Education Nation | Prue Gill and Ed Cuthbertson - Encouraging students to become active participants in their learning
“We need to till and fertilise the soil before we can harvest the growth in our classroom.”
– Prue Gill and Ed Cuthbertson
Peter Mader’s session led into lunch (which was fantastic), after which I headed off to The Learner to hear from Prue Gill and Ed Cuthbertson (@prue_g and @ed_cuthbertson) about how to encourage students to become active participants in their own learning. It promised to be an interesting session, which was unfortunately poorly attended, but from which I learned a lot. Prue and Ed have kindly made their slide deck available and you can find it here.
They began by providing some context for the audience, indicating that they came from a low socioeconomic status (SES) area called Conder in the ACT. They qualified it by saying that low SES in the ACT is not the same as low SES in NSW or other states, but that they are, relatively speaking, disadvantaged and isolated from the rest of the region. They added that they have both been in the school, together, for some years, which is actually an unusual situation. Apparently the ACT used to have a policy in place to ensure cross-fertilisation of ideas and practices that a teacher moved to a new school every two years. The unintended consequence of this was that staffing in the school was fluid and there was constant change, resulting in it beign very difficult to build or change school culture. The practice has, thankfully, fallen by the wayside and has resulted in vastly improved relationships between staff members and between staff and students
We began by considering that we cannot empower students when teachers are not themselves empowered and were asked to consider and map on a Cartesian Plane, school practices that were low or high quality and were empowering or disempowering for teachers.
The audience spent time collaboratively filling in their own Cartesian planes and then came back together and shared the ideas. They related to us, as they added groups ideas to the plane, that they were shown this tool by Dan Meyer and that it provided a usable tool for helping a school move from across the plane to the top right-hand quadrant.
They explored the idea that it was impossible to teach the curriculum if a teacher too busy managing behaviour issues and how teachers need to sit down at the same level as students as part of the behaviour management process, conferencing with them to discuss the root cause of the behaviour. This goes back to the theory that all behaviour has a reason or purpose behind it. The school began using the mini-conference process as a way of addressing behaviour issues constructively and that as it gained traction and acceptance from teachers, students and parents, that they were then able to use it not only to assist in resolving teacher:student issues but also in resolving teacher:teacher and student:student issues.
The school invested time in helping staff develop their professional development plans (PDPs), identifying development opportunities that met both staff and school needs and used action research to gather data on what practices were and were not working and to be able to determine the level of impact that practices were having using data.
They spoke about the need to value the passion and knowledge of teachers and to invest in and then leverage that, compromising as needed logistically. The example they gave was that a science teacher wanted to run a particular program and had built up the interest in science to the point where students wanted to engage in that program. The school leadership was able to recognise the passion and knowledge of that teacher and gave the go-ahead for the program, with a quid-pro-quo of taking on an additional class.
The school also uses collaboratively teaching and have placed all Year Seven mathematics classes on the same line, allowing for team teaching, planning, programming, and assessing.
Another aspect of the school which I believe is fantastic is that every teacher in the school, including the Assistant Principals and the Deputy Principal, are expected to observe and provide feedback to two other teachers, as well be observed and given feedback about their own teaching practice. I have heard this concept given many names, but the underlying spirit is brilliant and promotes growth, learning, and best-practice and that it has resulted in significant growth throughout the entire teaching staff.
The school has also worked hard to remove useless and wasteful staff meetings consisting of items that belong in an e-mail. They map out the agendas for staff meetings for the full year and make them visible to the entire staff, creating an environment where e-mail meetings are reduced and promoting genuine discussion and debate on substantive issues. One of the issues examined was the use of funding and the recognition that data and accountability for the use of funding go hand in hand. To this end, funding began to be targeted to specific purposes and programs, which needed to be evaluated and the data used to determine success and the impact thereof through action research. One outcome of this was that the way rubrics were used to judge assessment tasks was changed. They are now structured and given to students indicating that by the end of the unit they need to be able to answer specific in-depth questions, rather than simply writing a report that uses a few keywords.
In order to improve the level of teacher wellbeing, the school instituted a family week wherein staff are encouraged to not arrive at school prior to 0800 and to not be on premises after 1530. In addition to this, once a week, each subject block (the school is grouped into three cross-faculty blocks) has a staff lunch. During that staff lunch, which is cooked by the staff specifically to share with each other, students are not allowed to go to that staffroom and all playground duties are taken care of by the other two faculty-blocks. I have written previously about the benefits of sharing a meal with colleagues, and they have held consistently for Lanyon High School staff.
One area that was identified as needing improvement was in collaboration with other schools. To this end, a learning community was established with nearby primary and secondary schools. As part of this, joint assemblies are held on a regular, but not interferingly regular, basis so that when students transition from primary to secondary, the school they attend is already relatively familiar due to the community environment that has been established.
At this point, we were asked to consider what an empowered student looked like and in our table groups, discussed and explored this with some consistent themes emerging in the room.
Prue and Ed also noted that if it is easy to measure, then it is probably not worth measuring, which led to a discussion about how do we measure if our students are empowered. Some tools that they use as a school include attendance rates, especially for those with historically low attendance as well as reading student reflection journals.
The discussion then moved onto an explanation of the merit and reward system that was being used across the school and that while it was working well and having positive effects, there was an awareness of Alfie Kohn’s Punished by Rewards theory and the negative potential of extrinsic motivation. There was a discussion of the fact that some schools physically cannot get through the whole curriculum and that one way they were working through that issue was to utilise the learning by design methodology in their planning and programming, as well as peer feedback on practice.
They discovered that students were working on assignments outside of school hours, collaboratively, and diving into deep discussions on concepts that were being covered in class.
We are often told, as educators, that we need to leverage a student’s interest and teach to it. However, Prue and Ed argued that if a student likes bikes, do not give him a book about bikes and teach everything through bikes as that will only destroy the love of bikes. It is also, they said, our job to expose students to other ideas, concepts, and interests rather than allow them to become single-minded about something.
Closing out, Prue and Ed spoke to us briefly about the Giving Project they run through Years Seven, Eight and Nine, the use of a genuine student parliament which has input in the school and issues that affect students, and the last comment was from Prue; “that what works is not the right question. What works somewhere does not work everywhere.”
I enjoyed the session with Prue and Ed, their passion shone through and we heard some interesting ideas about engaging students in their own learning, stemming from a focus on improved school culture. The session was not well attended, I thought and did them a disservice, however, their enthusiasm was infectious and they engaged the audience well.
As always, thank you for reading. If you have missed the other articles in this Education Nation series, you can fidn the full list here.
I’ve learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel.
– Attributed to Maya Angelou
In a previous article, I began to write about the classroom ecology and digressed into talking about one of the programs that my teaching partner for this year, Mrs. W, and I have put into place, the classroom economy. In this article, which I am writing on Monday morning, with the sound of a leaf blower out in the playground and cars rushing past on the main road the only accompaniment, I want to talk about instilling a love of learning and ask that you think about how it is that you instill a love of learning in your students. One of the reasons why I teach was the two fantastic teachers I had when I was in Year Five and Year Six at West Tamworth PS. Mr. Davies and Mr. Hawkins were vastly different characters, yet both managed to impress upon me a love of learning.
In Year Five, I had Mr. Davies, short of stature, thinning hair, glasses and a love of challenging us with logic puzzles, including us playing, as a class group, Where in the World is Carmen Sandiago? on the class computer. I have no recollection of any particular skill or knowledge which he imparted to us in that year, however, I do remember feeling privileged, that I had been allowed to leave the class for portions of time to go to the school library and research (which likely meant copy from the encyclopaedia) Ancient Egypt, a topic with which I had discovered a fascination for at some unknown point in time prior.
While I was, most likely, merely copying information from the encyclopaedia, I was doing so with the feeling that I had to do it well, and that I had to collect as much information as I could to justify Mr Davies’ decision to allow me this opportunity. I did not want to disappoint him, which resulted in my typing up many pages of text, systematically copied and painstakingly re-typed and then printed out at school. I distinctly recall being asked by Mr Davies what I had discovered so far about Ancient Egypt and being an excited nine-year-old boy, promptly rattled off a string of facts, much of which I suspect I did not truly understand at that point in time.
Whether Mr Davies choice to allow me such unfettered, and in my memory, relatively unaccountable access to the library during class time was good pedagogy I do not think I could answer due to my own bias about the subject. However, it did instil a sense of excitement with learning, which was sustained and repeated on many occasions that year as I learned more and more, as I elected to do Ancient History throughout my HSC years, and which, even to this day, I still feel when I become consumed within a new topic which interests me, and that love and excitement for learning is something that I would sincerely like to impart to my own students this year.
Achieving this will be difficult, however, I am confident that by being excited or passionate and appropriately animated while I am teaching, that by encouraging my students to take calculated risks, trusting in the supportive environment of our classroom, that my students will take their own steps towards becoming excited about learning.
How do you create excitement in your own students about learning?