
teaching diverse classes a common program with identical expectations, couldn’t
be further from what Christian education should be. God made us as unique and
diverse creatures, and this wasn’t by accident. Varying abilities and even
learning styles weren’t an unfortunate accident of creation.
All students will have different strengths, weaknesses, and
needs. Romans 12:3-18 is the place in Scripture we go to when we think of
different spiritual gifts. But just as God has given his people varied
spiritual gifts, he has also created us with different abilities, strengths,
interests, skills, personalities and so on. The diversity evident in any
classroom is extraordinary and needs to be accepted and addressed. This will be
demonstrated by using varied methods, techniques and strategies for the varied
abilities and gifts we will see represented in our classrooms.
"4 For just as each of us has one body with
many members, and these members do not all have the same function, 5 so
in Christ we, though many, form one body, and each member belongs to all the
others. 6 We have different gifts, according to the grace given
to each of us. If your gift is prophesying, then prophesy in accordance with
your faith; 7 if it is serving, then serve; if it is teaching,
then teach; 8 if it is to encourage, then give encouragement;
if it is giving, then give generously; if it is to lead, do it diligently; if
it is to show mercy, do it cheerfully." (Romans 12:3-8)
Christian teachers, classrooms, and schools should at least
grasp and demonstrate these basic understandings in word and action. We are to
do this by responding to, valuing, respecting and building on our children’s
varied abilities, skills, needs and gifts. Teaching to the middle, or
application of restrictive methods to the point of frustration for some, is not
an option that should serve as an appropriate goal or acceptable practice. We
are to encourage and help students who are slower to learn, and enrich those
students who show specific gifts. We must also develop those who have learning
difficulties. God has made our children to be different, hence we need to
educate, extend and grow all of our students as learners and people.
Recognising pedagogically that we understand diversity
and difference
God delights in us as learners and has given us the ability
to learn in varied ways. Learning can occur in formal and informal ways within
the family (Deut 6:1–9) and likewise the school. We should use varied methods
to accommodate the differences that we observe in our students. The Bible
offers many examples of the diverse ways that humans learn, as well as clear
and practical examples of how great teachers work. The actions of teachers
across the Old and New Testaments demonstrate the varied activities used. These
include planning diverse activities that respond to our observations and
experiences, a strategy that Jesus used often (e.g. Luke 13:18–21). In other
places in Scripture we see how narrative and parables were used to teach (Ezek
17; Luke 8:4–8). On other occasions learning was framed using allegories and
metaphor to help learners grasp profound truths (Isa 5:1–7; Ezek 16). Good
teachers in the Bible also offered and used first-hand experience to reinforce
key learning (Luke 9:1–8; 10:1–20). Learning of course throughout the ages has
often occurred within the general activities of life, as discussion and
questioning were used by parents and teachers to help children and adults grasp
new ideas and concepts (e.g. Luke 24:13–25). The Bible also has many examples
of signs and symbolic acts being utilised to bring home significant truths (1
Kgs 11:29–39; Isa 20:1–6).
In many ways, the above diverse approaches are similar to
what the educator would call experience based learning. And of course, direct
expository teaching through the spoken and written word is common and needed as
well. Do we exercise our freedom to use sound and varied methods that equip our
students for the whole of life? This diverse array of models for learning from
the Scriptures should encourage us to think broadly about the possibilities for
shaping teaching and learning in our classrooms.
In summing up, let me say that experienced teachers know
almost intuitively, that just as there are many different and unique learners
in every classroom, there are many methods we can use in teaching that match
the different types of learners. As I stress often in my book ‘Pedagogy
and Education for Life’, and already quite specifically in the 7th
Principle, we must never assume that all students are the same. God made us
as individuals. No two of us are exactly the same and all have a part to play
in God's world (1 Cor 12:27) as well as in any classroom. God also gave each of
us different gifts to be used. The Apostle Peter reminds us that each of us
“should use whatever gift you have received to serve others, as faithful
stewards of God’s grace in its various forms.” (1 Pet 4:10).
Teachers have a great responsibility to use diverse pedagogy
to assist learning and teaching. This is to reflect student diversity, and to
encourage the diverse gifts and abilities that we see in our students. With
such diversity within our students, it should be obvious that diverse methods
are needed to help our students to learn and grow into independent and mature
learners.
