Teachers as designers of learning – part 2.

PlayingCards

How do you know if successful learning is taking place in your classroom?

The 5-6 year old children in this photo were playing “addition snap”. It was an activity I introduced to them to encourage them to practice their basic facts. Each child flips their top card to reveal the number value. The winner is the first to add the two values together correctly. It was not uncommon for the children to choose to play this ‘game’ when they could have chosen to play with any of the wide range of toys available to them at the same time.

With reference to the previous post – Teachers as Designers of Learning, I want to explore 1. the rationale for introducing this game and 2. how I knew it was a successful learning activity.

The first part is pretty easy. I saw an opportunity to introduce this independent maths game based on my awareness of the work of James Gee. Although I had already been teaching using the principles that James Gee promotes, it gave me the confidence that I could reference his work if I was asked to justify my rationale for applying this approach to teaching and learning taking place in my classroom. At the same time, it wasn’t a radical innovation. There was very little input required from me. I knew that there existed a positive learning culture that would allow this game to be played independently. I had worked hard to establish that culture over the preceding weeks and months. I knew that the some students were developmentally ready and these students had already displayed some competence in basic addition facts knowledge. And I also knew that they would be motivated to practice and develop this knowledge.

All I had to do was introduce the idea briefly to the whole class and more specifically to a few targeted students. I then observed them taking on the task successfully and enthusiastically. Eventually this activity spread like a virus. I listened, encouraged and supported. Occasionally I offered guidance and correction but ultimately it became the students’ game. The feedback was positive. The children were motivated and getting better at adding numbers together. That was all the evidence I needed to confirm that it was a success. That is how I define the iterative process of evidence-based teaching. Implement, observe, reflect, modify…repeat.

The biggest value in this process for me was how it informed and improved my overall approach to teaching. Upon reflection, I realised that this learning activity fulfilled all the principles of effective learning as described by James Gee. That is, the learning…

  1. was authentic and clear
  2. gave opportunity to embed new knowledge
  3. was pleasantly frustrating/comfortably challenging
  4. was happening in a positive, supportive learning environment

Of course it was at this point that I started thinking about how I could apply this new learning experience into other aspects of my teaching practice. The process continues. Once again….implement, observe, reflect, modify….and so on.

After all, isn’t this what ‘evidence-based teaching’ is about? Or at least, should be about?

And please note how there was no use of computer technology in this learning. The point being, effective learning can happen without computers or other technology. It is the thinking that is going on behind the learning that is critical, not whether the learning is being done on a device. In fact, it is important to be critically cautious about the role of technology in education. That is, “it is important not to conflate engagement with technology with meaningful engagement with technology that increases agency and supports learning among young people”.

Ease Education: Teaching at a human scale.

You can also find Ease Education on Facebook and Twitter.

Teachers as designers of learning.

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With regard to my teaching practice, I am always looking for inspiration and/or validation in order to help me bridge the gap between research and best practice. For me, the process of bridging the gap is an ongoing, iterative one that looks something like this…

  1. implement small changes to my practice based on my observations, experience and new knowledge,
  2. reflect on the impact (evidence) of those changes,
  3. make small modifications to my practice as a result of the evidence,
  4. compare the evidence of those changes to what the latest research reveals.

My discovery of James Gee is an example of how new knowledge can offer both inspiration and validation. James Gee promotes the idea that a recipe for effective teaching and learning can be provided by gaining an understanding of how successful computer games work. He says we have a lot to learn from games – as a model for creating/designing good learning. I’ve always held an ambivalent attitude towards computer games but I have also been curious as to what it is about computer games that makes them so compelling and successful.

So, what can successful computer games teach us about good learning design? Here are some key principles…

1. Authenticity and clarity – learners need to feel that what they are doing or being asked to do, matters. The learning goals need to be clear and precise.

2. New knowledge versus practice – the correct balance between new knowledge delivery and, opportunities to apply and practise this new knowledge, is critical. A good learning environment invites learners to solve problems and provides opportunities to apply different strategies. Of course, problem solving can’t be done without first providing some foundation knowledge. The teacher needs to be discerning about the type and volume of knowledge that the learners are being provided with. All knowledge does not need to be provided at the beginning. Knowledge is best served in a ‘just in time’ way. In this way it acts as an invitation to the learner to bring their curiosity to the fore.

3. Scaffolding –  the learning needs to be sequenced well and be pleasantly frustrating/comfortably challenging. Not too hard and not too easy. To be effective, learning needs to be able to integrate the body and the mind. This allows for a deeper level of learning to take place. The quality of the learning environment/culture is also critical. The cost of failure needs to be low.

4. Teacher/student relationships – the teacher needs to know the students well. Good learning happens when the learners feel comfortable and empowered. Regular, timely, appropriate feedback is essential to allow for the learner to be ‘nudged’ towards mastery.

How many of the points listed above feature in your own teaching practice? Can you identify the barriers that are stopping you from creating the optimal learning environment?

I encourage you to view the video to see the full description of the features of effective game design/learning design as described by James Gee.

I’ve also made a summary of the key points. You can find that below.

Ease Education: Teaching at a human scale.

You can also find Ease Education on Facebook and Twitter.

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Introducing coding to a class of 5-6 year olds.

Botley

botley

Meet Botley, the programmable robot. I use Botley to introduce the concept of coding. In the past I have also used an iPad App called Kodable which I would also recommend.

Based on my experience, I am no longer amazed at how quickly 5 and 6 year old students can master coding. This observation has led me to appreciate that the current teaching model tends to act as a ceiling on learning – the teacher as “gatekeeper” rather than “catalyst”.

I approach the introduction of coding technology into the classroom in an indirect way. I introduced Botley briefly to the whole class. I then bring Botley out during the “student-led” time of the day. There is a lot of curiosity and enthusiasm so I find myself having to be the “gatekeeper” in terms of allocation of opportunity. Of course, curiosity and enthusiasm does not always translate into competence. So I persevere until I have found a student who grasps the concept the quickest. I then use this student to be the teacher/model.

Check out the video below to see where we are at so far. And please listen in to the interaction between the “teacher” and the “student” and the self-talk.

Ease Education: Teaching at a human scale.

You can also find Ease Education on Facebook and Twitter.

What a 6 year old’s letter reveals about how children learn best.

Letter

What’s in a letter?

I treasure this letter. It came to me from a 6 year old boy in my classroom. He wrote it at home and gave it to me when he arrived at school one morning. It’s been sitting on my desk at home ever since. Every time I sit down at my computer it’s there. I see it. I marvel at it. I contemplate what to do with it. I’m tempted to frame it. “What’s the big deal?” you ask. It’s just a letter. Children do this kind of thing all the time. Yes, but it’s because this letter reveals so much. In this letter, I recognise the impact I have had on him. It reflects the quality of the relationship I have built up with this child.

And in his letter I also see real learning. Learning in the way that is natural to children. I see his attempts to form the letters based on the way I have instructed him. I see the errors – the reversals that are entirely appropriate for a 6 year old, the crossing out and the corrections. It reveals deliberateness and purpose. The desire to write, to communicate, to explore and enter the adult word. Problem solving even. To me, this letter yells “I am an effective, engaged learner”. I mean, he could have just told me that he was planning to bring a cake. He didn’t have to write it. I can imagine the conversation between the child and his parents at home. The search for paper and a pen. The adult support that made it possible for this child to fulfill his desire to communicate in writing (when it was actually time for bed, perhaps).

I love this letter because it demonstrates and reflects so beautifully how a 6 year old’s learning should take place – but which is so commonly denied in a typical school environment. It’s a type of learning that reflects how children learn best. A type of learning that reflects the curiosity and natural developmental progressions of a child. I see examples of this type of learning taking place all the time in my classroom. Children choosing to write, to read books, to solve maths puzzles – to apply and test out their knowledge and skills.

Teaching is a word that has traditionally been, and continues to be, interpreted so narrowly. Teaching should be about providing children with a learning environment with plenty of space and time to grow and develop their own learning – to be curious, to test themselves, to make mistakes, to think critically. The most critical role of a teacher is to listen, respond, nudge – to not be a barrier to a child’s natural way of learning. From my personal experience, I marvel at the amazing learning that can be achieved when this approach to learning is embraced. When the learning is made visible. When the children are invited to lead their learning journey. When they are invited to share and acknowledge their accomplishments and discoveries. It allows for a highly sustainable, upward spiral of learning success to be perpetuated. Trusting the children to learn. Seeing is believing.

PS: The cake was delicious and enjoyed by everyone.

Ease Education: Teaching at a human scale.

You can also find Ease Education on Facebook and Twitter.

Exploring the wide-ranging consequences of ‘knowing your impact’.

DrSeuss

Be informed about your teaching – be curious!

I was asked the other day to list 5 things I do in my teaching life to manage stress. I thought long and hard and came up with these 5. In no particular order they are:-

  1. Knowing my impact.
  2. Knowing my impact.
  3. Knowing my impact.
  4. Knowing my impact.
  5. Knowing my impact.

I was quite a few years into my teaching career when I needed to make a difficult decision. I had to either learn to manage the stress and heavy workload that seemed an inherent part of a teaching career or, leave teaching all together. I’m glad I chose the former. I can’t recall the exact process but at some point I stopped doing things – things that were requiring lots of effort on my behalf but were not, I believed, making significant enough contribution to the learning growth of all the students in my class. I focused more on my relationship with the students and started to appreciate that they were my best resource – they could tell me what they knew and what they wanted to know. I started to become open to the possibility that I could inform my teaching practice by listening, observing and responding to them. I didn’t realise it then but this was the beginning of my journey down the path towards creating a classroom with high levels of student agency.

Things have progressed a long way since then – since I first started to recognise that I could have an impact. That the students were learning thanks to me, not despite me. These days my class is filled with wonderful examples of students leading their academic and social learning experience. Like the time recently during student-led ‘green time’ when some students were having trouble sharing some equipment. Their first response was to come to me and ask for my assistance in resolving the problem – a problem that all humans, big and small get to experience. Because I knew that the equipment they were wanting to play with was highly sought after, I had plenty of leverage. So I simply invited them to:-

a) put the equipment away and choose some other activity or,

b) sit down and find a solution amongst themselves.

And so I watched them out of the corner of my eye while they discussed the problem for 5-10 minutes. Then they returned to me and a spokesperson explained to me what they had decided to do. Problem solved. And that was how it remained.

Of course, it won’t be the last conflict that they will experience. But next time these students and myself will have a successful experience to draw on. This is a very powerful and sustainable approach to teaching and learning.  Not only do I know my impact but I can also say quite legitimately that these particular students are getting to know their impact.

So hopefully you can see that the consequences of teachers knowing their impact is far greater than simply providing better learning outcomes for students. It’s also a way for teachers to manage what can potentially be a stressful job. That’s got to be an incentive to change your teaching practice. Surely?!

Ease Education: Teaching at a human scale.

You can also find Ease Education on Facebook and Twitter.

Getting to grips with this thing called “student agency”.

ClassTimetable

Correlation: as ‘student agency’ increases, ‘blue’ time decreases and ‘green’ time increases.

“Student agency” is a phrase that you may have been hearing a lot lately in an education context. That’s because experts have determined that “student agency” is an essential ingredient in helping drive student success in learning – the equivalent of an educational “holy grail”. “Students as teachers, teachers as learners”, is the way Hattie describes it. I have already written a lot about the success I’ve been experiencing as a result of bringing this theory into reality

It will probably come as no surprise that I often find myself frustrated in the way I see this term being defined and interpreted. At present I see it being interpreted in its most literal sense. That is, student engagement (agency) is simply about wanting to see students occupied, involved and excited in the activities that teachers are serving up to them. But of course, that’s insufficient if improving the learning outcomes of all students is the intended goal. At best, this is a description of “student agency-lite”. The full potential of “student agency” to improve learning growth for all students will only be realised when it is understood and implemented at its deepest meaning and intent.

Full-bodied, meaningful student engagement is a combination of learning that involves sustained effort and deep, intentional thinking. In a school setting I too often see “student agency” being interpreted as bringing or pushing students into learning – getting the students excited about a topic, lesson or activity. Giving them “responsibilities”. Busy work. Lots of fanfare, inducements, prizes, bells and whistles – the works. In other words, lots of external motivation. Lots of energy expended, lots of exhausted teachers, lots of perspiration, limited inspiration. You get the picture. Oh so familiar. I feel exhausted just thinking about it. As you can imagine, reliance on this approach means that the excitement fades very quickly, and the deeper learning fails to fire.

Let’s take a step back to see if we can figure out what’s going on. Students are human. They work for external rewards. Just like you and I do. I teach because I get paid. But I also explore ways of teaching better and describing these experiences on this blog in my free time because I am internally motivated and intrinsically rewarded by the thrill of watching students progress as a result of my deliberate acts of teaching and also, hoping that this expertise could be monetised one day :). I can see that I have a bunch of intrinsically motivated learners in my class. That is, they are displaying high levels of student agency/engagement.

But it’s also important to understand that not all these children were at this point when they entered my class. I have had to engage in many deliberate acts of teaching in order to draw out the children’s natural curiosity and motivation – to try and develop this ephemeral thing called, “student agency”. (In case you are wondering how I know the students in my class are engaged in this way, then please note that I have a plan in process to collect some qualitative data to prove this point in the future). So, assuming I am making an accurate reflection, based on my own observations and the feedback of various other adults who have been in my classroom, what insights can I offer? Plenty, I hope.

All children are naturally curious. But unfortunately, there are plenty of reasons why children have had their curiosity quotient sucked out of them or are proficient at hiding it away. Adults are very good at ignoring or stifling this curiosity. It is the job of the teacher to unlock that curiosity, feed it and invite it to flourish. And may I hasten to add that this won’t happen by teachers rewarding compliance – compliant behaviour nor compliant thinking – which I dare say is the current prevalent practice. It’s those innately human skills that give teachers such potential to make great learning happen. If this wasn’t the case, learning would all be happening in front of a computer screen by now. Learning is a social activity and the teacher’s greatest facility is to inspire students and help them interact. Connect, inquire, respond, celebrate – repeat! This is actually just a synthesis of Hattie’s Visible Learning pedagogy. It’s an approach that teachers can utilise to help develop internalised motivation. Because deep learning is deeply satisfying. It’s contagious. Well that’s my experience. “Can we read another chapter of that book today?” “Can my friend and I play that number game?” Can I write a story?” It’s requests like these I hear everyday that are music to my ears.

Now let’s take a look at the weekly timetable above. I have started to notice that over the years a correlation between ‘student agency’, my effectiveness as a teacher and high rates of learning growth taking place in the class. As ‘student agency’ increases, the ‘blue’ time decreases and the ‘green’ time increases. The ‘blue’ time is when I do the fundamentals of literacy and numeracy. It’s about offering the foundation knowledge that all learners require to be successful learners. During this time there are high expectations on the children to engage and contribute to their own and their colleagues’ learning experience. And when they are not working directly with me (as a whole class, in a small group, or individually), they are expected to be engaged collaboratively and constructively in some developmentally appropriate and engaging learning activity – reading a range of books, completing number puzzles. So, even though it is teacher directed and led time, the students are required to be active in their learning and are given some degree of choice in how they want to engage.

The ‘green’ time is that time of the day when I invite the students to participate in independent and creative activities of their choice. There are a range of resources and activities available to the students in the classroom that are highly appealing and desirable. These activities hold a currency that have very persuasive qualities – even to the most reluctant, least curious learner. It’s just a matter of time, patience and consistency. Eventually, every student wants unfettered access to that ‘green’ time and the goodies that are available at that time of day. Eventually all learning behaviours – social and academic, become self-reinforcing and internalised. The appeal of play drives the students’ desire to move towards managing their emotions and taking ownership of their learning. At that point, my job is done. I can step back and be the conductor and the ‘head’ learner – roles that are so satisfying and rewarding. “So if you can do that, can you show your friend how to do it?” or, “Can you think of doing it a different way”? or, “Wow, I didn’t know you could do that/think like that.” Dynamic conversations and learning points. Formative assessment at it’s most effective.

As a result of making these changes, I have also noticed that I am once again able to use the ‘blue’ time to do more of the interesting stuff that typically gets dropped off the timetable due to a “crowded curriculum”. We are not having to spend all our time covering literacy and numeracy. In fact, the amount of time we are spending on these areas is decreasing. It’s a ‘win/win’. That’s because the learning is going so efficiently. I can’t push the students ahead any further. They are at all at their appropriate developmental level and the required national standard. As I have said before, national standards and creativity can co-exist. The interesting stuff I am talking about (for 5-6 year olds) are topics like – science (baking bread, planting seeds and experimenting with what they need to grow), literacy – (making snozzcumber jelly based on The BFG story). The sky’s the limit. Exciting, motivating, full of good learning opportunities for students and offering seamless links to literacy and numeracy. But just as importantly, these types of learning opportunities are manageable and sustainable from a teacher’s perspective.

And that still leaves plenty of time for the students to have enough ‘green’ time to simply ‘play’. But it is also worth highlighting the fact that even though this is ‘student-led’ time, this does not equate to a free-for-all. This kind of independent play time is premised on a code of conduct that has been co-created and is referred to on a regular basis. That takes lots of my input to keep it on track. It’s purpose is to build, maintain and reinforce high expectations and of course, that secret sauce called, ‘student agency’.

Finally, the biggest prize for getting to grips with this thing called, “student agency” is that ALL students will benefit. No student will be left behind. That may sound like a big claim but I am experiencing it first hand everyday. It’s hard to describe in words but you will know when it when you see it. Give it a go. But you will have to think differently.

Ease Education: Teaching at a human scale.

You can also find Ease Education on Facebook and Twitter.

Creativity – what could it look like in a school setting?

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Creativity is is not actually a single idea created in a single moment.

I’ve been spending some time thinking about the question – what could creativity actually look like in a classroom/school setting? And I’ve come to the conclusion that it’s not the absence of creativity in schools that we should be trying to address but the absence of student agency and effective teaching practice. And by agency, I mean every student being totally engaged with, and directing their own learning.

An analogy of the current prevailing teaching model is of a teacher pointing a fire hose at students and saying “open wide!” In contrast, the teaching model that defines high levels of student agency is of the water fountain that is available for students to drink from. Initially, the teacher’s task is to ensure that all children are taking on sufficient volumes of knowledge and are utilising it effectively. This task requires more than just curriculum knowledge. It requires skills of relationship – to know how much each child is willing and capable of absorbing and how willing and capable they are to apply that new knowledge. This is the human element of teaching – the teacher knowing every individual student’s capacity and being able to support them to build that capacity until learning becomes self-perpetuating. Students as self-directed learners etc.

It is at this point that creativity could flourish in a school setting. Students who are engaged and equipped with the essential knowledge can then springboard into creative pursuits. All that’s needed is a little bit of time, space and resources. How so? Because creativity is not actually a single idea created in a single moment. For example, take the creation of a unique dance. In a “creative” activity like producing a dance, most of the work is craft: the application of knowledge. You need to know how to dance – the technical qualities and features of a dance that the audience will recognise.

Nor are opportunities to be creative in the classroom limited to just the students. I am applying this same approach to creativity in how I teach. I have been teaching for a long time. I have built up a lot of experience. I know that the essential foundations of learning maths is familiarity with numbers – “come to the fountain and drink down some of this essential knowledge”. When I think the time is right, I start to introduce the idea of problem solving. Recently I have started to either,

  • ask the students to make their own problem and solve it, or
  • provide them with a problem with the answer and ask them to find as many different ways of getting to that answer.

It’s a very dynamic, oral-based process. Expectations are high. The children learn that they know better than anyone else what their ability/attitude level is. There are occasions of over or under reach which I need to remedy. Some need a bit of support. I help them fill in the knowledge gaps when necessary. Or better still, I get their student colleagues to help them do that. During this process I gain insights. I see light bulbs go on. It’s formative assessment at its most effective. I am looking to see who is working below, at or above their developmental level. I am in tune with every student’s academic and social level. And best of all, no one gets left behind.

Great effort. Now go do your work!

Ease Education: Teaching at a human scale.

You can also find Ease Education on Facebook and Twitter.

Some further reading on creativity can be found below…

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A critique of ‘play-based’ learning.

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What can a tower of blocks reveal about pedagogy and creativity?

This tower of blocks was built on Monday by a group of 5 and 6 year olds. There were plenty of willing workers as well as plenty of discussion and negotiation. For this group of children it was the centre of their attention during the designated ‘play’ time on Monday, Tuesday and Wednesday. By Thursday attentions had turned to some other creative endeavour. On Friday afternoon I finally requested that the tower be ‘demolished’ and all the equipment returned to its correct place. Photos were taken and it was then taken down without complaint.

Throughout the whole week it was continually being repaired, remodelled, enhanced, adjusted. The ‘treasure’ in the middle of the tower was kept safe. At all times of the day, even if it wasn’t ‘play’ time, the children moved and worked around it. For me it turned out to be a wonderful learning opportunity – to observe the process and the interactions centred around this construction. I marvelled but was not surprised that the tower stayed up all week, or that it was built with such intent and purpose, or that it generated such high levels of student engagement.

Critically, at no stage during the week did I state explicitly how this tower should be managed. And this is the key element that I want to convey via this story. That is, it was the classroom culture, built up deliberately over time, that allowed for this scenario to take place. It did not happen by accident. It has taken time and it has taken deliberate, sustained and repeated actions by me. The ability to make great learning happen – whether it be academic, social or creative – is no accident. And the awareness of the deliberate actions that a teacher employs, to get the desired learning outcomes, is where the power lies. It is this culture that allows a super-charged learning environment to flourish.

For some time I have been an advocate for providing the students in my class with opportunities to “play” as a way of improving academic, social and creative learning outcomes. I too, was seduced by SKR’s argument to address the “creativity deficit” in schools. We are told that through play, children can develop social and cognitive skills, mature emotionally, and gain the self-confidence required to engage in new experiences and environments. And while I believe this argument is compelling, there is a ‘but’. I have recently come to realise that providing students with opportunities to ‘play’ or be ‘creative’ is, on it’s own, insufficient to generate the improved learning outcomes that we are told that we should be seeking for all children.

Why? Because the topic of conversation should be all about evidence and effective pedagogy. Teachers should be doing what works best to create high rates of learning for all students. Too often I see ‘play -based’ learning being introduced without a full understanding or awareness of its impact. The “why are we doing this?” question is not being asked or if it is being asked, it is not being answered satisfactorily. I fear that the potential value of ‘play-based’ learning, as a way of improving learning outcomes, is being squandered. As the above story reveals, I have certainly found value in offering students structured and deliberate ‘play’ time. That’s because it is intrinsically good but it works really effectively as a contingency. As in, “I want you to be creative and have lots of opportunities to play, but I also need you to be an engaged, self motivated learner who can manage your emotions.” External motivators eventually become internalised. That’s when my job is done. It’s at that point that the students take ownership of their learning and start teaching one another. I step back and watch the magic unfold. Teaching is really not as hard as you may have been led to believe.

Ease Education: Teaching at a human scale.

You can also find Ease Education on Facebook and Twitter.

What a 6 year old’s drawing can reveal about pedagogy and creativity.

CastlePic

Let me tell you what’s impressive about this picture.

I’m always looking for evidence to prove that I have created the optimal learning environment for every 5 and 6 year old in my classroom. I want the best learning outcomes – academic, social, cultural – for everyone. I make changes if I think they will help me achieve that goal. I can do that because the wealth of experience I have built up over many years has given me confidence to make changes in order to keep improving. It’s a creative process that I find immensely rewarding. I read somewhere that creativity can be defined as, “simplifying the complex”. That sounds about right.

So what about this picture then? Isn’t it incredible? But it’s not just the picture itself that I find impressive. There is a whole back story to this picture that needs to be told. It’s actually, as you will probably guess, a story of pedagogy. A key element to this story is that I had no direct input into the creation of this artwork. My contribution was through a range of deliberate but indirect pedagogical actions. Let me explain.

First of all, it wasn’t that long ago that the artist in question was neither a willing or able drawer of pictures. Quite the opposite was true. At the moment this picture was celebrated with the whole class, it was met with authentic wonderment and awe by myself and the students. This is important to note because there is enormous power to be mined in this acknowledgement/sharing process. ie. “My colleagues and teacher genuinely appreciate my work and effort”. During this moment of sharing, I also ensured that the significance of that student’s learning journey was acknowledged. The message for everyone is, “Look at the progress I have made with a bit of effort. I wasn’t always this good. Effort pays off.” Diligence, perseverance… There is a lot of ‘visible learning’ pedagogy driving this seemingly minor investment in time. It’s also about placing high value and expectations on the students’ creative achievements.

Secondly, I have never taught the skills of drawing or creativity directly. But I have provided plenty of time, space and resources for the students to explore their interests and talents. During these periods of uninterrupted time, the children can choose from a range of available tasks and equipment. (It is not unusual to see students choose to complete numeracy puzzles or read books during this time). I have observed, over time, an increasing level of interest in drawing. The talented students (ie. the ones who had already tapped into their curiosity and creativity) become magnets to the newly curious. A wonderful sharing of ideas and talents develops and evolves.

Story reading is play. And so is storytelling. Both feed curiosity and feed on curiosity. Listening to stories tunes the ear and trains attention. – Scott G. Eberle Ph.D.

Another aspect of my indirect input into the creation of this calibre of artistic creativity is how large parts of our day are given over to storytelling – narratives. This has a very positive impact. It means the children are being constantly surrounded by words and ideas. Discussions start and evolve. Curiosities are piqued. I respond by providing more pictures and texts for the students to explore. During reading time or any ‘free time’, students choose to immerse themselves in these images and texts. They pour over them, absorbing the content like sponges, and utilising their incredible powers of observation. Their curiosity and ideas are contagious. They spread like wild fire.

So hopefully by now you can see that, by placing a high value on nurturing a positive learning environment, it will allow for students to become their own teachers. In turn, the teacher’s role then becomes one of keen observer, navigator, conductor and learner. It’s all in the pedagogy.

Ease Education: Teaching at a human scale.

You can also find Ease Education on Facebook and Twitter.

Beliefs and biases – the biggest challenge faced by education

SpencerRowell

via Spencer Rowell

Some years ago I learned that a research based, evidence informed teaching pedagogy, that would vastly improve learning outcomes for all students, was readily available for all teachers to pick up and adopt immediately. Imagine it? A road map for effective teaching had been provided and was just waiting to be utilised. If only. The unfortunate reality is that this pedagogy is still only of interest to academics and a small group of dedicated teachers. And it’s this disconnection between the research and everyday practice that interests me the most these days. That is, my focus has gradually gone from exploring the features of “best practice teaching” to exploring the beliefs and attitudes of teachers that appear to be stopping them from taking up this amazing offer. My attention has shifted from education practice to one of human psychology. I wonder if it will ever be possible to get a sufficient number of teachers on board to create a “tipping point”? If so, what will it take to make that happen?

Experience tells me that, by and large, teachers are in the business of teaching because they care. It’s a “calling”. There is immense satisfaction in having a positive impact on a child’s education during their formative years. But these days I am more inclined to think that the potential to have a positive impact on student learning is, to a large degree, being squandered. So why is it that teachers would spurn the opportunity to make a positive impact on the students they are teaching? I am not the only teacher receiving the regular memo or attending professional development courses that implore teachers to help fix an education system that is failing so many students. The only difference seems to be that, upon receiving these requests, I started a personal inquiry into how I could make this happen. And let it be known that it was personal by default, not choice.

I found out as much as I could about this ‘magical’ pedagogy. I immersed myself in the research and began to trial it in my classroom. I had to. I had no choice. I had students in my class who were bright and articulate but were unable to engage in the standard learning programme that was expected to be delivered. The only alternative would have been to exclude them from the classroom. But that would be akin to giving up on them. Our judiciary system seems to work in that way. I definitely don’t want our education system to be the same. So I chose to meet these students where they were at. But I had to change my practice in order to get them to where they needed to be. It soon became apparent that this new approach worked for them and for every other student in my classroom. I liked what it was delivering. The children liked what it was delivering. It was delivering exactly as the research said it would. By that, I mean there was significant learning growth taking place. Better still. I had become aware of it and aware of what I was doing to make that learning happen. It was at that point that I felt compelled to share this experience; this new reality.

As well as benefiting the students, it has made my life as a teacher less stressful and more satisfying. But in other ways it’s been harder. Biases are hard to recognise, let alone shift. Teachers are not immune to this reality. It’s naive to think teachers would be any different to the general populace. When I started changing my teaching practice, based on the research and the evidence that was being presented to me, I naively anticipated my achievements would be fêted. Quite the opposite was the reality. It became apparent that applying a tried and tested, yet unfamiliar pedagogy, sets you on a collision course with the prevailing forces of the “status quo”. The default setting is to “shoot the messenger”. The silence, the lack of curiosity, the absence of critical discussion can be deafening. “How dare you challenge our beliefs about teaching or about the children in my care”, can be conveyed equally effectively, in subtle and less subtle ways. But regardless of how it is conveyed, it takes a personal and professional toll. Meanwhile, this incredible pedagogy that I witness on a daily basis never strays beyond the four walls of my classroom. Not for want of trying I hasten to add.

Once again, I sought solace in Hattie’s research. He says, “the biggest collective impact on student learning (effect sizes 1.3+) happens when teachers are able to share their learning and openly discuss their evidence”. That’s the theory. As you will have noted, making that happen in reality has proven to be a significant challenge. To do so teachers would need to leave their beliefs and biases at the door. And in order to do that, they would have to be aware of the existence of those biases in the first place. Maybe Hattie is as naive as I am. Back-slapping and high-fives is evidence of a cooperative environment. This should not been confused with a collaborative environment. Rigourous, managed debate, centred around evidence of learning growth is the hallmark of collaboration. Those with the most compelling evidence are the voices that need to be encouraged to share. An environment needs to be created that allows ideas to be tested in order for the best learning outcomes for all students to be achieved. Strong, confident, informed leadership is a prerequisite. And high expectations. Likewise, a no-fail and supportive approach needs to be in place to ensure all teachers are able to participate in the journey too.

It’s becoming increasingly clear to me that our education system, like our political system, is very resistant to making any material changes. It’s called inertia. Tinkering at the edges is currently as good as it gets. Fads and fashions come and go. Compliance and process are valued ahead of innovation and achievement. But the point needs to be made that unlike politicians,  teachers are in no need to be looking for votes. Teachers are well-paid professionals. They are impartial. They owe a duty of care to offer the best outcomes for all their students and need to be prepared to be challenged. Politely and professionally. They need to be reminded that they are in fact required to deliver best learning outcomes for all. To do so will require best teaching practice. Qualities of being caring and showing good intentions need to be converted into great learning outcomes for all.

At least I no longer assume that change will come automatically, be easy or, be championed by every teacher. There is unlikely to be a safe and easy pathway. But on the positive side I do think I have uncovered the circumstances that allows for the disconnection between research and practice. Beliefs and biases – that is now the focus of my attention. Wish me luck.

Ease Education: Teaching at a human scale.

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