Monday, May 25, 2015

Could we be missing Something?

We're talking about effective practice and how to best meet the needs of our learners. We're looking at how to develop self regulated learners in single cell classes. Evidence available from shows that meta-cognition and self regulation along with feedback as having high impact on learning and achievement.
So we're wondering how to best create the conditions that promotes these outcomes. We're currently pursuing creating self-guided programmes in single cell classes. We are working on having greater learner voice and choice, through having must do and can do activities within various aspects of our programmes. Learners will be involved in the development of some of the learning activities.
Having just come back from a trip to Christchurch that focussed on collaborative teaching approaches, I'm now wondering about the "power of more than one".
We were reviewing our moderation practices today and then I gave a quick report from my trip and the link was made between the two - with more than one teacher about, moderating would be enabled on a more frequent basis, there would be ongoing moderation as learners are discussed between teachers.
I am learning more and more about personalising  learning and collaborative teaching. I am learning about more advantages for both teachers and learners in taking a collaborative approach in an "innovative learning environment". Such ideas as a learner not connecting with one teacher might be avoided in a space that has more than one teacher, learners might gain different perspectives on the curriculum. Teachers worry about not knowing their learners so well. I know this is a real concern in many schools and one parents might have too - who is actually looking out for my child?
We don't feel we know enough yet about this to implement it successfully and there is a high level of angst in my community about taking this approach. So currently we're  looking at how we can ensure our learners are offered all they can be in a single cell setting.
If there's  one thing I hear over and over again, get the pedagogy right, then go from there. We have work to do to ensure that our classes are running how we want, that we all share some understandings of what we are wanting to achieve and how to go about achieving that.
Perhaps some teachers will select to work in a collaboration in the near future. In the meantime, we need to get our pedagogy right about enabling learners to be self guiding and self regulating.


  1. Wow, what an exciting journey you are on. I loved reading your post. "The power of more than one teacher' works exceptionally well in many settings. Self guided and self regulated learners also an exciting journey. I look forward to following your journey.
    Anne K

  2. As a teacher working in a single-cell classroom and implementing a personalised pedagogy i hear what you are saying about the possible power of collaborative teaching in terms of connecting with all students and more frequent moderation of student learning. BUT I agree with you though when you say 'let's get the pedagogy in place first'. For some teachers the changes which are required to get 'this bit happening' are enough on its own without dealing with collaborative teaching at the same time....well that is how I feel!


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