Tag Archives: Educators

The Only Real Failure…

Needing some relaxation after an intense but rewarding day, I  began to watch a film called “The Best Exotic Marigold Hotel’.* I didn’t know anything about it apart from the names of the actors in the impressive cast list. This is not going to be a review or even a summary of the plot. However, I am going to use some dialogue from the screenplay as a theme for this blog. 

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Near the end of the film, there is a voice-over, in which Judi Dench (…sorry, Dame Judi Dench OBE, CH etc. etc.) speaks the following lines…

The only real failure is the failure to try…and the measure of success is how we cope with disappointment…as we always must.”

As an educator and a learner, this struck a chord with me. So much so, that I ‘rewound’ to hear that phrase twice more before I let the film continue.

Without risk, there would be no failure. Without failure, there would be no learning opportunity. Perhaps we can see the destination and are unsure of how to get there. Or, perhaps we are exploring without any idea of our destination, creeping forward or leaping into the unknown. Either way, it involves a degree of uncertainty and risk. 

Fear of failure…or more specifically, the fear of the consequences of failure is a huge barrier to learning for learners of any age. If we do not have the ability to cope with failure, then success will constantly be elusive.

How we feel about the consequences of failure is an indicator of the culture to which we belong – family, school, community, society, tribe, nation etc. We may receive many mixed messages about risk and failure. For some it is a natural part of life, for others it is associated with shame, guilt, rejection and humiliation.

I wonder how many young learners witness the abuse heaped upon a losing side by sports ‘fans’, as if it is the worst thing that could possibly happen. They may be present when the mistakes of individuals are focussed upon and spoken about repeatedly, and their sporting hero’s best efforts are derided without mercy. They may be inducted into a tribal mentality, where the passionate hatred of other humans who wear different colour sportswear is their dogma and creed. I wonder how many learners exist in cultures where the worst thing you could be is slightly different to a perceived norm – ethnically, physically, sexually, or spiritually. You are labelled a ‘loser’ because of height, hair colour, disability, etc. Good luck to the educator who then encourages children to embrace errors as learning opportunities!! (Seriously…good luck…and don’t give up!)

For some learners, failing to try is not the worst thing you can do but a guarantee that the ‘worst’ will not happen – ‘If I don’t try, I can’t get it wrong’. For some it is better to endure anger than humiliation; better to remain in control and deal with certainty than the uncertainty of a less than perfect outcome.

Most of the time, ‘getting it wrong’ is not a matter of life or death. (Sometimes it is – such as the occasion I tried to fit a new light switch without turning off the mains electricity!). Failure to succeed in the education system can result in limited life choices and opportunities for many school leavers. However, we can be made to feel that any perceived failure is hugely important. In education, that feeling can be transferred through a whole system from national government to learner. (We are not ‘winning’ in the PISA league…! Panic! Fear! Anxiety! Blame! More Panic! Knee-jerk reaction! More blame!) 

Of course, the failure to provide effective education has potentially devastating consequences for individuals and society. That is undeniable. And, to quote a friend of ours:

 ‘Public education is the imperfect solution to the perfect problem.’**

There has to be accountability and systems to monitor quality of provision. However, what if the monitoring system itself adversely affects quality because of the climate of threat and fear it creates? Whether that fear is justified or not,  is the system able to detect its own influence and respond appropriately? Or, do we have to wait until a complete system failure? 

The only real failure is a failure to try

If any system of monitoring quality and school inspection is not at least trying to monitor its own impact – then it has already failed. Perhaps those with the power to change and improve these systems*** cannot cope with the disappointment of its failure (even if it is only partial failure) and therefore cannot admit it, perhaps for reasons of professional or political pride. When those who design and operate (enforce?) internal or external quality assurance systems are prepared to genuinely request, receive and act upon feedback concerning their effectiveness, we will indeed be making progress in education. 

Raise standards. Embrace errors.  Revive Learning. Encourage risk . Remove fear. Empower learners. 

*‘The Best Exotic Marigold Hotel’ is a screenplay adapted from the book ‘These Foolish Things’ by Deborah Moggach.

** Thanks to Zach Bullock for the quote. 

***Systems should be used for their purpose, not a as social engineering tools for whichever government (local or national) holds the balance of political power.

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Filed under consequences, Education, evaluation, Explore, Learners, Learning, monitoring, Passion, Potential, Practitioners, Primary, Professional Development, Quality Learning, Reflective Learning, Risk, Secondary, Standardised Testing, Values

‘Village’ People…

(…or Consciously Creating Community)

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I grew up in a city in the 1960s. A network of terraced houses built in the 1800s to accommodate the local docks’ workers. Grandparents, aunts, uncles and cousins lived a few streets or a short bus ride away. Front doors were frequently left unlocked. There was a butcher’s at the end of the street, a bakery on the corner of the next. My great aunt and uncle owned the local grocery (one of the few family members who were self-employed). We had a Post Office, a pharmacy (‘chemist’s’), a fish’n’chip shop, a cafe, a newsagent’s, a sweet shop and one of those small shops that defies categorisation, selling an odd assortment of bric-a-brac, toys, ironmongery, and textiles. If it had been 19th century USA it would probably have been labelled the ‘General Store’. There was even a small ‘dairy’ – no cows, just a distribution point for the local milkman to collect full milk bottles and deposit the ‘empties’.  All this within five minutes walk of my house. It was a ‘village’ within a city. Half a mile away there was another ‘village’ replicating the variety of shops.

As a toddler, shopping with my mother or grandmother could be interminable. Progress from shop to shop could be slow, as neighbours, acquaintances, and family members randomly met and exchanged news and gossip. Shopping for a neighbour or family member was not unusual. If it rained while you were out shopping, a neighbour would take your washing off the line and put it inside your back door.

Many of my grandparents’ generation lacked formal education, having left school at 14 in order to assist or solely support their families. They valued education and its potential rewards, encouraging their children to aspire to careers beyond the skilled or unskilled manual labour of the docks.

Consequently, family members of my parents’ generation gained a few academic or specialised qualifications. Changing their ‘collar’ colour from blue to white. With greater earning capacity and a wider choice of job opportunities, they left the ‘village’ and began to populate suburbia or more distant population centres. Some emigrated to new continents.

The family homes which had seemed like a busy network of bee-hives, with their constant to-ing and fro-ing between them, became quiet except for ‘celebration’ days or holidays. The telephone became the substitute for face-to-face interaction.

I am a child of the ‘diaspora’. My first cousins are scattered around the globe. The nearest member of my family lives 25 miles away.

The ‘village’ had its negatives as well as its positives. Those that didn’t conform could be shunned, bullied and belittled. They were not necessarily undermining the community, they were often expressing their individuality. You could be gossiped about for wearing clothes that were ‘too loud’ or having ‘ideas above your station’. For some, leaving the ‘village’ was  a liberating experience, essential for their personal growth and well-being. Be assured, I am not idealising. The ‘village’ had its fair share of ‘ne’er-do-wells’, rogues and a criminal element. In addition, maintaining a degree of privacy could be viewed as suspiciously secretive or exclusive.

What’s my point? Where am I going with this?

OK. In the ‘village’, the process of building and maintaining community required a minimum of effort. You could avoid it if you really tried but otherwise it just ‘happened’. The historical/geographical context governed the degree of interaction. Families and neighbours facing similar ‘struggles’ could and would empathise with each other. They would offer support, share resources and seek solutions. If you destroyed trust, the repercussions could last a lifetime (or two)!

In the strive for individualism and independence, have we lost that real sense of interdependence and kinship? How much would you really sacrifice for a suburban neighbour or co-worker who may be there one moment and gone the next? As we have become more ‘mobile’, both work and personal relationships may have a greater sense of ‘impermanence’. Also, if someone destroys trust, they may not have to live with the consequences for too long.

Building classroom communities requires deliberate and sustained effort. The values, attitudes, skills and knowledge to build a healthy community have to be internalised by learners who may not have had the experience of growing up in a ‘village’. The ethos and climate of classrooms cannot be solely dependent on the charisma, mood swings or dictats of the teacher/educator. At the other extreme, empowering learners does not mean allowing ‘jungle law’ to develop.

In a world seemingly driven by mobility and material acquisition, there is an even greater need to acquire ‘values’ which value people and embrace diversity; which value skills needed to develop emotional intelligence and collaboration;  and values which build and maintain community.

While I abhor the abuse of social network media, from a personal point of view, the recent advances in this type of technology has enabled my family ‘diaspora’ to begin a process of reconnection and the rekindling of a sense of kinship. A virtual ‘village’.

We are social animals. We are interdependent. And, while we pursue political or educational policies which promote hierarchy and the selfish individualism of a dog-eat-dog society, we merely serve to widen divisions and ignore our collective responsibility for the well-being of all.

Getting the balance right means that we not only provide opportunity for and tolerance of a diversity of individual aspirations and beliefs but also a sense of responsibility for and contribution to the community, which is dynamic and ever-changing. This is real lifelong learning. And, when individuals feel secure and valued, they develop greater motivation and confidence to take risks and explore their potential.

 

For more thoughts on building and maintaining community see  our previous post ‘All hours, all weathers.’

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A Different Permission…tread softly.

In the last few weeks, I have had the privilege of entering the magical worlds of several 3-5 year old children. Some within an Early Years Foundation Stage setting in Greater London, England and others within a Foundation Phase Nursery/Reception classroom in the South Wales Valleys. 

Yes, I was invited by schools to join their EY environments…but truly entering the world of a 3 or 4 year old requires a different permission – the permission of that unique child.

Anyone who has spent time with young children will know how carefully they judge you and your intentions. Those eyes that silently glance for seconds at a time or those hands that thrust something in front of you and watch your reaction. And for every child there is a different point at which they decide to let you enter their universe. It could take moments, it could take months, it could take years. But only they can decide you are trustworthy and let you enter into their magical world. 

There are so many theories about Early Years Education, so much research, so many recognised practices and documents. All of which are helpful in terms of gaining knowledge and information. But when faced with that young learner, it is the quality of the interaction that takes precedence. The quality of those moments shared. These young children are busy making sense of their surroundings. They are busy constructing their immediate world. And, as educators, we attempt to enter these worlds and become co-creators and guides. Yet it is how we enter and how we aim to interact that can determine whether we co-construct or unintentionally destroy that magical world. 

Educational change is occurring everywhere. Advice is everywhere on how to provide enabling environments that allow the unique child to learn and develop. Yet the pressure is on to measure that development, to speed up the development, to get those children to attain and reach the expected levels. And, measurement of how this is being done does not always take into account that children and educators are people, not just sets of numbers and data to be entered into a system. Maybe, because of the types of measuring tools we use,  it can’t be taken into account. Maybe the systems have no space for the ‘human’ element. But if this is so, at what point do we lose the very essence of who we are and who we are helping our young learners to become? How do we maintain the quality time needed to build relationships, create worlds and enjoy learning moments? 

This is not just a UK pre-occupation, it is happening in many places around the world. I have been alerted to one principal in the USA who decided to take action and write a letter to parents/carers in response to the increase of testing and assessment. 

If we, as educators, attempt to enter into a child’s world purely with a measuring tape and an assessment purpose, then we run the risk of ‘treading on those delicate worlds’. There is a growing concern. A fear that ‘targets and assessment’ are becoming the driving force. ‘Yes’ to accountability. ‘Yes’ to aiming for quality. But, not at the expense of losing our souls and destroying the natural wonder, curiosity and imagination of young learners. 

So, how do we continue to create opportunities for ‘quality moments’ with our young learners? How do we stand tall and hold onto our values…because actually, for many educators, there is fear involved and a feeling that they are being ‘railroaded’ into operating in a way that is incongruent with their passionately held beliefs about learning. Moreover, what will be the real cost? 

This post is for the many educators that we have spoken with in the last few months. Thank you for what you do, often in the face of adversity and the snapshot judgements of others who are operating with a different, often ‘political’,  agenda. 

Lets hope that education never loses the human touch in the name  of ‘systems’ and ‘politics’ and can find the balance needed to inspire individuals, to help them uncover their dreams and to explore their potential – whatever their age. 

‘I have spread my dreams under your feet;
Tread softly because you tread on my dreams.’  

English: Footprints, Omagh An ecco footprint h...

William Butler Yeats

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Filed under Designing for Learning, Early Years, Education, Formative Assessment, Quality Learning, Single Steps Learning, Standardised Testing

The Appearance of Learning** (‘We must be seen to be doing…’)

Italiano: Maschere veneziane - Baùta

Italiano: Maschere veneziane – Baùta (Photo credit: Wikipedia)

We have just returned from an inspiring two weeks in Stirling with two groups of dedicated practitioners. We have had a number of conversations which generated ideas for blog entries. However, the ‘appearance of learning’ became the ‘pebble in my shoe’ and now it’s time to get it out!

In teacher training college, I (Andrew) had an hour-long lecture on the display of learners’ work. I still remember the lecturer saying, ‘informative, interactive and, wherever possible, 3-dimensional’. We were informed of the pros and cons of ‘double-mounting’ and why staples were preferable to drawing pins as fixings. We were never informed of the truth about classroom display…and the politics involved.

There should have been a practical workshop on ‘Backing Paper’ – how to put it on display boards without tearing, creasing or ‘bubbling’ it…and how to get it perfectly horizontal! Oh, the trials that face the newly-qualified teacher! (Also, where do all the blue ‘Bordette’ rolls disappear the day after they arrive in the stock room…when they subsequently never appear on anyone’s walls?) There should be a module on writing loan agreements for staple guns.

For me, classroom display is a multi-purpose tool to celebrate, inform, inspire, involve, engage. However, it should always have the learner as the focus not the teacher (or the headteacher!). It is not the same as decorating your living room!

 Classroom display should not be ‘wall-paper’. One purpose is the celebration of learners’ effort and achievement. However, achievement should not be equated with ‘perfection’. It is a snapshot of their learning at a point in time. 

 The reason for this blog arose from a discussion where some practitioners mentioned that school policy dictated that only ‘perfect’ work could be displayed in their schools. Written work could not be displayed which had spelling mistakes, poor grammar or sub-standard handwriting. Graphic work would not be displayed unless it conformed to a ‘model’ demonstrated by the teacher – so was often ‘improved’ by adults (without the learners giving consent or being present). These are displays of work which have the ‘appearance of learning’. 

 Believe me, I do understand where this motivation is coming from. Schools which are aiming for excellence believe that displaying only ‘excellent’ products will create an aspirational culture. I think there is definitely room for celebrating high quality work but not at the expense of the truth. Shouldn’t we be honest about variation and engage the learners in a dialogue about the progressive nature of quality? Encourage aspiration by all means but engage learners in an honest way of achieving their goals. Otherwise, isn’t this the same mentality as ‘We are judged by our grade results. Therefore we only examine learners who achieve high results. We are judged to be a high performing school…by appearance.’

 A concerned practitioner expressed how her display of students’ work did not look perfect but was accompanied by students’ annotations which indicated that they were aware of what they had achieved but were also aware of what their next steps would be. For me, this is a ‘display of real learning’. It shows students engagement and makes the learning ‘visible’. It is not merely the ‘appearance of learning’.

 Like most things in life, I think the answer is balance. Some schools will go to the extreme of having only student work on display. I think there is nothing wrong with having engaging and informative ‘commercial material’…as long as it is engaging and of interest to the learners! However, I have also seen the other extreme where a classroom was ‘plastered’ in commercial posters and pull-outs from teaching publications. Information overload…no student work. No celebration of learning.

 Once, I had the experience of an enthusiastic headteacher showing me a classroom as example of excellent display . Wow! It was colourful, informative and lots of 3-D creations. A few commercial posters, a bulletin-board, class rules. Signs with beautiful lettering which had been painstakingly cut out, double-mounted and laminated. There was NO student work. None. Later, I gently pointed this out to the headteacher. She had never noticed. It may have been a ‘beautiful’ environment for the students to exist in but there was no student ownership. No sense of ‘our’ classroom. It was very much the teacher’s classroom. This gave the ‘appearance of learning’ but in reality there was no evidence of it. Not a scrap – except that the teacher had learned some interior design tricks. Another extreme.

 Balance. Teachers are part of the class learning community. Why shouldn’t they have some of their ‘work’ on show if it enhances learning and the learning environment? Or, like many teachers, be a co-creator of a display of learning.

 When I was 11 years old, my teacher ‘gifted’ us a display board. We populated it with our artwork, origami models, magazine clippings. She taught us how to mount work and design labels. We shared things that we valued and never abused the opportunity. She must have been way ahead of her time. 

 I have never witnessed this as a negative extreme. However, I imagine a classroom where learners select all the display but there is never teacher engagement about quality would be as bereft of ‘visible’ learning as a ‘perfection only’ classroom. 

 Balance. If space allows…why not have displays created solely by learners; displays of learning co-created with teachers; samples of high quality product to inspire and samples of ‘visible’ learning showing progression; and also some information from the world outside. Inspire, inform, engage, involve, celebrate.

 Finally, one of my most hated phrases is ‘we must be seen to be doing’ – usually before some type of school inspection. Huge amounts of time and energy wasted on creating the appearance of something happening, which in day-to-day reality is not. Time and energy that could be spent on managing change positively rather than resisting it (…but appearing not to). I am not saying that all change is good but it is inevitable. We need to be responsive as opposed to reactive. I believe changes should be challenged and honest debates held – especially where changes are imposed to score political advantage points.

 However, that will not happen while inspection systems create a climate of fear and make snapshot judgements based on the ‘appearance of learning’. Results can be achieved without ‘real’ learning taking place. ‘Appearance of learning’ culture is transmitted through current hierarchies. Ultimately, we all lose out and our education system continues to be incongruent with the values most of us espouse. Or, do we just have the ‘appearance’ of an education system?

 

**Thanks to Eddie Schulberg for the phrase ‘appearance of learning’. 

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“It’s about time you did some work…!”

For years I listened to my dad jokingly say,

“It’s about time you did some real work! You teachers get it too easy!”

He said it with a twinkle in his eye and a genuine background respect for how hard I worked as a teacher. Yet how many have heard this said by friends, family, acquaintances, politicians, general public, and the media…without the knowledge and understanding about what really happens during a working day in a school; what happens during the evenings; what happens on the majority of weekends and what happens during school holidays?

At this point I feel I need to say that I am aware that, like in any other profession, there are different types of workers. Those that over-commit, those that work hard, those that just do what is needed, those that will do the bare minimum and, lets face it, those that just don’t care. Of course we have education professionals that will fit into each of these categories. That is reality. Just as it is a reality in any other line of work.

However, as the end of the Spring Term neared, I began reading more and more articles about school holidays…the length of school holidays…whether they were justified…whether teachers had it easy…whether it had a negative impact on standards…whether they should be shortened…etc etc.

Everyone has an opinion. Everyone has a perspective. Education is a public commodity. If you have been to school as a child and young person, you will have an opinion about school based on your own experiences. If you have a child in school, you will understandably have an opinion about their education and your own ability to attend work. If you are a politician, you are certainly going to have opinions and policies which may be based on your own experience, or on what will get your party into power and or perhaps even on genuine research into proven theory and innovative practice. (I will leave any further political thoughts here). If you work in the media, then the very concept of education and the fact that the majority of the general public have an opinion, will obviously make it something of a focal point.

It prompted me into action. So what were the teachers and educators going to be doing with their holiday? What do they have to say? Hence the creation of our last blog: A ‘snapshot’ survey.

Thank you to all who took part. We had responses from Primary/Elementary teachers, Secondary/High School teachers, School Admin/Business, Advisors/Trainers/Consultants within a geographical area that spanned the UK and the USA.

The question asked:

School Holidays: What are your plans?

A very quick set of multiple choice answers followed…with the option to add more of your own.

The results.

No, it was not the most complicated of surveys. No, it wouldn’t stand up against the big research studies. It wasn’t intended to do that. It was intended to give people we know personally and people who follow us at singlestepslearning, an opportunity to voice their opinion, whilst at the same time giving us a simple set of results, something concrete to analyse.  

Having worked for 16 years in education, I wasn’t that surprised by the results. I am aware of the hours that many teachers put into planning, preparation, assessment and paperwork. I’m also aware of the amount of personal money, time and energy many teachers put in to purchase or make resources. I could continue the list…the amount of time and energy given in worry and concern about the emotional and physical safety of certain pupils when they leave the school building; the fact that teaching a class(es) of 30 all day, every day, involves so many high level emotional interactions. The average teacher must be able to multi-task, must be multi-skilled and must be ready to act with flexibility to any unknown, unforeseen circumstance that may veer you completely off any kind of pre-planned format or content of a session. The energy needed to sustain this level of interaction, to enthuse young children and people, to inspire, to encourage, to treat each as an individual, yet build a cohesive community, to help every learner explore their potential, ask big questions, develop as citizens….well, I’m exhausted just thinking about this. Unless you have worked in a school, unless you have experienced this, it is something that you cannot fully comprehend. Working with young children, young adults is a privilege. It brings moments of sheer pleasure. Yet it is exhausting if you fully commit to it…and there are NEVER enough hours in a school day to do everything required. Never. Hence the result that 44% of respondents would spend holiday time involved in a work related activity.

Add to the mix that there is a growing trend of ‘publicly judging’ teachers by a set of cold standardized results, I’m not surprised that many in teaching are beginning to question their choice of career. And these are teachers who are exceptional. Are we really going to demonise the teaching profession so much that we drive out those that do the best job?

The voice of one teacher who responded…

“I have followed the recent discussions in the media about changing the academic year. I entirely agree that the summer holidays are too long and children forget things. To be honest, I do too! However, as a teacher I find the half terms and holidays invaluable for both catching up and preparation for the next term. They are also a great opportunity to reset my work-life balance, as I generally have too much to do during the evenings and weekends to make time for socialising. On another note I also recall Michael Gove suggesting that the school days should be longer. Clearly he doesn’t see the 16 hour days many of us put in. I’m pretty sure the overtime during term time more than covers our holidays.”

And my final thought…

…learning experiences can happen anywhere, with anyone. Schools provide one venue for learning. Time away from school can also provide rich opportunities for learning. It just comes down to what you as an individual, and what we, as a society, decide to value. But that is another story…another blog…

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A ‘snapshot’ survey…

For many of us in the UK, the school holidays are imminent. Some areas are already enjoying the start of the break, others are counting down the days.

Around the world, other educational establishments will also be looking forward to a vacation or preparing for the end of their academic year.

So what will teachers, educators, practitioners be doing with their ‘holiday/vacation’ time? Do you in fact get a holiday? What are your thoughts on ‘school holidays and school terms’? Do you work in an educational establishment that is changing their organisation of the academic year? 

We have set up a couple of very short surveys which can be accessed via SurveyMonkey or our facebook page. 

Green tick

We are interested in collating these initial results with a view to extending the surveys and writing a post about education, schools and the varied perception of ‘holidays’. 

So, if you have a spare 2 minutes, we would be grateful if you would follow one of the links and/or forward them to family/friends/colleagues who may be interested in completing the survey. 

Facebook Link: Requires you to have/sign up to a facebook page and will register your name.

Facebook: www.facebook.com/singlestepslearning 

Survey Monkey: Anonymous, no need to sign up, 2 quick/simple multiple choice questions (click on all that are applicable) and an optional comment box.

Survey Monkey: http://www.surveymonkey.com/s/3PSZ9R6

Thank you 🙂 

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Good Afternoon (Two Days in Stirling Part Four)

Single Steps Learning's Stirling Adventure

Re-caffeinated, and accompanied by the sound of screeching of brakes, we arrive at Riverside Nursery. It’s great to see Jackie Elliot and Lorna McAllister again (we are late but they are smiling!). We are excited to be here. We have already seen the ‘Documentation’ (annotated and pictorial record of learning) and we have been invited to observe the children collaborating in order to solve a problem. 

They receive a phone call from ‘The Zoo’. One of the animals has escaped! Can they help return the animal (represented by a soft toy), negotiating a series of obstacles…and without direct ‘hand’ contact. 

There is an assortment of resources that the children could use. They are immediately engaged by the scenario and ideas are flowing freely. Resources are chosen and one group settles on using some ‘tools’ to lift the animal into a carrier bag. Using a combination of readily available classroom materials, the children successfully cross a ‘river’ and a ‘swamp’. There is much celebration followed by a ‘debrief’ in which the children reflect on how they solved the problem and interacted with each other. 

Debrief with nursery children sounds a bit ominous and formal but it is a brief reflection and exploration of their learning. Unfortunately, we have seen, in a discussion forum of a national publication, disparaging and mocking comments about asking Early Years children to reflect on their learning. But isn’t this what ‘good’ parents do naturally – question, discuss, show interest and value the thoughts of their offspring? So why would we do anything less? The perception that the educator’s role is to fill empty heads with important stuff is still one of the biggest barriers to effective learning – but not in Riverside Nursery!

The careful questioning we observed, guided the children’s thinking and enabled them to ‘crystallise’ their experience into something tangible. There will, of course, be different learning outcomes for different children – some will be able to articulate reasoning, some may only be able to recall events and feelings and yes, some may not be ready to engage fully. However, taking part in the ‘ritual’ of valuing experiences has to begin somewhere – do we wait until children formally understand all the concepts of a birthday celebration before we allow them to take part in the ‘rituals’? No, we don’t.

We then have our own ‘debrief’ with Jackie and Lorna, who are modelling high quality learning themselves, using collaborative tools and strategies to develop reflective practice within their setting. Thank you both!

We leave the nursery building at a respectful walking pace, run to the car, then back to Bannockburn and Park Drive Nursery. The ‘Drive’ was easy…the ‘Park’ was more difficult. We arrive just as children are being collected…not a parking space to be seen…

Eventually, we meet with Jackie Dupont, discard our coats and bags and have a tour of the setting. We are delighted to meet Sharron McIntosh again and see how she has been visibly recording the children’s ideas for developing their learning. There are some wonderful questions about animals – ‘Can a giraffe fit in a house?’, ‘Why does the farmer put ‘jobbies’ on the field?’

We are thankful for some refreshments and settle down for a chat with Jackie, Sharron and Head of Nursery, Joan Gillanders. Our informal chat turns into an exciting and productive brainstorming/planning session. The minutes fly by and it is time to leave. Thanks to you all for the invitation and the welcome.

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Education Evolution

This caught our attention on the facebook page of ‘Sir Ken Robinson’…

Imaginative, provocative video from students on the need for (r)evolution in teaching and learning

http://edevolution.wordpress.com/

Follow the link to watch the video – real students calling for a change in education that matches their needs and their world. Collaboration…creativity…choice…technology.

We can all do our bit to bring on a learning revolution…

We just need to speak out together.

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