Today started off with a meeting, and when I say meeting more like a really focused conversation with the person next you that is periodically interrupted by someone sharing a highlight. Another teacher did share a highlight that I think is worth sharing: she explained a recent triumph in her teaching where a
student that she was concerned about, and admitted she assumptions of, had been working on a project that they devised themselves and were working on in their own time. This project involved generating a website, researching and presenting findings. It just goes to show that the P/EBL method of learning is very accessible. This got me thinking about pedagogy and how teachers facilitate all learners, which leads me to...
The big question: where does the culture of learning come from?
From the lessons I have observed so far, the students have a very clear vision and understanding of what they want from the class they are in. They want to be there, they want to learn, they want to impress, they want to do homework, they want to be the best (Okay, so I may have rose-tinted glasses at the moment but it's also evident in the amount of exhibitions I have seen around the school).
It's difficult to say where the culture of learning comes from and what point it is embedded into the ethos, although through conversation I have been able to deduce that teachers share the same common values and aims for their students. Some staff have suggested that it's a 'grass-roots' process through the Explorer school. If this is the case then it would be permissible to suggest that from an early age the culture of learning is established and therefore becomes second nature as learners make their way through the schools. Having all school ages on one site is a clear advantage. So how/what could SBL learn from this?
I cannot stress more the emphasis that has been on consistency.
Protocol
I was lucky to be able to observe a project tuning in action. If anyone remembers their training from last year with Wakefield, I couldn't believe that this was the method that all teachers adopted, even timing seemed to be regimental. I thought there would be a level of personalisation based on each teachers own requirements. Wrong! It is as regimented as in training. Granted I was only able to see an excerpt of the whole school, but even so the resemblance was uncanny. Again this points to consistency. The tuning was led by students who managed the process with strict timings. It was clear that the students wanted
to be there as they knew that this process would have an impact on what their project will be. It is becoming more clear that teaching and learning is a mutual process that is transparent throughout the school.
Takeaway it has to be consistent whatever we try to do. This, I believe, is part of the learning
culture and needs to be endorsed. Nothing is done by half-measure.
student that she was concerned about, and admitted she assumptions of, had been working on a project that they devised themselves and were working on in their own time. This project involved generating a website, researching and presenting findings. It just goes to show that the P/EBL method of learning is very accessible. This got me thinking about pedagogy and how teachers facilitate all learners, which leads me to...
The big question: where does the culture of learning come from?
From the lessons I have observed so far, the students have a very clear vision and understanding of what they want from the class they are in. They want to be there, they want to learn, they want to impress, they want to do homework, they want to be the best (Okay, so I may have rose-tinted glasses at the moment but it's also evident in the amount of exhibitions I have seen around the school).
It's difficult to say where the culture of learning comes from and what point it is embedded into the ethos, although through conversation I have been able to deduce that teachers share the same common values and aims for their students. Some staff have suggested that it's a 'grass-roots' process through the Explorer school. If this is the case then it would be permissible to suggest that from an early age the culture of learning is established and therefore becomes second nature as learners make their way through the schools. Having all school ages on one site is a clear advantage. So how/what could SBL learn from this?
I cannot stress more the emphasis that has been on consistency.
Protocol
I was lucky to be able to observe a project tuning in action. If anyone remembers their training from last year with Wakefield, I couldn't believe that this was the method that all teachers adopted, even timing seemed to be regimental. I thought there would be a level of personalisation based on each teachers own requirements. Wrong! It is as regimented as in training. Granted I was only able to see an excerpt of the whole school, but even so the resemblance was uncanny. Again this points to consistency. The tuning was led by students who managed the process with strict timings. It was clear that the students wanted
to be there as they knew that this process would have an impact on what their project will be. It is becoming more clear that teaching and learning is a mutual process that is transparent throughout the school.
Takeaway it has to be consistent whatever we try to do. This, I believe, is part of the learning
culture and needs to be endorsed. Nothing is done by half-measure.