During our second Teacher Only Day, Anna Stephenson who was our facilitator gave out a reading by Watkins (2009) entitled ‘Learners in the Driving Seat’. The reading looks at who is responsible for students’ learning and how young students can take the lead in their own learning. You can view the article here: Learners in the driving seat – Watkins (2009). I am looking forward to trialling an idea with my class on day one – Ask the students to point at the ceiling with their index finger and then ask them to point at who is responsible for their learning. I am looking forward to taking pictures of this that we can, as a class, reflect back on later in the year. It is my hope that some of the students that I had last year point at themselves, but time will tell:-)
Watkins’ reading was a confirmation of sorts that the professional development/leadership that I had been planning for my team was heading in the correct direction. Last year, after reading about student agency, visiting various schools that promote student autonomy and attending educamp2014 I decided that I wanted to give students greater control over what they learnt in my classroom.
During Term 4 I trialled running small groups where students could opt into what was being taught. If the students decided to attend the small group and realised that they new the content they were free to leave. Of course, there were varying degrees of autonomy depending on the student; however, I felt that this approach worked very well. It was interesting to anecdotally note that motivation of the class improved as a result of being able to choose when and what they studied within the context of a wider topic.
Following on from this, I decided that I would like to try this approach on a wider scale. As part of our team teacher inquiry, which each teaching team has control over, I decided I would like to look at creating greater student agency/autonomy in 2015.
Aa part of the session with Anna, we were asked to think about what our team inquiry would look like. I was conscious of wanting to develop interest and motivation for the topic with the rest of my team members rather than telling the team what we would be inquiring about. I think that team ‘by in’ is massively important when looking at new initiatives/ideas.
Realising that this could be a massive inquiry for a team which has a third year teacher and a PRT 1 we decided to narrow our approach to the maths curriculum. Hopefully this would be beneficial from two aspects, firstly it will give us a more focussed approach and secondly it will give us concrete data to use and compare when studying the effectiveness of our inquiry.
I am thoroughly looking forward to implementing some of the ideas, readings and thinking that I have done over the Christmas holidays within my class and team.
PS: I tried the activity today from Learners in the driving seat (Watkins, 2009) with the students in my class and interestingly there was a correlation between the contributing schools my Year 7 had attended previously and who/where they ended up pointing. I was pleased that about 80% of my Year 8 students pointed at themselves. When asked to discuss who they pointed at and why, one of my Year 8 girl’s said that she pointed at herself because “You can take a horse to water, but you can’t make it drink” which I thought was very insightful comment/reflection.
Over the course of the year, the staff at Palmerston North Intermediate Normal School, have been working alongside Anna Stephenson from Massey University to help develop Teacher Inquiry further within the school. The decision was made that the staff would all look at the same aspect of practise to help consolidate understanding of the inquiry method. The aspect that was selected by Senior Management was to focus on raising achievement levels of Māori and Pasifika boys in writing.
After ‘playing’ with several different inquiry models over the course of the year I attended a course on mentoring a PRT and the facilitator showed the following as an example.
Teacher Inquiry Model
I particularly liked this approach as it incorporated the RTCs and I think that I suitable next step for the model would be to include the relevant aspects on Tātaiako as well. The model clearly outlines the Inquiry model in a clear and concise way.