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Headshot Young Girl

Dylan Langheim


Knysna, Western Cape, South Africa

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It excites me that in this application we are encouraged to tackle the biggest issues. I feel my challenge is huge and definitely experienced by many innovators. There are so many exciting new pedagogies that clearly engage and inspire deeper lifelong learning but shucks... When I work with teachers I find they are inspired, can see the value in innovating their classrooms but then 3,2,1 they default back to a "chalk & talk" approach. Time and time again I get the same response. "We cant play, we have to prepare the students for the test." Teachers experience very real pressure to achieve good test results. They are afraid that taking time to be innovative negatively impacts on students test-taking ability. Sad. How do we show teachers that innovating your teaching practice may even have an opposite effect on those test results?

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