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Does it matter which path?

Image acknolwedgement https://www.prweb.com

In teaching and learning terms that is.

Asking somebody to do something or giving instructions to be followed is an everyday thing but when we teach there is another dimension, we are directing learning. If there are two paths to the same objective does it matter, through our teaching, which one we direct our students to use?

We know that there is often a sequence to learning, an order in which we learn things and on which we base future learning. I find that we can learn things out of sequence, but it severely hampers our understanding later when called on to apply our knowledge or undertake a problem-solving activity.  We also know that it takes an effort to learn something and the major part of that ‘learning’ involves cognitive activity: we must think in order to learn!

How hard can learning be?

The effort of learning is proportional to what we already know, what we understand and what we can use to learn what we don’t yet know or understand. Make sense?

A teacher who can make each of these steps proportionally ‘easier’ for a learner is often regarded as a ‘good teacher’. Making things “easier” of course involves many things such as providing encouragement, a good learning relationship, an accurate assessment of what is already known and understood as well as choosing the appropriate learning path. 

What part does memory play in learning?

Let’s get back to the thinking aspect and let me give you a simple example of how the right path can make something easier by considering what we need to hold in our memory as we carry out a task.

Finding something: the instructions.

  1. The item you are looking for is in the large inside pocket of the blue bag in the third room on the left of the corridor.
  2. On the left side of the corridor look for the third room. In that room look for the blue bag and inside the blue bag open the large inside pocket where you will find the item you are looking for.

I’ll start by asking you if there is any difference between instruction a) and b) since they both direct you to the object in the pocket of the bag.

You will notice the sequence of information is different. Sequence “a” starts at the end, at finding the object and “b” starts at the beginning, of looking for the object.  Which do you think load your memory the most or are both the same? In order to remember or follow the sequence would you involve imagery at all, would you try to visualise the sequence and see in your minds eye (the pocket, the bag, the room and the corridor)? If you were given only sequence “a” do you think you may reverse it to make it easier to follow?  

Thinking about how our brains work – working memory and cognitive load theory

I am of course hinting at two theories of how our brain works and how they may influence our learning. The first is “working memory” (different to short term memory as it involves some ability to process information and was coined by Miller, Galanter and Pribram and first used in the 1960’s[i]) simply put a type of memory that has limited capacity. It is from this memory that we may transfer information to our long term memory, the type of information, knowledge or understanding that is involved in learning. We may get told an address and recall it minutes later but the next day we will probably have totally forgotten it.

The second theory is “cognitive load theory” (credited to John Sewell of the University of New South Wales in 1988[ii])  and is directly proportional to how much effort we need to make to learn something irrespective of our ability. We can ‘load’ the learner with unnecessary demands by confusing them, making things overly complicated or by making the learning environment ‘hostile’ or ‘toxic’.

Addingto the challenge – the issue of time

Now let’s add a new dimension and see how it would impact our ability to find the object, that of having only a few seconds to find it after which a severe penalty will be imposed.

Consider our example again and instruction a) and b). For me path “b” offers the least effort in terms of working memory, I do not need to re arrange the sequence and can easily visualise the path to the object.  No time will be lost in ‘reverse engineering’ the instructions and I believe I would be calmer or more confident of success even with a time penalty being applied.

As for cognitive load, well I think path “b” again would make things easier since there is a logical sequence in the order of direction helping me process information, but the time penalty certainly adds to the load. Once again though to me the complicated nature of instruction “a” would add to the cognitive load.

As teachers and given these two theories where are we in creating our teaching paths?

I would suggest that it is certainly worth exploring these two theories prior to planning our lessons, building learning relationships and creating learning environments especially when we consider the claims of each in terms of learning.


[i] https://en.wikipedia.org/wiki/Working_memory

[ii] https://www.psychologistworld.com/memory/cognitive-load-theory

School priorities and how to recognise them.

I am currently reading David Hughes book “Future Proof your school” the section on pupil voice contained a comment that made me think, well most of the book has made me think!

Power!

Pupil voice is a key component of my work on learner engagement and building learning relationships which I represented in the acronym “PBCF” meaning Power Belonging Choice and Fun. Easy to remember – “Please be child friendly”! These four ‘needs’ form the drivers for engagement and so pupil voice is a critical component. Power is the representation of ‘voice’, being heard or your views and opinions genuinely recognised.

In his book David gives an account of one of his experiences in making the Schools Council a funded body. The school was suffering from the effects of vandalism which drew resources away from the school and affected the environment in a negative way. His solution was to offer the Schools Council a percentage of the saving the school would make if there was little or no vandalism. They could then spend this money on school projects, such as disco equipment. Attendance at the disco would be by ticket and tickets were linked to learning behaviours and learning progress, engage in learning and you were eligible for a ticket but if you did not then you would not be able to attend.  He says:

“.. achievement co-ordinators monitored pupils’ progress with the tutors, issuing weekly reports in assemblies. This was much more positive use of their time and began to set a change in climate of the school: achievement was given a higher priority.

It is the last part of that quote that made me think, “achievement was given a higher priority”. It made me ask the questions “Priority over what, and in what was achievement in competition with?

Symptoms or cause?

I know that it is easy to focus on the symptom rather than the cause and these then becoming the priorities in schools. Symptoms of under achievement include lateness and absence, poor learning behaviours, a lack of respect to each other and these are symptoms we need to address by understanding the cause.  I think that is what David did successfully and what began to alter the climate in the school, he understood the need for a real voice, for ‘power’ in a structured and tangible way that had a  genuine ‘ear’ when it came to setting school priorities. Students became ‘empowered’ and understood the implications of their actions or indifference to what was directly affecting them.

Recognising priorities

So what are the priorities in your school and how would you characterise them? Do they focus on symptoms rather than cause? We know all schools will say achievement is a priority, perhaps their number one priority but how does this translate in terms of allocation of resources?  I would claim that those things that have the biggest immediate negative impact tend to receive the greatest resources. In doing so the finite resources of a school are often focused on the symptoms and not addressing the underlying cause. I believe those students who do not have their four learning needs met will only reluctantly engage in learning and will present symptoms typical of those needs not being met which result in school  ‘phoney’ priorities.  Perhaps you can suggest a few.

Here are some of the ‘priorities’ I have experienced in the schools in which I have worked. Assessing the resources given to each (teacher time, money, facilities, equipment) we can get an idea of the true priority each is given.   

  1. Classroom behaviour
  2. Movement around the school
  3. School rules (equipment – uniform etc)
  4. Various policies (marking – homework etc)
  5. Raising standards

Subjugating ’cause’

One through to four only become a priority because learners are not actively engaged in learning and we hold number five as our single accountability performance indicator.  I suggest we become fixated on one to four which only serve to subjugate the symptoms of the causes rather than recognising them.   Ask yourself what you do if you don’t like the TV programme you are watching. What do you do if your partner wants to do something together and you don’t. Your actions are moderated by maturity, agency and a sense of responsibility. Perhaps our students don’t possess such moderating factors. If they don’t then it is our responsibility to recognise the four needs and ensure the school maintains these as their true priorities for doing so will result in raising standrads.

For more on PBCF you can download details of my presentation I gave at the 10th Festival of Education this year held at Wellington College.

https://4c3d.wordpress.com/2019/07/01/closing-the-achievement-net-talk-notes-and-slides/

For David’s book you can find it here: https://www.amazon.co.uk/Future-proof-Your-School-improvement-developing/dp/1912508443

Closing the Achievement Net: Talk notes and slides

Downloadable file

After my talk at the 2019 Festival of Education I have prepared a downloadable file covering the key aspects of the session. Like all my presentations I favour writing something specific after the event, you may wonder why!

Nothing ever goes to plan!

No matter how or what you prepare a good teacher knows you must respond to the audience and their needs, so it is with my presentations and talks. I find I may miss or understate some key points in the urgency to deliver in a time constraint. If only I had a half day, but then would that be long enough to squeeze in over 40 years experience in education? I very much doubt it.

After the event I have time to reflect and using my slides and notes I take the opportunity to put it all together along with any points raised during the talk. I hope you find the file useful and even if you did not attend #EducationFest this year the notes should allow you to understand my approach and message.

“See the behaviour as a symptom of a need and address the need.”

As far as needs go there are four of them that require addressing if we seek active learner engagement and learning behaviours. For more about the four needs you will have to download the file but here is the graphic I use to explain the simple message to remember the four needs –

“Please Be Child Friendly”

10th Festival of Education

This year, actually on Thursday the 20th of June, I will be speaking at the 10th Festival of Education.  I have attended the festival in previous years and enjoyed listening to the broad range of speakers and exploring some very interesting topics. So what am I talking about?

The title of my talk is “Closing the Achievement Net”.

Not all that clear perhaps so here is a breakdown:

  • The session will start by reflecting on the types of learners we find in our classrooms and how they respond to learning challenges.
  • A discussion of the ‘teacher/learner relationship’ will help identify the key elements, after ‘safety’, for building effective learning relationships.
  • We will also look at typical behaviours when these elements are lacking encouraging us to see them as symptoms of need and respond accordingly
  • Each of the four elements, (Power, Belonging, Choice and Fun) will be discussed in practical teaching terms in order to identify opportunities to build and strengthen them in our lessons and around school.

In preparation for the talk I have run this past a number of people, and I have been surprised by some of the comments, so much so I thought I would highlight a few issues that I think need explaining and that I will need to address in my talk.

  1.  What net? The ’net’ is a metaphor of course but what am I hoping to catch? Well I am hoping by ‘closing the achievement net’ we will ensure that we acknowledge all learners and that we create an environment that positively promotes learner engagement.
  2. Types of learners. I am not referring to terms like “learning styles” or “multiple intelligences” I will be using three very practical identifiable types taken from an analysis of school reporting and teacher comments over a number of years. In defining the learner types my focus is on ‘learner approach’ and ‘potential’.
  3. Language, it appears that not all words mean the same to all people and we need to be mindful of the context in which we have both heard and used them. The word “Fun” for example is the “F” part of PBCF which I claim is essential in the teaching and learning relationship. One teacher said I am not hear to entertain and tell jokes and I agree so what do I mean by “fun”? This is something I will be careful to explain along with other words I have used like “effective”.
  4. The possible mix up between symptoms and behaviours. I see behaviours as symptoms of a need or needs. If I buy a bottle of water this is a behaviour that is symptomatic of needing to quench my thirst.

If you are attending the Festival then I hope you are able to come along to my workshop on Thursday (14:15 in Maths 3) or say hello during the day, if not then I will be publishing the slides and notes from the day.

Kevin Hewitson

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