Evidence-based teaching, not disobedient teaching.

ReadingData

I guarantee success for everyone. Ask me how.

Here’s some evidence of the learning growth taking place in my classroom. Hopefully you are curious about how I achieved it.

First of all let me tell you that I didn’t achieve this by tinkering at the edges of the current teaching model. Nor am I able to give you a 5 bullet point summary of how I achieved this. While it is completely achievable for every teacher to get similar results, it will require the application of a different mindset to what is currently being modeled and a need to apply the science of effective teaching as described by Hattie’s “Visible Learning” model.

Until recently I felt destined to live with the label given to me of “Disobedient Teacher”. I always felt that it was a price worth paying in order to get the best learning outcomes for all the students in my class. But things have changed. I now understand that I am simply practicing evidence-based teaching. But the unfortunate reality is, engaging in evidence-based teaching flies in the face of the prevailing orthodoxy. It means having to accept the disobedient label. That’s wrong. But it’s the current reality. If we are serious about improving learning outcomes for all students that needs to change.

The biggest change in my teaching practice and consequently, the biggest impact I have been able to have on student learning achievement has come about as a result of ensuring that every student is successful – appreciating that the cost of failure is too high. My target became more than just success for 80% of the students. Or 90%. Or 95 or 99%. 100% was the target. It’s amazing what happens when you put the students who are at risk of failing at the forefront of your teaching practice. Those questions that teachers should always be asking themselves such as, “how am I doing?” or “what’s my impact?” really become meaningful and informative. It’s an amazing feeling when you realise that your teaching practice is having a positive impact on all students, including the at-risk ones. But once again, teaching in this evidence-based way puts you in conflict with the status-quo. That’s because it’s hard to change teacher beliefs about their teaching and their students. It shouldn’t be, but it is.

I have discovered that positive change will only come from breaking rules – rules that should be broken. Rule breaking can be constructive if it is supported by quality evidence. Some will say that breaking rules is too risky. To which I reply – the risk and consequences of not embracing change is far greater. Others will say that breaking rules creates discomfort. And to that I say – that’s why we need leaders who can understand and manage that discomfort. The reality is that most of us don’t want to be challenged. We just want to take the path of least resistance. Agreement and consensus is the easiest option. Cooperation is too easily interpreted as collaboration. Diversity of thinking should be encouraged – that is, as long as the thinking is evidence-based.

My success in the classroom has not only come about due to my willingness to take risks. It stems from a child-like curiosity and a willingness to ask lots of those unwelcome “why” questions. I also require the students in my class to engage in a similar level of curiosity. That explains a lot. These days when I’m stuck, I put myself in the shoes of the students in front of me. Or better still, I ask those 5-6 year olds to come up with the solution. It’s a culture of learning that allows the students to move beyond being passive receivers of learning to being active agents of their own learning.

What are you waiting for? It can be done but don’t expect a 5 bullet point presentation to be the way forward. Be curious. Break some rules if you need to.

Inspiration for this blog post can be found at the link below.

Ease Education: Teaching at a human scale.

You can also find Ease Education on Facebook and Twitter.

Continue reading

How effective is your teaching practice?

ReadingLevels_2017_01

Reading Levels #1, 2017

ReadingLevels_2017_02

Reading Levels #2, 2017

I made a claim on this site recently that I had managed to turn my classroom into a learning environment in which all students were able to experience enormous growth in their reading achievement. You can find that post, here. I decided to take it a step further and turn the reading data into graph form. I did this because I wanted to get a visual representation of what I was witnessing and help substantiate my claim. I focused on reading simply because it lends itself to data collection better than other subjects. But I’m describing a learning environment that is effective across all curriculum areas.

There are two critical components to this claim. They are as follows:-

  1. The inclusive nature of that growth. ie. all students are benefiting.
  2. Being able to identify the pedagogy being employed to create that growth.

Teachers are being asked constantly, to find ways to help lift the long tail of underachievement that exists within schools. That’s been part of my motivation to create the learning environment that I describe. But it’s also because this kind of learning environment is just better for everyone, including myself. It’s a constructive model of teaching. It’s success is greater than simply enabling students to reach the required standards.

All students who enter a classroom at the beginning of the year arrive with a wide range of academic and social dispositions. They all came to class with different social and educational backgrounds, and expectations. With the right pedagogy in place, the fact that all students come to class with these differences, is no longer a problem.

That’s because there exists a teaching pedagogy that can:-

  • close any gaps in the learning potential that may exist, amongst the students, when they enter the classroom at the beginning of the year. It is also able to avoid any of those gaps getting wider during the year.
  • support the teacher to identify the needs and set achievement goals that match each individual student. It allows for all new learning to be built on the learning already achieved. That bar of achievement needs to keep being raised, incrementally.
  • encourage students to work together. This means that the more capable students get to reinforce what they have learned, and at the same time, helping out the less able ones to improve their learning.

It is worth noting that the student’s actual reading results are only a part of the story. Of course we want all the students to manage to attain the required National Standard. But what we should be particularly interested in, is the trajectory of the students’ reading results; the level of growth/improvement. From looking at the graphs you will not be able to determine the boys from the girls, the students who are finding it straightforward from the ones who are getting the most support from me, the students whose first language is not English from the students whose first language is English, the students who are self managing from those who need support to manage themselves. All boats are rising more or less equally. Everyone’s a winner. No students are ‘flatlining’.

And there is some good news for students who have not reached the standard yet. Terms one and two tend to be settling in time. Establishing routines. Building a class culture. It is in the final two terms of the year that most progress is achieved. That’s when the learning has the potential to be super charged. It reflects the high levels of enthusiasm and growing levels of self confidence amongst the students. This student agency that I am describing is something that I put a lot of value on, and a lot of effort into generating. Once it is established, this agency then starts developing a life of its own. It becomes the force that generates the self sustaining improvements in reading amongst the students. It’s that “students become teachers and teachers become learners” scenario that I have previously discussed.

Ease Education: Teaching at a human scale.

You can also find Ease Education on Facebook and Twitter.

Notes about the graphs: see below….

Continue reading