In my previous post on this book, I looked at Larissa Pahomov’s take on creating an authentic learning environment using the perks of the digital age. She took on teaching research and collaboration, and then looked at presentation. She continues…
Chapter seven focuses on Making Reflection Relevant.
The key question that opens the chapter is: “If you were to do this project again, what would you change or do differently?” Of course, rarely in the culture of NCEA do we take the time to reflect adequately on a completed task before moving onto the next assessment. However, this is valuable and Pahomov argues that for meaningful reflection to occur it must be “metacognitive, applicable and shared”. I found the challenge that reflection needed to be shared the most confronting. I think I have been guilty of seeing reflection as being tunneled into an independent process, because that is what it needs to be in order to be honest. However, often we aren’t honest with ourselves, so it makes sense that reflection is brought out into the open to be navigated in a space where help is available. The challenge here is to a create a culture of infinite improvement and where “the classroom can become a place of collective support” (113).
The framework for Student Reflection (114):
- Put reflection first
- De-emphasize grades
- Integrate student and teacher reflection
- Let reflection accumulate
Chapter eight focuses on Embracing the Culture: Schoolwide Practices. This is a discussion of how the model of SLA can actually be made to work and what practices and policies are in place to make the kind of teaching and learning possible.
- Common Language – this has been evident in my experience when the school adopted SOLO and students’ built an understanding of a common language because it was being used in all their classrooms. How powerful would it be if our values, and key competencies were more prevalent in our language rather than the back end of the curriculum which so often gets put first? The benefits here are that the language encourages learning, not assessment, it helps to empower students, and teachers support one another because everyone is reinforcing the same thing.
- Open Doors – through using shared planning procedures, the opportunity to access everyone for conversations (no one expert) and frequent classroom visitors. They also have a peer tutoring arrangements which I found quite interesting. Academic credit is incorporated into this service and it builds role modelling and enriches the learning environment.
- Outside Partnerships – real world learning is embraced through getting students out into authentic environments to extend their learning. Again a shift away from the teacher as the expert.
- Advisory – a central teacher figure (sounds very similar to what ‘Form Time’ or ‘mentoring’ is trying to be as it seems to be in the NZ context). It is essential the relationship between the teacher and the students are strong in this context, and the continuity here is obviously also key.
I’ve taken a huge amount away from this book and consider it one of the best professional reading I’ve done in a long time. I’ll be recommending it whenever I can and sharing the love!