Week 18 - Further Reflections from the Big Space
Diagram : Gibb's Cycle of Reflection (1998)
Following on from last week’s reflection this week I am reviewing our maths investigation using Gibb’s Cycle of Reflection (1998)
As a school we have been focusing on moving the students away from simply answering a problem by thinking firstly about the strategies they need to used.
Initially I was skeptical about this process, but over time I realise this is a valuable tool in enabling students to show clear understanding when solving a problem.
It has been a good experience in many ways but has highlighted the need for our team to deliver this in the same way i.e follow the protocol as laid out by our trainer and as visually displayed in each of our shared classrooms. This sounds pedantic, but it is essential when working in a modern learning environment where students may taught by different teachers during the day.
This can of course be solved by discussion in our team planning meetings, but also reminding the students that each teacher will have different styles in delivering the same material.
As this is a new initiative we are constantly reviewing our plans and discussing our findings with each other. There will be challenges to address which usually are resolved amicably.
Furthermore , I am looking to reflect upon the area of ‘rethinking learners and teachers roles’ as a focus for future practice.
As a school we have been focusing on moving the students away from simply answering a problem by thinking firstly about the strategies they need to used.
Initially I was skeptical about this process, but over time I realise this is a valuable tool in enabling students to show clear understanding when solving a problem.
It has been a good experience in many ways but has highlighted the need for our team to deliver this in the same way i.e follow the protocol as laid out by our trainer and as visually displayed in each of our shared classrooms. This sounds pedantic, but it is essential when working in a modern learning environment where students may taught by different teachers during the day.
This can of course be solved by discussion in our team planning meetings, but also reminding the students that each teacher will have different styles in delivering the same material.
As this is a new initiative we are constantly reviewing our plans and discussing our findings with each other. There will be challenges to address which usually are resolved amicably.
Furthermore , I am looking to reflect upon the area of ‘rethinking learners and teachers roles’ as a focus for future practice.
21st century skills need more than just having schools transmit knowledge with students as ‘passive absorbers’ according to the traditional ‘scripts’ to be followed by both teachers and learners. If we are no longer expected to just ‘transmit’ knowledge then our roles will need to be revised.
By the same token, learners will have to be more responsible for their own learning, building upon their strengths and being supported by teachers who create opportunities for exploiting their learner potential. This is often referred to as child centred pedagogies or allowing for a student’s voice. There is a requirement to build upon student’s interests, experiences and prior knowledge but should not be a case of ‘anything goes’. This is not about teachers handing over the power and responsibility to students, or students and teachers being "equal" as learners. Rather, it is about structuring roles and relationships in ways that draw on the strengths and knowledge of each in order to best support learning.
It is important to note here that many "21st century" ideas about what meaningful learning looks like, and how to support it, are actually not new. They have been around for a while and are well supported and practised by many teachers. The challenge here is how to achieve a system shift that creates an educational system that can support what is known about good learning and that can accommodate new knowledge about learning and, importantly, new purposes for learning in a changing world.
References:
Bolstad, R. Gilbert J. et al (2012) Supporting Future- Oriented Learning & Teaching - A New Zealand Perspective. Report for the Ministry of Education: NZ Council for Educational Research.
Dumont, H., Istance, D., & Benavides, F. (Eds.). (2010). The nature of learning: Using research to inspire practice: OECD/CERI.
Gibbs G. (1998) Learning by Doing: A Guide to Teaching and Learning Methods: Further Education Unit.
By the same token, learners will have to be more responsible for their own learning, building upon their strengths and being supported by teachers who create opportunities for exploiting their learner potential. This is often referred to as child centred pedagogies or allowing for a student’s voice. There is a requirement to build upon student’s interests, experiences and prior knowledge but should not be a case of ‘anything goes’. This is not about teachers handing over the power and responsibility to students, or students and teachers being "equal" as learners. Rather, it is about structuring roles and relationships in ways that draw on the strengths and knowledge of each in order to best support learning.
It is important to note here that many "21st century" ideas about what meaningful learning looks like, and how to support it, are actually not new. They have been around for a while and are well supported and practised by many teachers. The challenge here is how to achieve a system shift that creates an educational system that can support what is known about good learning and that can accommodate new knowledge about learning and, importantly, new purposes for learning in a changing world.
References:
Bolstad, R. Gilbert J. et al (2012) Supporting Future- Oriented Learning & Teaching - A New Zealand Perspective. Report for the Ministry of Education: NZ Council for Educational Research.
Dumont, H., Istance, D., & Benavides, F. (Eds.). (2010). The nature of learning: Using research to inspire practice: OECD/CERI.
Gibbs G. (1998) Learning by Doing: A Guide to Teaching and Learning Methods: Further Education Unit.
Hi Toni. I empathized very much with your last paragraph where you mention a 'system shift'. This is an area that makes me a bit anxious and frustrated currently. At each step of my 'evolution' to become a more innovative practitioner I find myself asking, How will that work? Will my school management support this? Will it effect my NCEA results?...I think you are absolutely right in saying their are great educators out there developing 21st Century skills. Some of our systems and measures of success do need to catch up though. The Academics are pushing it, the grassroots Teachers are keen to try it, but there are systems in the middle that are barriers rather than enablers at present.
ReplyDeleteHi Toni, I guess with the open learning environment there are many challenges so working collaboratively will be the key. One thing I learned from the maths advisor was working students in mixed ability groups. This way students at lower levels were exposed to the thinking strategies of higher working students. It is always a great moment when a students says "I tried Tomas's strategy to do my adding this time." Makes them feel they are getting the concept and Tomas proud his strategy is being applied by others. My next step is for students to make a chart of how they solve problems to display in class. All the best for your maths investigation.
ReplyDeleteOur maths investigations are still going ahead but the students are often either reluctant to show their working or more importantly, their reasoning or reasons for doing each step.
DeleteWith reference to your mixed ability groupings. This is fine if the teacher is clear about the reasons for using such groupings. My son is a high achiever in maths and used to get frustrsted with the slower learners in the group. You might say that is a ffailing of his, but then he has Aspergers and doesn't always do empathy too well. In fact, he thought his job was to do the work for them which the others in the group liked as they also got good marks! There really isn't one solution. I think keep things fluid, mix things up a bit and allow for that competitive element in higher achievers. My son's complaint now we live in NZ and he is in yr10 is that he doesn't get any extension work as the teacher is always having to deal with the dickheads in his class - his words not mine - who spend their time messing about and disrupting the class...
Good luck with the new direction for teaching Maths. I agree with you that in a shared teaching situation it is a good idea to approach the teaching from a similar approach. However, try not to lose your individuality as a teacher as students benefit from different approaches as well.
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