Sorry but this form will not work without cookies enabled. Please adjust your browser settings to enable cookies to continue. For more information on how to do this please see our.

EMERGENCY NOTICE
  • 一所国际学校

    我们广阔的校园坐落在成都山峦脚下郁郁葱葱的田野和花园中

    building 300 300

  • 乐盟学生的校园生活

    在乐盟,学生的天赋和能力将被发掘,同时会培养新的兴趣,这些将伴随孩子的一生。

    student

  • 经验丰富和才华横溢的团队

    我们之所以能成功做成一所真正优秀的国际学校,富有经验和才华横溢的专业团队是关键所在。

    teacher

  • 个人成长

    在乐盟,我们相信唯一重要的事情就是您孩子学术和个人的成长。

    learning

  • 欢迎来到招生办公室

    成都乐盟外籍人员子女学校是中国西南区首批国际学校之一,为幼儿园小班到12年级的孩子提供国际教育。

    admission

  • 学校新闻

    获取关于我们学校最新资讯

    school news 7

More than a single answer

More than a single answer

Learning has shifted from solving a problem with a single, definitive answer to identifying problems in a given situation and offering multiple, possible solutions, Nord Anglia Education, Education Director Andy Puttock says.

More than a single answer

Testing an accepted belief knowing it can be disproved at any time is the foundation of science and scientific discovery. The process relies on people being curious; exploring deeply by asking challenging, even probing questions in order to find answers.

Nord Anglia Education, Education Director Andy Puttock said problem-solving in this way are the skills and qualities students need to be ready for the jobs of the future.  

“The idea that there is one solution to every problem may work in certain contexts, but it is certainly not the number one skill that our students will need in the 21st century,” Mr Puttock said.

“We live in an increasingly complex world.”

While in the workplace we value colleagues who bring us both the problem and the solution, or a range of possible solutions to problems, Mr Puttock said this approach may reinforce traditional or 20th century ways of learning, which he said students need to move away from.

“We have only just begun to explore the idea of giving students more open-ended problems, where the way to the solution is in their own hands leading to no single right answer,” he said.

More than a single answer

As a linguist who taught French in schools for many years, Mr Puttock described his own education whereby a part of it required him to find correct or precise translations to words, only to later realise that a translation to a word or phrase could on occasions change.

“Language is often fluid, communicative, context-based and developing,” he said.

As the world’s leading premium international schools group, NAE has been working with world-leaders like The Juilliard School and the Massachusetts Institute of Technology to enrich the range of globally-respected curricula delivered in its schools.

Through these collaborations with such world-leading institutions, teaching best practice at NAE has been enhanced by designing activities and creating engaging environments that go beyond classroom learning. These changes have enabled students to identify and solve problems differently and more effectively, readying them to compete and thrive in the jobs of the future.  

Mr Puttock said that the learning process might involve failing initially, but students eventually reach and achieve a better, stronger solution through teamwork and collaboration, getting creative and re-designing and proposing a range of viable solutions.

“Much less frequently now do we ‘set’ students problems,” Mr Puttock said.

“Far more often we see students looking at a situation, identifying what the problems are and finding their own range of solutions. Fully embedded within this process is the belief that occasional failure is to be celebrated and that design-thinking and prototyping will provide a better solution in the end.”

Mr Puttock said that finding “true solutions” to complex problems takes time and resilience, the latter being one of the most sought-after skills of employers today.

While there is also space for teaching single, correct answers to problems as students learn the value of accuracy, rigour and structured thinking, Mr Puttock said these skills need to be balanced by developing an appetite to take risks and experiment regularly in order to find answers. Teachers need to encourage students to pick up these qualities. 

“We want our students to be risk-takers,” Mr Puttock said.

“I think it’s worth posing the question: Do we really? Do teachers encourage this? Do we allow the time, provide the support and safety for students to experiment in this way?”

The end result is that if applied, our students leave schools equipped with the abilities to identify real problems, explore and come up with the best solution, enabling them to thrive in the future well beyond school.