Learning involves patience and time
It takes time and patience to reach understanding when attempting to learn. Every human is different and learns in their own way and in their own time. Teachers must recognize this and apply it to their teaching and assessment methods.
Every student learns in their own time
The BC school system sometimes does not meet its student’s needs due to its time-based nature (i.e. reporting periods and course timeframes). Many schools have curricular learning goals based on age that may not suit every student’s needs or development. An incomplete design or project does not necessarily mean learning didn’t take place or that the student didn’t put in their best effort. It can be difficult to do but finding where a student is in their development and working from there is in the best interest of the student. Although the school system often sets age standards for learning, they are not always accurate and can sometimes be detrimental to a student’s ability to learn and their mental/emotional wellbeing. Learning happens when a person is ready, and the context is right.
Often a mentality many technology education teachers have, many coming from industry, is that students need to work hard, quickly, and consistently. It can be challenging when students do not “produce” learning and projects at the speed the teacher is hoping for. It is important to remember that students learn and work at their own speeds and a flexible schedule is required for many students learning. This doesn’t necessarily mean there shouldn’t be a deadline, but there should not be penalties for missing that deadline.
Addressing learning needs in the shop/classroom
Information should be revisited and re-evaluated at different times, exploring various points of view and contexts. Repetition is often key to learning as sometimes the first time (or other times thereafter) isn’t the right time. One problem that many technology education teachers run into in their shops/classrooms is budgetary restrictions. Often getting a second or third try at something becomes financially restrictive and teachers may hesitate to offer students another attempt. For many technology education teachers this situation is less than ideal and can be difficult to navigate. It may require the project/lesson to shrink in size/scope or take on a new direction completely to get around the resource shortfall. Students could also be partnered with other students who are strong in areas that they are weak, so that they may learn from each other’s strengths. This also can open an opportunity for students to teach one another, better learning the material, and form a bond through their learning.