In the autumn of 2019 I led a Collaborative Network to discuss my proposal for a Professional Learning Plan. The experience working with 9 colleagues as we reviewed the goals, procedure, and supporting tools/mechanisms was invaluable, and their contributions greatly shaped the staffwide launch of our “PLP”.
One of the key elements for the PLP is a self-reflection document, based on the Principles for High Quality Education that the school had worked on the previous year. As we piloted reflecting on the statements in this document, it became clear that some of the phrasing seemed obscure or “too technical” for the type of honest reflection we were trying to encourage.
Therefore, to aid my colleagues in completing the self-reflection document, I have tried to “unpack” some of the terminology. In addition, I have suggested possible lines of inquiry and links to background research that could support a teacher in responding to the statements on each self-reflection document. Below is the first section of this document:
Unpacking the Principles for High Quality Learning (PHQL): What does each item mean?
In the following document, I try to “unpack” the statements from our Principles for High Quality Learning by explaining terminology, suggesting possible self-reflection lines, and including links to background research.
At Le Rosey, we strive to set the most effective conditions for high quality learning by:
● Fostering different approaches to education through a French-English bilingual and bicultural programme while supporting additional language acquisition and reinforcing home languages.
In one respect, this item pertains to our entire school programme—every student participates in our bilingual programme. Every student develops knowledge and skills in francophone and anglophone languages and methodologies; they are also encouraged to learn additional languages and they are supported in strengthening their home language to levels of advanced literary analysis. Nevertheless, as individual teachers (whether we work in a language and literature department or not) we can remain curious about our students’ linguistic background and how their language and culture can contribute to broadening everyone’s understanding of the world.
Possible lines for reflection:
– How do I learn about my students’ background?
– How do I capitalise on that knowledge for everyone’s benefit?
– How do I support the students in developing their language competencies by scaffolding the learning of “discipline-specific” and “transferable” terms and phrases? (ex. Tier 1, Tier 2, Tier 3 words)
* For slides by Eowyn Crisfield on this topic , click here.
● Building constructively on learner’s prior knowledge with the appropriate level of challenge.
David P. Ausubel wrote: “The most important single factor influencing learning is what the learner already knows. Ascertain this and teach him accordingly” (Ausubel, 1968 quoted in Kirschner and Hendrick, 2020). Therefore, the responsibility of teachers involves both “ascertaining” a student’s prior knowledge (which can be achieved through a range of methods, each with varying degrees of desirability and effectiveness in different areas) and then determining how to “build constructively on” it. Each of these mechanisms, and their interrelation, could be explored by an interested teacher.
Possible lines for reflection:
– What tools do I employ to have a clear and accurate picture of each of my learner’s prior knowledge? Where do I keep that information for reference as necessary?
– Once I am confident I have a clear picture of each student’s prior knowledge, and where they should be to reach the goals for the unit, how do I plan the steps to bridge those gaps?
– How do I take individual student’s differences into account in my planning and in my delivery?
*Ausubel’s findings are described in chapter 6 of Paul A. Kirschner and Carl Hendrick’s How Learning Happens: Seminal Works in Educational Psychology and What They Mean in Practice(Routledge, 2020).
● Eliciting evidence of achievement to adjust our practice and to provide constructive feedback.
It may seem that this item refers to the same professional practices as the previous item, but the difference is focussed on the timing: the previous bullet point refers to the methods by which an educator gauges a student’s prior knowledge at the start of a unit or topic, whereas the above statement refers to the importance of conducting regular, low-stakes formative assessment during the course of the unit which will allow the teacher to provide feedback that students can apply promptly, and which could impact the teacher’s planning itself. As Dylan Wiliam writes “Feedback is only successful if students use it to improve their performance” (Wiliam, 2016).
Possible lines for reflection:
– How often do I give my students opportunities to show long-term learning? Am I satisfied with the frequency?
– What type of activity am I using to gauge students’ level of achievement for the knowledge and skills I have identified as key in my unit planner?
– How do I respond concretely to the results of my formative assessments, especially for students who (a) have mastered the intended learning or (b) are struggling with this unit of work?
*Click here for Wiliam’s article, “The Secret of Effective Feedback” in Educational Leadership. April 2016. Volume 73, Number 7.
● Providing opportunities for regular practice over time, including zero-stakes testing.
Since Cognitive Load Theory was developed by John Sweller and published in 1988, teachers and researchers have aimed to articulate strategies that will reduce the load on working memory. By freeing up working memory, new knowledge can be more easily manipulated and integrated into existing schemata, leading to a more effective learning experience. Retrieval practices— including think-pair-shair, “brain dump”, flashcards and low (or zero-) stakes quizzes –all help a student create the neural pathways for retention to be long term. However, teachers may need to make a conscious, deliberate decision to schedule the practice activities which will aid the student’s long-term retention: it is easier to offer “regular practice” when retrieval activities are part of the planning.
Possible lines for reflection:
– Which retrieval practices do I want to use regularly, and how do I determine their effectiveness?
– When do I schedule these practice activities and how do I measure their impact on student learning?
– To what extent do I want retrieval practices to be part of the lesson, or completed at home? What are the benefits of each approach?
*Click here for a research article by Henry L. Roediger and Jeffrey D. Karpicke on the relationship between “memory tests” and long-term retention.
● Providing time for reflection and metacognitive awareness that can inform next steps.
The International Baccalaureate programme places a strong emphasis reflection, and the Diploma programme invites students to think carefully about their learning experience both in their academic courses and in core components including CAS. Reflection is important because it teaches students to focus on the way school makes an impact in their lives and to take responsilibility for their learning experience. At the same time, teachers are responsible for providing the structure and support for students to engage in these reflections beyond lip service. The result is a clearer picture of themselves as learners. To that extent, reflections should point back to metacognitive activity: how the mind works and what practices will aid learning.
Possible lines for reflection:
– What reflection activities are best suited for the work I do with students? What format do I prefer, and why?
– How do I schedule time for reflection to bring about the most useful results?
– What do I do with the information obtained from student reflections? What do I allow students themselves to do over time with the information from their own reflections?
*Click here for a model that incorporates elements teaching practices that can impact how students develop reflective awareness and techniques.
● Making informed use of information technology as a tool to enhance learning.
The key phrase in this statement is “informed use”. In order to use technology effectively, we need to be mindful of the essential principles and practices within our subject area, the mental mechanisms we need students to develop, and the concrete knowledge and skills we are trying to foster in that specific unit of study. We can then consider to what extent technology tools will support, enhance or even transform that learning experience. We can all use technology, but are we doing so deliberately, and considering its impact?
Possible lines for reflection:
– What key thinking skills do I want to develop in my students that could be effectively enhanced/improved with the use of technology?
– What do different forms of technology specifically contribute to student learning in my discipline, and how do I make a selection?
– How do I plan for the application of a technology tool (frequency, time allocated for set-up or removal, storing or disseminating of electronic material, use of multimedia resources, etc.)?
*Click here for a description of Dr. Ruben Puentedura’s SAMR (Substitution, Augmentation, Modification, Redefinition) model and its application.
● Helping learners develop organizational skills and autonomy.
Many of us would argue that a student cannot develop autonomy without a toolbox of mastered organizational skills. Being independent and self-advocating requires a methodical approach in order to be effective, whether we are organising our physical work space, our arguments in a persuasive essay, or our calendar for the upcoming weeks. Unfortunately, not all students are able to see that connection, and it behooves us to explicitly teach concrete organizational tools in addition to helping them see the benefits of developing autonomy through taking ownership of those organizational skills.
Possible lines for reflection:
– All disciplines require that we organise knowledge. What specific formats are especially useful in my discipline (mind maps, tables, charts, outlines, etc.) and how do I teach my students how to use these effectively?
– Are my students able to use the organizational tools independently and can they describe what they gained from the experience?
– Am I familiar with the organizational skills the students are developing in other subject areas, and do I try to reinforce them, or do I propose different alternatives? Is it possible to overwhelm students with techniques to develop “organizational skills and autonomy”?
* Click here for five practices to develop organizational skills and click here for Atul Gawande’s TED talk on the value of checklists. Click here for a description of six concrete activities that, if practiced regularly, could promote greater student autonomy in class.
In a future entry I will unpack the statements about the multicultural environment we seek to create. If you want to suggest additional lines of inquiry for the different statements, use the comments link below!
