learning in the classroom

After 2 terms back in the the classroom full time, with 'just' teaching role it has come to my attention how quickly I have let the big picture float away.  It's not a good thing.  The challenge of getting to know a new class / pod, and school worth of people, not to mention the differences in how they work has been huge.  Learning to 'fit in' also means learning to let go.  Now, on a rainy day in the term break I am challenged to think what benefit my teaching has brought to my students.  And I am sure there has been some - but I don't think it's the learning that I used to be most proud of.

With one term to go until final reports, I am questioning how, during the craziest of all terms, I can possibly present learning in a meaningful way. 

To help me reignite my thinking about the big picture and true end goals of education I am reading Educating Ruby by Guy Claxton and Bill Lucas.  In Chapter 2, they look at Professor Lauren Resnick's comparison of learning in school and out.  Even though it is almost 30 years old, it is still true.  So I wonder.... What will I change / what can I change to blur the lines?

Self directed learning

Do no limit yourself to what other people can't do ~

Challenge yourself to discover how much YOU can do

I was thinking of this year's Professional Development opportunities, or the lack thereof, and lamenting that it was again not what I hoped it would be.  The provided support was lacking in depth and at best a repeat of learning we achieved 3-4 years ago and had no impact on the teaching and learning within the classroom and therefore no effect on student achievement.  As such I suppose it was a waste of resources... So what are my choices, complain that yet again we were under-served?  That due to our location our school was again handed second best?  toss my hands up in the air and do no more because those who 'led' pd cannot deliver what we need to improve our pedagogy?

These certainly are the easy options.  They would excuse us from having responsibility for not progressing in our own skills.  But I wouldn't accept this of my students.  I have taught my students through our exploration of Building Learning Power that this is not what good learners do.
So what will I change for 2016?

Self directed learning - a challenge to once again lead my own learning and that of my staff.  Until we find a professional development provider that can actually provide for us what we request, we will have to lead ourselves and leave the others to spin their own wheels.

Mindset

 Carol Dweck's research focuses on the development of a Growth mindset to improve the learning opportunities of all learners.  A Fixed mindset limits the learning opportunities by focusing on the barriers,  

This research is part of what informs Guy Claxton's BLP.  This fundamental change in understanding of the ability to learn is essential to reframing education

Strategies to Build Intrinsic Motivation

On Friday we had a staff meeting session using Story Hui to help teachers reflect on an aspect of their practice that they have changed or developed.

Some of the main themes that came through all the examples given throughout the school was student choice, student ownership of learning, and student responsibility.  Common outcomes from these innovations included greater motivation in most students to learn and greater engagement in learning activities where there attributes are present.

I stumbled upon this article today by David Palank about strategies to build intrinsic motivation of students.  His comments about getting rid of both the carrot and the stick fit in with the developments that we have been putting in place.

It is great to see that these innovations are happening throughout the school and developing naturally based on the improvements that teacher are noticing.  David's article adds a few new possibilities to consider for our next innovations.