Adventures in pupil and teacher interdependence

This post is a direct follow up to my last one which ended with my colleague AP giving me some feedback  that I'd requested about a lesson that she'd popped into.  I wanted to share with you how our email interactions have shaped some of what I've been trying with my classes regarding interdependence.

 

For background, AP is a mainscale English teacher who has is in her 2nd year of teaching.  I am a currently a senior leader who also Head of Maths and have been teaching for around 8 years. The content of the  following emails is only edited for spelling and I have AP's permission to use them.

From: IS
Sent: 11 December 2012 11:20
To: AP
Subject: further adventures re pupil interdependence

 

Thanks for the feedback.

 

You are right the maths links were tenuous. It was more to see how they approached a whole-class task and to observe what roles students naturally took.  Also I’ve never tried one before so I wanted to bite the bullet and give it ago.  I also wanted to try it and contemplate how I could use it for a more mathematically rich activity it the future which brings me on to today…

Tried a whole group task again with my year 11s

There are about 18 in the class.

 
This time much more maths focus.

We’d started the lesson doing surface areas.  Each as a group had to work out the surface area of the textbook on their table as they came in (4 min)

Then discussed ppl’s answers and approaches (5 min)  Ensuring that everybody got the concept  of surface area

Next I put the pole in the middle of the room

Along with a ball of string, some rulers and calculators.

 

Task “ As a class find the surface area of this pole. Everybody in the class must have a worked solution by the end of the time” – 4mins.

 

I wandered around capturing answers and questions that diff groups asked on the board.  Wish I’d taken pics but I forgot.

 

Some of the kids responses that I wrote up on the board...

·         “What is the height”

·         “ how do we find it”

·         “what is the radius”

·         Do we do the diameter”

 

Whenever I heard somebody say something that might help the rest of the class I asked them to write it on the board (1 person knew the formula to use)

 

Really interesting to see how they worked.

 

A couple of kids took up the job of measurers – telling everybody else the relevant dimensions and some started looking up the formula in the textbooks to help their tables . Some just asked questions , which although they didn’t’ know it- helped to structure and direct the thinking of others and moved them forward as a class.

 

As a class they had solved it by the end of the 4 mins ( with no factual inout from me at all) and I used the questions that I heard them asking during the task to frame the discussion at the end.  Asking why the information that ppl had asked for was important etc and how it helped them to solve my problem.

 

Very pleased with how it went.

I really must return your pole at some point!

 Regards

 Iesha

 

From: AP
Sent: 11 December 2012 11:28
To: IS
Subject: RE: further adventures re pupil interdependence

 

Hey,

 This sounds fantastic – I can’t believe you only gave them 4mins to complete the task and they actually did it!

 

In TLCs next week it would be great if you could share some of the experiences you’ve had so far but only if you’re happy too.

 I’m currently trying to think of how I can do the Trajan’s column activity with my year 8 class but until then you can keep hold of the pole J - yesterday I had 10 sheets of A3 paper stuck on the windows and walls and had the pupils carouselling around writing quotes and themes from poems. Now, their filled sheets have been photocopied into a revision booklet – so simple, no planning and they did all the work!

 

Thanks for all your feedback and updates on group work.

 

AP

 

From: IS
Sent: 11 December 2012 11:32
To: AP
Subject: RE: further adventures re pupil interdependence

 

I love that idea re a revision booklet.  I’ve been considering how to effectively  capture info from the whole class when they are working on separate topics and it was the one bit of negative feedback that my y10s came back with yesterday  when we did a whole class group thing.   Can I see it?  I’ve got videos that they made showing others how to do things but not sure where to put them.  The following class used them for revision and found them v helpful.  Is there some sort of school youtube?

 

From: AP
Sent: 11 December 2012 11:39
To: IS
Subject: RE: further adventures re pupil interdependence

 

I actually think there might be. There was definite talk of Keven having set one up – maybe ask him? It’s really useful to have it somewhere where students can access but also teachers so that they can see what others are doing and use ideas in their own lessons. Could you perhaps do a carousel after they’ve done their individual topics, maybe home and away groups or 1 pupil as the teacher going round to other groups and sharing what they’ve done?

 

Yep there are literally just 10 brainstorms into a booklet but you can come take a look. Doing the same activity on Thurs morning with lower set but I’ve put the names of the poems on the sheet as well so all they have to do is find the quotes.

 

From: IS
Sent: 11 December 2012 11:50
To: AP
Subject: RE: further adventures re pupil interdependence

Yeah, they are usually brilliant with their own bits but it breaks down when finding out from others if there are more than two topics as they get bored listening to each other (even when I do it in groups-rather than whole class feedback) I find the learning breaks down as they kind of just copy the answers after a while rather than understanding how it works.

Something I want to crack this year. They are used to being sent as experts or envoys to other tables during normal lessons though so I maybe need to develop that.

From: AP
Sent: 11 December 2012 17:01
To: IS
Subject: RE: further adventures re pupil interdependence

 

Yeah I know what you mean, they’re on board when they are the main focus but when they have to listen to others…I did home and away groups last week and the first thing they did was try to copy each other’s tables – I had to stop them and explain again what I wanted them to do.

 

I’d maybe focus on envoys and see how you get on. Perhaps you can add an incentive where the group judges their expert and vice versa on key skills like communicating ideas clearly, asking appropriate questions, listening etc…

 

 

From: IS
Sent: 13 December 2012 14:47
To: AP
Subject: Re: further adventures re pupil interdependence + TLC

 

Hi,

 

Sending apologies re Mon, I've got leave of absence for the day so won't make the TLC. Or else would have been happy to share what I've been up to.

 

In the mean time I stole and amended your revision idea today.

 

Year 9 and 10 have a test tomo and my year 11s are winding down so I gave my year 11 class the following task

 

" My year 9 and 10 are having a test tomorrow. Can you look at it and give them hints/ information that will help those who get stuck on the piece of paper I've given you? 

 

 

Thanks"

 

I gave each pair a plain sheet of A3 paper and a copy of the test. Then they got on with it.

 

After a while they started writing things on the board ( without prompting from me) then near the end we discussed which info was useful and which wasn't , the reasons why and whether it was phrased in a way the other class could understand.

 

The finished article is attached. Really useful task as it helped my year 11s to revise too and the G and T kids were really challenged to explain things in writing in a way that was understandable to somebody of a diff ability ( who wasn't there with them). 

 

I've asked Dan to photocopy it for tomo and will give it to my classes as a crib sheet during the test. Then I think I'll ask them to give feedback re how useful it was and how they improve it.

 

 

From: AP
Sent: 14 December 2012 15:59
To: IS
Subject: RE: further adventures re pupil interdependence + TLC

 

Hi Iesha,

 

Sorry for not getting back to you sooner. Thanks for letting me know about Monday.

 

Love the way you used my revision idea – even better by then using the products with another class – shows how learning in one lesson can support a totally different lesson/year group.

 

Did they find it useful in the end?

 

AP

 

 

 

 

 

 

 

 

 

 

 

 

 

 

iTeachFreely: Applied Learning 1 - what is applied learning?

As you may or may not be aware, here at Canons, one of the ways we share our good teaching and learning practice is during Teaching and Learning Communities directed time (or TLCs for short).

I head up the Applied Learning TLC and thought it would be a good opportunity to distill some thoughts on here of what it means and why it's important.

So what are the aims of the year in the Applied Learning TLC? Well all TLCs are running in a similar format. It's all about Joint Practice Development (JPD). We want to make sure as much good practice is transferred between teachers as possible. After receiving training in how to coach each other (thanks @ieshasmall) we utilised this new skillset to break into "coaching triads", allowing staff to focus on where they want to head with their pedagogy and how to get there.

So what is applied learning? BASICALLY: applied learning is a style of learning which equips and prepares people for life, learning and employment. As a product of the modern GCSE system myself, I find myself only now understanding how to learn. I found GCSEs challenging but excelled in them in terms of grades, then A Level came along with the requirement to self direct my learning and think about my subject synoptically. In retrospect I now know my failures at A Level were completely down to my inability to link my ideas together. I wasn't being challenged to deepen my thinking and was simply memorising facts and processes. It is this hindsight that makes things like SOLO taxonomy and @Totallywired77's Punk Learning so attractive to me. They truly prepare our students for lifelong learning. It would bring me no end of pleasure to think students in the future will look back on their time under my tutelage and feel I taught them more than just science and bad puns.

Applied learning is a very broad focus (is that an oxymoron?) but I want to direct my TLC towards Punk Learning which incorporates project based learning, student set objectives, creativity and life enhancing skills, all scaffolded by SOLO's excellent structure of progression to constantly challenge.

I supplied my TLC group with the following manifesto to get them thinking about applied learning. I can't remember how much of it was taken from another source, apologies if it was from you, please get in touch so I can give you credit.

Applied learning:

• links learning to the real world making it more relevant to students and giving a greater sense of purpose to what they are doing.
• places equal emphasis on knowledge, understanding and skills.
• gives students increasing opportunities to use and apply their learning so that they can see their learning in action and extend and develop it still further.
• requires students to be more active in their learning so that they are partners in the learning process rather than passengers or spectators – there is strong evidence that learning is much more powerful and lasting when this is happening.
• places greater emphasis on ‘deep learning’ that builds on, and makes connections with, students’ prior learning and experiences, as opposed to the simplistic rote recall of facts and what has been called ‘shallow learning’.
• requires students to increasingly take responsibility for their own learning, planning and organising progressively more challenging tasks and extended activities, so they are better prepared for future learning and life.
• supports students to reflect upon and develop their learning skills so that they become increasingly more effective as learners and better equipped for the future.

Watch this space for more musings on Applied Learning soon!

 

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Creating a climate for risk taking in the classroom

Imagine a world where all SLTs taught consistentlyoutstanding lessons and staff saw them doing that and that alone. What would itprove? It would be great for our egos but how would it actually develop any ofour staff?

 Make no mistake, I know what good and outstandinglearning looks like,  I can and doachieve it on a regular basis but actually a major (arguably more important)part of my job is to create conditions for others to achieve this and create aculture where it's ok to take risks. It is these risks that eventually lead tosustained and continual improvement across departments and organisations.

 I'm currently part of a small group looking atdeveloping classroom practice around pupil interdependence, led by an excellentteacher in her 2nd year of teaching. I was quite excited about something she'ddone with us a few weeks ago and emailed her to say I was going to try it outwith a class for the first time, later that day. She replied that she happenedto be free that pm so could she pop in? My response? "Of course.”

I don't believe that the lesson would have beenrated outstanding but that wasn't the point. I was trying something new withpossibly my most challenging class. I'm not even sure how much it was actuallyrelated to maths- it was the process that I was interested in and wanted toexplore for future lessons. If I were a slave to the "SLT must beoutstanding at all times" mantra I would have turned my colleague down andlet her come in a week or two after I'd drilled the kids and played with it alittle more to iron out any rough edges.

 I choose not to do that. Why? Because that is notthe culture I want to be a part of leading. We tell pupils that it’s ok to failbut rarely show that to staff. As a school leader, I want staff to know thatit's ok to experiment, that we can be part of each other’s mutual development-that is what develops a truly excellent organisation - not a need to show howperfect we all are.

 After the lesson, I asked Athena to give me somefeedback- here it is (unedited)...

 

“Hey,

This is what I noted downafter the lesson:

· Engaging task with clear instructions and time allowance.

· Allowed pupils to choose their own groups and resources which gives themownership over their work.

· Very little involvement, instead you just ‘hinted’ and asked questions tocertain pupils about how they might want to go about directing the activity.

· I think that for a clear leader to emerge there needed to be a wholeclass ‘buy in’ and a sense that everyone was contributing to one final product– the smaller groups only cared about what they were doing really and didn’tseem to understand the importance of each other.

· Great consolidation in terms of what they would do differently next timeand how they would improve– I thought the end of the lesson was the most richin terms of learning, they came up with things like organisation,communication, team work.

· My main question would be what did you want them to learn from thelesson? Was it how to work together or was it to better understand the exampaper? I think if they had a clear understanding of your objectives for themand could see a more tangible outcome they would have worked more efficientlyhowever the fact that they didn’t was what made the discussion so good! "

PS.

I took Athena's feedback on board and have sincemodified and improved the activity with another class. Subsequently Athena andI have been involved in a mutually beneficial dialogue about our adventures in interdependence.*

*More of that to follow shortly.

 

What has football got to do with geography? Low teacher - high learner impact

As part of my professional development this year, I am focussing on the  'Interdependent Learning' key theme of the Canons Pedagogy in my Teaching and Learning Community. Under the supportive eye of @apitsillis (Pedagogy Leader and co constructor of the Canons Pedagogy) my primary aim is to improve the group learning I teach to ensure they result in better learning outcomes for students.  Interdependent learning is  a part of my classroom practice that I enjoy most, but if I am honest not an area of my practice where I can evidence that the students were getting as much out of it in terms of  their learning, as I was putting into lesson with regards to planning.

If I am brutally honest with myself the norm for these lessons were that I would arrive to the class exhausted, having created a vast array of resources, laminated everything in sight and still of course forgotten the glue sticks or scissors. The students would complete the tasks, some might appear to enjoy the experience however, as I observed each group I had spent two hours carefully constructing I would still witness one or two students sitting back whilst others did most or all of the work.  I was never totally convinced that these lessons achieved what I beleive should be the long term aims of group learning; encouraging students to learn how to learn from each other and gain increasing independence from me as their teacher.  As I am reminded from time to time by @7tbj aka John Connolly (Pedagogy Leader),  are we  the 'sage on the stage or the guide on the side?' If I am honest until very recently I have been the sage in these lessons.

So having posed the question 'what has football got to do with geography?'  my year 8 class began to  map the orign countries of foreign football players in the English Premiership with a view to then discussing why these players choose to come to the UK. I asked for experts and six hands went up. Five boys and a girl. I then stood at the front of the class handing out blank maps and watched as students collected these and then gravitated towards one of the self nominated experts forming groups which varied in gender, ability and size.

It was a pleasure to wander around the class and hear the following comments and questions. 'Do rich countries have worse players than poor countries?'  'He's African so why does he speak French?'  'Why do so many good players come from South America?' and 'Why has John Terry never played abroad?'  As the groups progressed through the exercise a more competetive element began to emerge as students tried to name more payers than their peers, exchange answers for information they didn't have and negotiate 'loaning' experts that were more knowledgeable about players from a particular continent. As they mapped I was able to voice their discussion questions and invite those who could provide answers to do so. As with religion and politics football creates heated debate and I listened to students argue about the rights and wrongs of some parents viewing football as a way out of poverty for their children in some parts of the world. As the groups celebrated and congratulated their 'experts' they moved onto a discussion around the reasons foreign players were attracted to the English premiership. By that stage they had already built up a wealth of knowledge from their questions, conversations and debate and could rapidly begin to form reasons for player migration.
 

 

Keeping planning focussed and simple resulted in four recognisable improvemenst to my practice.

 

1.  Self selecting groups proved to be effective in this instance.  Variation in group size, gender and ability made no apparent difference to student acheivment and certainly didn't affect the lesson in an adverse way.  There are times when groups need to be carefully constructed but why do I get so hung up about working like this all the time?

 

2.  Students who  had never  volunteered to lead learning were keen to do so.  Of the six experts four of those were students who often find it difficult to focus, concentrate and stay on task. Five of the experts were boys.  In the past from this class the norm was for  the girls to emerge as natural leaders. Their leadership of their own learning and that of their peers was 'real'.  They directed the conversations, posed and answered questions and kept their groups focussed 

 

3. Because the groups were so engaged I didn't feel urgent intervention by myself was necessary.  I was able to sit back, observe and 'dip' into each group at just the right point.  Facilitating rather than directing learning

 

4.  Independence and interdependency was evident. Students learnt from each other and not a single question was targetted at me.  Okay I'm not an expert in football but that had never stopped them in the past!

 

I believe that children learn more effectively in group learning situations.  Group learning enables students to become more effective learners; learning from each other and understanding what to do when they don't know what to do.  In this example I can argue that because many of the students had more football knowledge than I did, it made perfect sense.  There is a place for lessons where resources are expertly prepared, groups are carefully constructed and each student has a 'role' however I have found when I become a 'slave' to always planning in that way group learning  quickly becomes unsustainable, and I  plan fewer lessons because time becomes the 'killer'.  Keeping it simple has meant that I have had to relinquish a lot of control, remember the start of the lesson  may be chaotic and accept that students may take the learning in another direction.  The benefits are that I am able to teach more group learning and students are starting to emerge as 'real' leaders of their learning fuly engaged in every step of the lesson.  Well done and thank you to 8G at Canons High School.






 

Cultivating a Climate for Contagious Pedagogy

I'm writing this post as Renata (@renniesherrie) an I are on our way up to the SSAT National Conference in Liverpool on this wonderful Pendolino train - not feeling at all seasick until I started typing this post. Tomorrow we are presenting our work during the rondeval sessions that start at 11.30 and I wanted to go through the process of designing our presentation, partly to help me work throught the ideas in preparation, but also partly for the sake of posterity (maybe even to an audience that includes some of the people who will be coming to our session: wouldn't that be nice and circular.

The first thing we had to do was to come up with a snappy and intriguing title and, being the people we are at Canons, we elected to go with a metaphor and actually to return to the metaphor that kick-started this blogsite off: the metaphor of cultivation and growth. Having been thoroughly chastised in the past for my use of the well-worn and perhaps patronising verb 'facilitate' this seemed far more fluid a term, far more natural a term and far more potent a term for the work we do. Very quickly we realised that we were conceptualising a noun of culture as well as a verb of cultivating. We had our hook, but we had no idea how rich our metaphor would be.

The next step in our planning for this mini-presentation (we have five minutes to share our work then ten minutes to discuss it with three repetitions of the rondeval rotation) was to make more sense of our metaphor and to make it live and breathe and resonate with the work we have done. With this in mind, and given my penchant for a phenomenological approach to things, we used a dictionary to explore the meanings behind the verb 'cultivate' and noun 'culture'. In doing so we identified seven interpretations of the word that we felt chimed perfectly with what our Outstanding Pedagogy Project has been all about an what it has to recommend its to others.

We were struck in particular by the natural imagery that is brought forth by the word 'cultivate' and its definitions. Since the very start of the project I have been beyond keen to use the term 'organic' to describe how it should progress and how it should be measured. To some this may be seen as a rather blind leap into the unknown, but all of those that have worked on the project have come to understand that it is not about route maps or plans or success criteria (except for the big one of making pedagogy at Canons beyond outstanding) but about the journey itself, something very much demonstrated in a number of the posts on this blogsite.

The next part of planning for our presentation was in selecting images that reflected the metaphoric nature of our thinking about the CanonsOPP project. We spent a great deal of time finding rich, dense images that best reflected the significance of the dictionary definitions we had identified because we want our audience to be able to see the depth of thinking underpinning our actions in the past three years; to see how well we are living the metaphor, not just talking it. Without that sense of genuine cultivation, CanonsOPP would not have engaged a fraction of the people it has. We are creating a genuinely bottom-up pedagogy, rooted in class practice.

But as Renata and I explored the metaphororic significance of 'cultivation' and 'culture' further we began to see that as well as horticultural imagery, there was a scientific imagery running through the notions of 'culture'. We began to see that as well as playing the role of gardener (primarily Renata's domain) there was also the element of mad scientist to our work (primarily my domain) and that the two were wonderfully complimentary in nature. The 'contagious' of our presentation's title reflects this, and reflects the freedom that many of our staff, and particularly our Ped Leaders, feel in trying out new ideas and learning from each other informally.

This sense of the scientific - of disciplined innovation and experimental curiosity - is a new strand to our thinking about the Canons Pedagogy that we are developing, but it is a powerful one. We are not seeking to impose a new style of teaching on any of our teachers but are instead looking to tap into the Canons DNA and to understand it better. No school culture can be brought in through the books and writings of others outside of that institution. Each school is a unique place with its own chromosomal combinations, and that should be the starting point for all pedagogic development activities.

But as we considered our journey in the structuring of our presentation we felt the need to return to the natural and horticultural imagery with which we started our presentation. Our cultivation is all for nought if it doesn't actually lead to anything beautiful and if its product is something that is unsustainable. The contagiousness of our pedagogy (by no means a given at this point in time) is about pollen-spreading as much as it is about viral infectiousness. It is about successful flowering of one teacher leading consecutively to the successful flowering of others as much as it is about joint planning and development leading to simultaneous improvement.

And of course, we wanted to convey in our presentation the sense of development beyond Canons both across time and across space. The sense that we contribute through our OPP project to the work of teachers in other schools via our networks on twitter, via this blog and in person through face to face contact is of huge importance to us as we plan for a potential future as a Teaching School. But there is also the sense that we are investing in the future staff and children of Canons by investing in the present staff and children of Canons: that the establishment of a coherent pedagogic approach today will ensure a better chance of a coherent pedagogic approach tomorrow.

As always with this kind of presentation we wanted to finish with a bang and not a whimper: with a meaningful statement that would stay with our audience members. To do this we looked to famous quotations about the word 'culture' in order to top and tail our presentation. The first of these, from Matthew Arnold, demonstrates how seeking to embed a culture (pedagogic or otherwise) is about striving for a perfection that helps us to become something special, not have something special. The second, concluding the presentation, reinforces the interdependent nature of any culture, with each component reliant upon all other components in turn.

And it is these two features of the Canons Pedagogy that we want to communicate most emphatically to whoever comes to see us tomorrow. We want to show that CanonsOPP is all about striving for perfection, even when that perfection may seem to be unattainable at times. We also want to show that fundamentally CanonsOPP is about creating an ecosystem not unlike a coral reef: a system where teachers, students, school leaders, parents and the wider community are enmeshed in mutually supporting and reinforcing networks. And that by strengthening the quality of teaching, we are strengthening the whole ecosystem for the benefit of all who are part of its culture.

 

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"Miss, how do you do this every day?" - Making Students Teachers

Prior to half term I was asked to be observed with my year 11 class for Challenge Partners. As a pedagogy leader focusing on interdependent learning I wanted to make sure that the lesson reflected my interest in developing interdependence.

We were moving on to conflict poetry and I wanted the students to get to grips with the poems without having lots of input from myself. I have found in the past that teaching poetry can become very teacher led with little time left for exploration or deeper analysis. Considering that marks are given for sophisticated language analysis and alternative viewpoints, I felt that relinquishing control was the best way to go.

I was being observed at the beginning of a double period but I decided to set up the learning activity the lesson before. The connection activity in this initial lesson involved a race: students were in two teams (one pen in each) and had to race to finish brainstorms responding to the questions: 'what makes a good lesson?' and 'how do you learn best?' In a matter of minutes, students had filled their sheets and were confident in explaining the reasons behind their ideas.

I then used these brainstorms as a springboard for their main task. I put them into groups of 3 & 4 and explained that they would be teaching the class a particular poem from the anthology; that they would have to create a 'lesson'. First, I asked them to allocate roles which included, but were not limited to, chairperson, scribe and researcher. Once these were decided on I gave the groups their poems (which they had not come across before) and asked them to start annotating. With no input from myself the groups started reading their poems and began to highlight key words and language techniques. As I worked the room I was able to question groups and discuss themes and feelings. At this point some groups were clearly confused - they hadn't expected the lack of input and knew that they needed to work hard if they wanted to understand the poems fully, let alone teach them to the rest of the class!

Then came the observation lesson. I started off reminding the class about their brainstorms from the previous lesson. They were now stuck to the board as I wanted them to keep these ideas at the forefront of their planning. Next, I asked the the groups to set their own objectives for the double, which included tasks such as finishing annotating the poem, creating presentations and producing role-plays with some as simple as ensuring the message of the poem was understood. These objectives were not directed in any way by myself. I wanted the groups to self-regulate their own work and progress (Boekearts, 1999) as opposed to receiving the external regulation (teacher direction) which can become so common in GCSE English. I believe this is a learning process in itself, encouraging pupil to pupil dialogue where they have to listen to each others' ideas, discuss priorities and come together to agree on appropriate objectives as opposed to me simply telling them what to do!

During this objective setting time, it soon became clear that some groups had researched more than others and some still needed support. My only input was to give each group a basic annotated version of the poem taken from the AQA support guide and allow them to use it as a support mechanism for their own ideas. Once they had access to this I gave them 10minutes to add to their own annotations before I asked them to re-evaluate their objectives and set more to replace those they had met. This took us to about 25mins into the lesson. I then gave the class another hour to plan their 'lessons.' The room was soon buzzing with discussion, role-play practice, YouTube clips, dramatic readings and PPT creations. The groups were focused and were working collaboratively. I stopped them a few times to re-assess objectives but actually, it wasn't necessary - the groups were working towards a common goal and knew exactly what they needed to do to get there. The pace of activities may have been slow but the pace of learning was the focus and the learning was clearly evident. Poaching a term from @kevbartle learning that was 'SID' was the key with challenge and progress over time being more valuable than instant knowledge. Only through activities such as this could the poems be explored fully, investigating interesting alternative views and questioning the meanings and intents of the poets themselves.

At the end of the double the students filled out reflections sheets independently. They commented on the process of working in groups, on what had gone well and what they'd do differently/better next time. The time given to this writing allowed the students thinking time, there was no discussion, no talk, just pure reflection. But how is this collaborative learning? I think that the process of reflecting on what they had done allowed them to realise what was still to come and allowed them, not only to acknowledge their successes but also plan for the future. After all, the planning was done, but what about the delivery?

So, how did their lessons turn out? Fast forward one week and they began. The first group started well but struggled to maintain focus and attention, needing my input on occasion to keep the momentum going. Through their hard work and determination (and bribing their peers with sweets) they even had me getting involved; teaming up with an ST to compete in a quiz on the poem!

The quote of that day was 'miss, how do you do this everyday?' Not only had a group of 15 year olds just taught a complex poem but they had also realised the difficulties and challenges of teaching a class who needed constant motivation, support and guidance. The second lesson went better; a group with only 2 members (their 3rd member off sick) had the whole class annotating and discussing the poem 'At the border, 1979' for 40minutes! Not only had I not had to utter a word but neither had they. They had managed to become 'lazy' teachers themselves and told me the point of their lesson was to get everyone else to do the hard work - exactly what I'd had in mind when I planned mine.

5 more groups have delivered so far with 2 more to go. Not only are the lessons themselves going well but the skills that the students are developing are crucial to their success in their exams. Having sent them away on Monday to annotate 'Come on, come back' they arrived on Thursday with lots of notes and even more ideas, exploring deeper layers of meaning and discussing the themes of the poem from both a contemporary and current point of view.

Interdependence has been the key for this class. Through truly collaborative work they have been able to produce and deliver lessons which are exceptional in content and outcomes, proving that 'group work' really can produce the goods.

SID Learning Part 3 - An Unexpected Return

I had thought that I had done with the whole SID Learning thing after my previous blogpost. My expectation was that today my Y12 Sociologists would be instead moving on to some peer-evaluation of their practice tests and that this would be feeding into some whole class modelling of the exam-essay writing process, but yesterday three so much at me that I had to abandon my plans and so last night I made the decision to continue my exploration of learning that is slow (using extended periods of time for activities), interdependent (built on a commitment to explorative group-working activities) and deep (dealing with challenging concepts, difficult theories and sheep grade skills). There are two reasons for this approach: that it makes planning less frenetic and more focused and that it makes lesson time for the teacher less intensive. With that in mind I'm actually blogging as this lesson is going on, such is the slowness, interdependence and depth of student learning in this lesson. At present they are teaching each other one of four key theories that they have been learning in the first SID part of the lesson. Let me explain.

The students are moving back onto the theoretical element of the course, having spent the last few weeks working on the use of official statistics and the potentially dry topic of 'Demographic Trends in the United Kingdom' we are now back on the extremely fertile terrain of 'Gender Roles Within the Family', which is likely to be very well suited to the talents of this group. And just as well, as it is a fairly stock item on exam papers (I struggled to find a past paper last week that didn't have a gender roles question on it). The focus for this lesson is very much on placing students in the mantle of the expert. They have to learn lots of small studies within each sociological topic, and it can be quite tedious using a didactic style to get these across (although I am happy to deploy this occasionally if it is the right thing to do). The other skill I am prioritising in this lesson is the ability to apply specific examples to the theory and to use these studies as proxies for their broader sociological theory in evaluating each other. Tough stuff in spite of the progressive methods used.

We began the lesson, in true 'connection phase' style with the attached YouTube clip (actually this is a better version than the one I used, which I have just found and will use in the future) putting the sociologically infamous Good Housewife's Guide to some moving images. Our brief whole class discussion allowed students to explore their previous learning about sociological theories and their views of the functions of the family, from Functionalism to Marxism to Feminism. It was also an opportunity to explore the group's responses to the notions of gender inequality within families, and it was good to see that the young men I teach were as shocked as the young women about the nature of gender roles in times gone by, none of them expecting or wanting this to be representatives of their future lives.

For this lesson I allowed them to start the first main SID task in four friendship groups (you'll see the reason why later) and I gave them nearly half an hour to fully learn and make notes on one of the following theories:

• Talcott Parsons' "Instrumental & Expressive Roles"
• Elizabeth Bott's "Joint & Segregated Conjugal Roles"
• Young & Willmott's "Symmetrical Family"
• Ann Oakley's "Rise of the Housewife Role"

During the course of this I asked some members of the group to focus on the core sociological text we use, but also asked others to use the extra textbooks that I had placed in the centre of the room and to follow the twitterfeed for our class (@canonsock) as I tweeted out three items for each of the four studies, including criticism of them. They had three tasks to concentrate in, two of which were of key importance for this phase of the lesson. The first of these was to record the main details, and particularly the core sociological vocabulary of the concept. The second was to link the theory to specific examples and, because we see all texts as having value in exploring social phenomena they were allowed to use examples from their lives, from the news stories they have come across and from the world of the media and fiction.

And then we jigsawed the groups. Students had to number themselves 1 to 4 and all the 1s, 2s, 3s, and 4s got together in a new grouping (hence my happiness with allowing them to start in friendship groups). Each group had a full half hour to teach each of the other members their study, whilst the others had to record their findings on the sheet (examples of which are included here). We split this into five minutes to share the main details of the theory and examples they have seen of this in the real world, in the reported world and in the fictional world around them.

The final ten minutes of the interdependent group work was for the newly combined group to focus on evaluating each of the studies and, more specifically, on using each often studies to criticise each of the others reinforcing the circular nature of sociology's internal arguments. The obvious tack was for students to use Functionalists such as Parsons to evaluate Feminists such as Oakley, but they were in this activity being asked to use more nuanced criticism by using similar thinkers such as Bott and Oakley in evaluation of each other. We even managed to explore the notion that criticism can involve agreement not just reflect disagreement and conflict.

By the end of the session students had A3 sheets that were absolutely crammed with high quality information, but I wanted to be able to see how far this 'learning' had been embedded in their understanding of the core concepts and how effectively this could be applied to a sociological text purporting to represent a typical family. Cue an 80s OXO family commercial.

I use the OXO commercial ever since watching a Naomi Woolf feminist deconstruction of one of these seminal ads showing how effectively the patriarchal expectations of both the men and women in the family entrap them and perpetuate inequality. I wanted to include it here but haven't been able to find it. The students were asked to watch this commercial once through and just absorb all the information about gender roles within it. They then had a moment to consider which of the theories that they had been taught (not the one that they had taught) that could be applied to the advert, before watching it through again to help them consider how appropriate the theory actually was.

The discussion that followed was excellent, with students able to explore the fact that the Dad cooking was an example of joint conjugal roles, but also acknowledging that the fact that he hadn't done so before meant that in reality they were segregated roles. They were able to see the male-female divide in the family and that whilst the men of the household were able to feed themselves they made no attempt to provide food for the returning women. They also noted that the females had clearly been out shopping and were able to discuss how some joint conjugal roles are seen as more acceptable for men than others, reflecting on how in their families washing dishes is seen as more acceptable to men than ironing for example. They were able to comment on the affective role played by the man, and whether simply cooking for children is enough to demonstrate care and love for them (they noted how little genuine warmth was visible). And finally they explored how even if the mum was delighted to have "Saturday's off from now on" this would still leave her with a 6:1 ration on culinary responsibilities within the house.


So job done for another SID Learning lesson? Not quite. For the final hour of the lesson, returning after break, there was a similar activity planned with some new studies with students jigsawing back into their initial friendship groups. It didn't quite work, perhaps due to the break or maybe down to the repetitiveness, but certainly not - in my opinion - down to the slowness, interdependent nature or depth of their work. After a ticking off they still produced the good goods, and we now seem well placed to complete the course. Moreover, just 25 minutes after they have left this immensely productive lesson I have been able to reflect on it and consider my next steps in engaging them in SID Learning.

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SID Learning Part 2 - The Class Debate

For those of you who didn't read my first post on the mockronym SID Learning, let me start this post by telling you that it stands for Slow, Interdependent, Deep learning that l have been prioritising with my Y12 Sociology of late. The good news is that SID Learning doesn't involve you buying any videos, reading any 'how to' guides or hiring me in as a consultant. In fact there's every chance that the concept of SID Learning, born in my most recent post will die with this one. But it has proven useful to get across the notion that, as Michael Wilshaw of Ofsted has written, outstanding lessons are about the "pace of learning", not the "pace of activities".

So this is an account of the second 3 hour lesson of SID Learning that I had with my Sociology group on Wednesday of this week. The broad area of study was again the demographic trends within the United Kingdom in recent years, and the core skill being developed was again the ability to use official statistics as key empirical evidence that the students could use to evaluate and validate the sociological theories that they had spent much of the first half term learning. In this lesson the narrow focus was on patterns of migration (immigration, emigration and net migration) and the impact of these patterns on families and households, and other social structures - thereby also preparing them for other aspects of the course, education and crime, as well as wider sociological topics.

As with the previous lesson the aim was for me to do as little direct instruction as possible and to allow them to make sense of the information over an extended period of time (slowly), collaboratively through group work (interdependently) and in a way that allowed them to make mistakes and find powerful messages within the data (deeply). To this end I gave them a simple task that would play very much to their strengths as speakers and listeners: a class debate on the pros and cons of migration.

 

I began the lesson by asking them to place themselves on a continuum for their personal feelings about migration and its contribution as a force for good or a force for ill in contemporary Britain, with the usual provisos about respecting all opinions. Unsurprisingly most students placed themselves around the middle of the spectrum but there was sufficient differentiation of viewpoint to allow me to split the group down the middle. I then told those who were broadly positive about migration patterns that they would be the ones arguing against it and the group most negative about migration that they would be the ones arguing for it. There were two reasons for this, the first being that it would help to temper passions in discussion of a challenging subject matter (particularly given the very diverse nature of our intake) because a passionate case against immigration would be being made by someone personally in favour of it. The other reason for doing this is that it takes students out of their comfort zones and forces them to scrutinise their own views for inherent bias and possibly even change them. Sometimes excellent Sociology students can underperform because they struggle to write in a balanced way, such is the power of the subject.

I then introduced students to the range of data I wanted them to use in putting together their sociological arguments. These were entirely drawn from the superb Social Trends documents of recent year (I'll not sing their praises again as I did so in my previous post) covering everything from the patterns themselves to the data on family, educational an employment using ethnicity as a proxy for immigration. We took a brief detour into the limitations of proxy indicators that will help them when they start full study of the methods element of the course. The documents I used for this can be found by following this hyperlink to the file in my Dropbox account (https://www.dropbox.com/s/9w6ruil0ighgnmz/SCLY1%20-%20F%26H12%20-%20Migration%20facts.docx)

The final part of my input into the lesson was to let them know how I would be scoring their debate. I'm a great fan of having some numerical element to a qualitative activity, not because I believe that assessment can't be valid without some numbers and letters attached but because it gives me the chance to steer behaviours in a debate without having to actually interrupt it. An example of this is the awarding of points for counter-argument, because evaluation is a sheep grade (B, A, A*) skill and because it helps develop a back-and-forward flow to the debate. Another example is the loss of marks for unsportsmanlike (I did change to to 'person' in the lesson - oops, gender conditioning at work) because the groups then become self-regulating and you can hear them do so on the recording below. The other scoring rule, not written on the slide, is the loss of 5 points for any team member not making a contribution which makes it fun when they begin to realise that time is running out: more self-regulation and interdependence at work.

And then they were off. I asked for two team leaders to take charge of the organisation of their teams and was really happy when two students who I had asked to make more contributions in lesson, at the previous week's parents evening, volunteered to do so. They started pulling the classroom tables together and the data tables apart, identifying group roles and areas of focus for themselves. Mosts stayed in the classroom, others went on the hunt for more information, others did both via their smartphones. They did this for a full sixty minute lesson and then, after break for a further twenty.

What did I do in this time? I offered to help but they didn't seem to want or need any, so instead I decided to hinder. I sat near one group and shouted out their developing arguments to the opposition team (cue shouts of "Siiiiiiiiiirrrrrr"). I encouraged them to send a 'spy' over to the other camp. I threw in the odd new rule for the debate to thwart them in some small trivial way. I did all of this to push them to be robust in their argument and secure in their use of data, and I did it so that they bonded more as a team (each team had ten participants so this was of crucial importance for success).

 

Then came the debate itself and they set up the gladiatorial arena in this picture, saving the final desk in the middle for me. I was determined that it should be just as slow, interdependent and deep as the planning had been, and so I gave them a full forty minutes in which to conduct it, I kept myself out of it with the exception of some prompts to reduce the contribution of some dominant individuals and I allowed them to dictate the order in which they addressed the issues. The result was phenomenal and can be heard here (https://www.dropbox.com/s/tfn83mrawkfrmmj/DV-2012-11-21-114042.m4a) if you have the time to listen.

The students coverage of a wide range of topics, their use of specific data to make points and to challenge one another, their self-regulation (most of the time - a few points were lost to unsportspersonlike behaviour, including one where they were unsportspersonlike to their own team!) to ensure all spoke, their sneaky little ways to disrupt the opposition ("sorry can you repeat that") and their absolutely passionate commitment to an argument that was the opposite of their personally held belief shine through in the recording.

The reason why this lesson was so successful for these highly talented students was because the learning was slow with one brief input from me followed by 60 minutes of planning and 40 minutes of debate. It was also successful because it was interdependent, a group task but requiring subgroup working to cover the range of data and then individual contributions to the actual debate. And it was successful because it was deep, with students picking out key information from sometimes highly complex data before linking it to their knowledge of core sociological theories whilst simultaneously pondering the counter-arguments that would come and their possible counter-counter-arguments to those. The very model of SID Learning.

Oh, and if you're wondering who won, the team arguing that recent migration patterns have been beneficial to the UK scored a two point victory. For me though, the narrowness of their success was the best indication that both teams had done some very powerful SID Learning during the course of the lesson.

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SID Learning - Slow, Interdependent and Deep

I'm a big fan of slow learning and have been since I worked at a school where the default lesson length was 100 minutes. That experienced changed my teaching irrevocably and for the better. Instead of rapid-fire lessons of fifty minutes with fragmented and fragmenting activities within it that were posited on the notion of children in need of managing and incapable of processing tasks over extended periods of time in order to demonstrate 'progress', I have been convinced that slow learning activities based on interdependent group work need to be based on the belief that students need learning that is deep. In other words, SID Learning (don't worry, I have no intention of using this acronym after this post and there is no book on the way).

It would appear that I am not the only one with a love of SID Learning either. Ofsted are with me all the way. Check out these quotes from the 'Moving English Forward' document published earlier this year.

"While pace is important teachers too often concentrate on the pace of their planned activities rather than the pace of learning."

"This is often counterproductive, as activities are changed so often that pupils do not complete tasks and learning is not consolidated or extended."

"A constant criticism from inspectors was that pupils rarely had extended periods to read, write or discuss issues in class."

"Pupils need time to complete something before they can valuably discuss and evaluate it."

So here is the first of two posts outlining two recent three-hour lessons in which I used Slow, Interdependent, Deep Learning activities to allow students to fully explore sociological theory and empirical evidence in two different collaborative settings. Our topic at the moment is 'Demographic Trends in the United Kingdom' which is probably the least oomphy part of the whole A-Level, introduced a few years ago with very little obvious coherent link to the Family & Households topic. It is also heavily data-driven and so can end up lending itself to didactic forms of teaching, which just isn't my thing. So here's how I've tried to slow it down and make it interdependent in order to generate deep understanding of the core strands of birth rates versus life expectancy (natural change) and immigration versus emigration (migration) and the causes and effects of these social phenomena.

The first SID Learning lesson was about helping students see the relationship between these four dimensions of demographic change and how they are portrayed from a specific sociological perspective (The Daily Mail's New Right stance). It was also about them using Karl Popper's positivistic and deductive approach to sociological methodology, whereby they had to take an established hypothesis and look to the falsification principle in order to disprove it. A good blend of skills and content learning, all of which was to be done without any formal teaching of either. A true lazy lesson in theory, although not the reality of classroom interaction.

I started the lesson by asking them to identify the different elements of the hypothesis that they would be looking to disprove, which they agreed were "Britain's fastest population growth in half a century", "an immigrant baby boom" and finally the emotive term "fuelling" which we deconstructed by relating the the impact of having (or not having) fuel in a car. Having done this I let them select their working groups for the task - I normally use teacher-selected home groups, but many students were away for Diwali celebrations - and asked them to do what they had to do with a wide range of data I had given them, the most important of which was the Mail's own figures.

I also gave them a bundle of data related to other possible reasons to explain the hypothetical population growth other than a baby boom. I drew most of these from the Office for National Statistics 'Social Trends' publications that can be easily found with a Google search. I can't imagine why any teacher of Sociology, Politics, Economics or other social science would ever think of constructing a course without reference to this beautifully rich source of information. It is a truly wonderful, and annually updating, source of evidence and therefore teaching inspiration.

The one other resource I provided for them was an interactive Population Pyramid that I set onto loop on the interactive whiteboard, showing the changing shape of the British population. I showed them how they could come and use the mouse to roll over the relevant sections to see each age group over time as a proportion of the whole population, and left them in control of it for the remainder of the lesson. It is an exceptional resource and can be found at http://www.neighbourhood.statistics.gov.uk.

At the end of the time students had to have produced, and be ready to present or read, a report about their findings (the methods exam is not till June, hence the lack of more detailed evaluation of methodology). I was keen that all aspects of the task be done collaboratively as I am seeking this year to find the right balance between building students independence from each other and their necessary dependence upon their peers in the learning process: the interdependence of the SID Learning mockronym.

 

The result of the activity was phenomenal. Without any guidance from me, other than in the selection of the materials presented to them, the groups were each able to identify that there had been a notable expansion in the population of the United Kingdom (they didn't agree if it was the biggest in half a century). They were also able to identify, with minimal support (I had told them that I would only answer their questions about data with a 'yes' or a 'no' in order to get them to think more carefully about what they asked), that there had been a relative baby boom amongst first generation immigrant mothers.

But it was the troublesome word "fuelling" that most challenged them (and so it should) and led them to evaluate the reasons behind the choice of the word for editorial, political and social reasons. Two groups understood that there was something not quite right with the word, but it was in the presentation of the final group that they finally understood, because they had used their mathematical skills to work out that the "immigrant baby boom" only accounted for five percent of the total population growth. They then used the other information that they had to correctly hypothesise that it was more likely to be reduced mortality rates amongst the elderly that was most likely to have "fuelled" population growth. This led us on to a discussion of the impact of an ageing population on the economy and upon political structures, as well as upon the families and households of the UK: in short, my next lesson with them.

But it wasn't ever about the product, however wonderful it may be when students find their way to an excellent outcome. It was the process of students interacting with complex data in order to investigate a highly controversial hypothesis about a potentially troubling social phenomena whilst drawing in their existing theoretical knowledge and understanding that made this lesson a great example of the power of Slow Learning, Interdependent Learning and Deep Learning.

 

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