More on Leading Learning

Attended an AISV professional learning session last week. The main presenters were Julie Boyd and Neville Johnson. Neville has a passionate and abiding interest in professional learning teams (a phrase he coined in his 2003 paper called “Working in Teams”)…with a strong emphasis on the word learning.

Julie Boyd has a website that might be worth a look here. My notes on her session are as below.

Julie Boyd – Leading Teacher Learning

             UNESCO 1996 Bases of Schooling:

Learn to

*know

*do
*be

*live together

*live sustainably

 

Does our curriculum address these?

 

From Randy Pausch: “Let students know how to judge for themselves how they are doing”

 

In classes, how can we make students’ growth in their thinking more knowable to them in order to allow them more control and understanding of what it is they have learnt?

 

The necessity of compelling students (and teachers!) to articulate ‘what I have learnt’ after each class in order to consolidate learning and ‘settle’ this in knowable ways in students’ brains…form the connections more deliberately.

 

Clarity and Specificity – what is it we are trying to teach? Important to make these things explicit to teachers and students. Always important to keep in mind the general direction in which we’re heading as well as the concrete, ‘here today’ actions.

 

Important to establish a

*culture of learning and collegial conversations

*understanding of adult learning and reflective practice as these, in turn, impact on

 

*the maturity of teachers’ professionalism

*student achievement

 

What best effects sustainability of practice??

 

*Improved performance needs structural and systems change

*Staff development is not the answer to all problems

*Schools need supportive infrastructure

*We must put aside ‘project’ mentality (link to Neville Johnson) and improve continuously

*Can’t ‘give to others’ what we don’t have ourselves

*Need to learn to live with ambiguity, complexity, uncertainty

 

Responsible = Response / Able

 

Being responsible is being able to respond.

 

What is response-able leadership? A role that involves developing ways in which teachers can respond in meaningful ways…enabling the able! Strategies to respond differently.

 

Purposeful leadership ….leading to purposeful teaching…leading to purposeful learning.

 

How?

*critical collaboration

*compassionate confrontation

*creative challenges

*community capital

 

The classroom needs to be a space that enables learning…in terms of being an enabling emotional space, physical space etc.

 

Ensure the methodology is purposeful eg. don’t use group work if the task can be done just as well individually. Lovely story about a teacher who arrived to chaos reigning in his classroom and screamed at them at the top of his lungs: “Right, you lot…GET INTO YOUR CO-OPERATIVE GROUPS!!”

 

Important for teachers to reflect on our own practice through the learner’s perspective (Hattie’s feedback)

 

E-Learning

Be careful as to the purpose for the use of ICT. Some uses of technology amplify a ‘quick grab’, darting from point to point in a random way approach….leading to less engagement, less focus, less time for thinking and reflection. Information instead of analysis and interpretation.

 

Important to align

*environment

*curriculum

*learning & teaching strategies

*performance assessment

 

The larger the number of people involved in a system, the harder it will be to ‘move the ship’…important in a large institution to have people who can act as catalysts (‘thrusters’) for change in order to ‘push’ the ship in the desired direction.

  

 

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About Linda

I have been involved in secondary mathematics education in Victoria, Australia for over 25 years.
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