In reading this article on personalised learning trends, this graphic stood out. Originally introduced by Barbara Bray and Kathleen McClaskey, it presents the opportunity to reflect on where we are at on this continuum of choice. It got me thinking about my classroom design, and how we can evaluate not just individual lessons/classes, but also different parts of our practice:
- Drama class: students are participants and occasionally designers
- Media classes: students are co-designers at first, but upgrade to designers once the expectations are set up
- Active Learning: they have the opportunity to be advocates and entrepreneurs
- Deaning: provides students the opportunity to be an advocate, but historically would say I’ve treated the students as participants.
- Leading Professional Learning: my colleagues are participants.
This graphic offers a really accessible visualisation of the role of the teacher in learning, and a way of creating meaningful goals and next steps. For instance, I think I can do a better job at leading professional leading whereby my colleagues become co-designers in my focus group. By giving the teachers a greater role in the group they will need to examine their purpose for learning more which will make the sessions more valuable. They can learn from experiencing this approach and potentially take it into their classrooms.
I would add that what I plan to do with this illustration is share it not just with colleagues, but also with students. It will help to communicate what I want from them and their learning and part of the ‘why‘ of what we are doing in the class. I feel transparency around the intentions of student-centred learning is essential to making it successful.