During all my years in the classroom, I have always sought to be a more effective teacher; to be able to provide more effective learning opportunities; to empower the children to be more effective learners. The improvement that I believe I am now making has been a gradual process. A process of compiling a series of ‘aha’ moments would be an appropriate metaphor. And this process has been deliberate and measured. Initially it was premised on becoming increasingly familiar with the research of John Hattie.
This research identifies and ranks the impact/effectiveness of all available teaching interventions/variables. Quite simply, it is a list of the essential ingredients for creating effective learning. On this list, we can see and compare the impact of say, class size or computers or homework…all the usual suspects are on the list. And all these variables are ranked according to their impact. I have placed a link to this list at the bottom of this post. I suspect that what you believe has the greatest impact on learning may be challenged. You may also want to check out John Hattie talking about his findings in this Ted Talk.
Personally, I believe that Hattie’s findings are the educational equivalent of the Holy Grail. My confidence in the value of this research is based on another key element. Not only have I become very familiar with Hattie’s research over the years, I have also gone about applying this research in a classroom setting. I have deliberately targeted and applied the variables at the top of the list and then observed the impact that it has on the students. This is allowed me to compile that list of ‘aha’ moments.
In effect, these are the moments that allow me to identify and measure the level of impact that I am having on each student. This in turn has allowed me to be selective and deliberate in how I work with the children. I am getting better at declining or abandoning ideas and processes that are imposed upon us and that act as barriers to achieving effective learning. This has had the effect of allowing me to discover the existence of a range of buttons and levers at my disposal. And slowly, I am gaining mastery of those buttons and levers. This mastery has come about by practise and making mistakes.
Over time, these buttons and levers become visible to the students. They also become familiar and proficient with the buttons and levers. Eventually they start taking control of the buttons and levers. They begin to determine how they would like to see the buttons and levers operating. That’s when the learning environment gets really dynamic. And the cool thing is that it works for all children equally. Their personality or background makes no difference. Nor is there any special equipment or programme required. Really, it’s just myself and the students, in a classroom.
The outcome of this experience for me is to validate my interpretation of Hattie’s research. To me, it seems that the variables that Hattie cites as creating the most effective learning environment, are all based on themes of humanity and relationship. The essential ingredients to achieve the dynamic learning environment that I describe above, depend on to a large extent on the existence of those human and emotional qualities. Teaching as a human endeavour! Who would have thought?
This means, I need to know my students really well. It means I need to build a strong and trusting relationship with them. My job is to observe them closely to see what their strengths and weaknesses are, in emotional and academic terms. I have Piaget to help me know what these children are capable of and to help me to help them to achieve it. It means I also need the children to know what I expect from them in terms of behaviour and in terms of learning and achievement. This needs to be made explicit and visible. Over time this all helps to provide a really strong culture of learning and collaboration.
I love seeing the children in my class at the very edge of their learning development. I just can’t squeeze any more learning out of them. And they all love it. Eventually. Some get on board quicker than others. But they love the challenge. They love knowing that they are at that edge. I always thank them profusely for their outstanding effort. And then I ask them to do it again tomorrow. By the middle of the year, this is the norm. This is when the magic really starts to happen. They want to know how they are doing. The roles reverse. They start directing their learning and I start learning from them. Those buttons and levers.
This all helps to explain why I am better at knowing the level of impact I am having on each child. I can now state unequivocally that the children are no longer learning in spite of me, but because of me. They are responding to my deliberate and persistent interventions. Their learning is not a happy accident. And that’s one of the tragedies of teaching – a school taking credit for the learning that children would be achieving anyway.
My dream is to be able to share my discovery of these powerful buttons and levers with my colleagues and show them how they work. My dream is to give all children access to those buttons and levers and the great learning that results.
Ease Education: Teaching at a human scale.
Want to take a look at that list of essential ingredients? – check out the links below…
1. A ranking of influences according to their impact.
2. Key influences on student achievement.