#ukedchat : ‘Handing over the reins. How do you implement pupil led learning in the classroom?’

#ukedchat : ‘Handing over the reins. How do you implement pupil led learning in the classroom?’ - A response

This is a personal response to the #ukedchat that took place yesterday evening. In a nutshell, I think it missed the point. Whether this is because in-depth and meaningful discussion, argument and rebuttal is not really possible within the fast-paced 140 character format. I find the more useful Twitter chats tend to swap and offer practical classroom tips. I’ve tried to link to some of the examples I threw out in last night’s ‘debate.’

What was striking is that the debate was bi-polar with very little middle ground. I’ve tried to sum up my own thoughts here. I know that there are some who would disagree with the whole concept. They are welcome to that opinion but I won’t be listening, especially to the louder, anonymous voices that I pay little attention to nor attach any reliability.

1. There is a problem with the term ‘Pupil Led Learning’ as everyone has a slightly different definition in mind. There’s nothing wrong with this in my view as it reflects the diversity of institutions and viewpoints. My point would be that ‘Pupil Led Learning’ is a worthwhile goal, but not all the time. I get really, pant tearingly frustrated at the apparent forgetfulness of some. The answer to any debate in my view is simply:

‘Yes, it’s a great tool / perspective / approach to use, when it’s appropriate and underpinned by good learning objectives and outcomes.’

Should every lesson / day / week / month be pupil led? Of course not. Really that should be game over as it’s the ‘middle ground.’ Anyone who advocates the dominance of one approach or tool (iPads leap to mind) to the exclusion of all others, is just bonkers ( in my humble opinion).

2. My second reaction was it was disappointing to see the focus on the classroom. Pupil led learning is most effective when taken outside of the classroom. For example:

The mobile learning project set up last year where students co-planned and delivered learning with teachers that resulted in our cookbook.

Another example would be enterprise projects like this one.

A further example would be the way in which leadership and outdoor skills are often taught to young people.

All three of these examples reinforce my first point, that any form of teaching is powerful when used appropriately. There are times in which pupil led learning is just not appropriate, useful or desirable at all.

3. A linked point is that pupil led learning need not be an overcomplicated behemoth of a thing. Getting young people to create quality questions at the start of a unit is a great way of creating pupil led learning. In addition, at Priory Geography we get young people to sit down and pull apart schemes of work. They suggest improvements. The teachers are still the curriculum experts. What I would say is that when using this approach, it’s important to engage a cross-section of young people and not just use the ‘cream of the crop.’

4. I’ve grown a beard this holiday. That makes me an expert. Right?

Part of the problem I think was that the topic last night, while a worthy one, was perhaps too ambitious and broad for a Twitter chat? With #GeoEdChat, launching in February, we are attempting to combat this by closing the poll before the chat to provide the time for a think piece.

Any way. What do you think?

High Impact, Low effort

This month is the start of the #29daysofwriting challenge. I enjoyed this last year and will be using my Staffrm account to post. I'll also be reporting here, both to give a little more detail and to keep a log of what I have written. The challenge developed a great sense of community last year, which is why I'm choosing to write on Staffrm. What I would say to those who are new to writing or don't want to run out of ideas is: Write for yourself. Clarify an idea, write something out loud. The process of distilling thoughts into writing is immensely beneficial to your practice. If other read, comment and respond, that's a bonus. Ignore the muppets who know nothing of your context, style or students. Mix it up - I like to read about real stuff from real classrooms and schools and also about other stuff. If we always write about school, how does that work for workload? If you've nothing nice to say, don't say it. So, the following has been

What makes a learning experience profound? Personal reflections and possible implications for classroom practice.

I have recently begun a Leadership Pathways journey. As part of the first core day, we were asked to reflect on a profound learning experience. This got me thinking about how many profound learning experiences I have both been involved in, and how many I have been able to give to others. Our group came up with a huge long list, but these are my five. Emotional Connected Demanding Reflective Collaborative As always, these are personal thoughts and quite mixed up. I put them here so that I can look back on them (plus they’d get lost inside my world-cup-free brain) 1. Emotional I can’t think of a time where deep learning hasn’t engaged my emotions. From being awe inspired to that tingle feeling when a student gets a light bulb moment. From this-is-the-happiest-day-ever, to I-think-I’m-about-to die. How often do we engage the emotions of those we teach? Here, I would argue that having a safe learning environment is not always conducive to profound

The danger of Teaching and Twitter conversations: poorly formed bipolar arguments.

Sometimes in life, there really are only two options. Get the wrong one and you can look like a muppet. Take this useful sign for the toilets in Morocco. I successfully navigated it, choosing the right option. The result? No egg on my face. As a mountain leader, there are many right or wrong decisions that I’ve faced, as there are all over life. It’s not a good idea to let inexperienced young people walk themselves down Snowdon. They may die or be seriously injured. If someone is showing the signs and symptoms of hyperthermia, you need to treat it fast in a specified way. There is no real arguing with this sign: Other options are less obvious. Take this sign recently spotted near to where I live: Now, I wouldn’t consider sleeping in a bin. However, faced with a sub-zero night, I could see the appeal. The danger? Being tipped into one of those huge lorries with a compactor. (by the way, I only really considered all of this thanks to questions from my four year old boy).

David Rogers

Search This Blog