Making “not knowing” useful

I recently came across this quote from Erica McWilliam’s 2008 article entitled, Unlearning how to teach.

Our highest educational achievers may well be aligned with their teachers in knowing what to do if and when they have the script. But as indicated earlier, this sort of certain and tidy knowing is out of alignment with a scriptless and fluid social world. Our best learners will be those who can make ‘not knowing’ useful, who do not need the blue- print, the template, the map, to make a new kind of sense.

What does it say about our current approach to teaching and assessment if our highest-achieving  students are not equipped for the future?

How do we teach our students to thrive in unfamiliar situations?

Some ideas that spring to my mind are…

  • making sure that students practice transferring knowledge and skills into new situations (I’ve written about this here and here).
  • making sure that assessment is more about monitoring progress than measuring performance (I’ve written about this here and here).

What ideas come to your mind?

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