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Yesterday evening at Wellington College the academic staff took part in a learning ‘ideas exchange’. We all set up displays around the library to showcase what we do that is interesting or innovative, and then took an hour to wander around, chat, and find out about best practice across the College. It was a bit like attending a mini convention, with displays, constructive showing off, and the odd glass of wine.
For example, here is our slide from Philosophy and Religion:
Our theme was the different ways in which you can run a discussion with students; we chose just six of many different possible examples. Some of the most interesting conversations I had were with colleagues teaching maths and science, who wondered how the concept of ‘discussion’ could apply in subjects for which debate and discourse is not as important as theoretical understanding. It challenged us to think about what a meaningful discussion could be and how it could work in science in a non-contrived way. I certainly learned a lot from thinking about this cross application.
The ideas exchange is a totally brilliant idea for professional learning. By making the process sociable and making it into an event, the levels of engagement went right up. It also opens the eyes to how much brilliant education is going on, on your own doorstep!
My highlights include: GIS mapping (Geography), medical diagnostic activities (Biology), and really pushing the youngest students with texts (Classics).
If you are an educator, I would strongly recommend that you consider running an ideas exchange in your school or college. I hope that we will hold further such events at Wellington in the near future.
At the beginning of this term we set out to experiment with some new models for CPD or Professional Learning. One of the things we were keen to explore was whether simple technological models had any value in engaging teachers in discussion about teaching and learning that would help them to improve their practice in the classroom. We also had a hope that there might be better alternatives than the “all staff meet in one place at a particular time and listen to a lecture” model.
As one of the points of focus for the term was assessment and feedback, we set out to create a Google+ community to host a series of discussions. The idea was that anyone could sign up and that there would be no time-specific sessions so that individuals could interact when and how they wanted.
At the beginning of the course the “moderator” laid out a set of user principles for engagement over the 3 weeks that the community would be running. His short post read:
“Improving our assessment and feedback right across the school is a key focus for this term so this community could help to shape ideas and forge interesting ways forward as well as sifting our contacts and networks for examples of the very best that others are doing in this field.
I’m not sure what the outcomes will be (although I hope that a couple of you at least might be motivated to blog about our discussions and ideas). However, might I suggest the following as a kind of minimum requirement of being involved in the group? That, over the course of the 3 weeks we all:
- Post at least one link to an interesting idea/ blog/ link;
- Post at least one (however short) personal reflection on effective feedback and/ or assessment.
And that, in addition, we all:
- Comment at least once a week on any of the posts that have gone up.”
28 teachers signed up for the community and it remained open for the 3 weeks intended at the end of last half term. There was a fantastic range of curricular posts from English to PE to Maths to Economics and a decent discussion on many of them. Posts looked at a huge range of thoughts and ideas as well as curating blogs and recommending reading; the 3 headings for contributions were: general discussion; interesting blogs, websites and reading; reflections on interesting and innovative personal or departmental practice.
We discussed, as examples: the issues of grading work; ensuring the quantity and quality of all feedback; student reflections; using trackers; using digital strategies to support marking and assessment; peer-marking; critique; blogging as an assessment strategy, and much more. In fact, and on reflection, perhaps the range of material covered was almost too extensive and we might have been better focusing more on specific ideas and practices.
At the end of the course we sent out a very short survey to try to engage with how successful teachers felt that the process had been and whether this is a model that we could develop profitably in the future. The responses made for interesting reading.
Teachers who took part liked:
- “The flexibility to interact at a time that suited me and therefore allowed me to give it my full focus at that moment”
- “Learning about what was happening in other departments”
- “the ease of access and sharing ideas”
One of the feedback questions we asked was to challenge teachers to consider whether, in their opinion, the course had had any impact on student learning. The responses were surprisingly positive, several reporting that they felt there had been a significant positive impact on student learning in their classrooms.
A couple of respondents suggested a plenary session would be useful. This is something we will consider in the future; a Google hangout is obviously one way of conducting this that we might think about. Several contributors thought that more interaction would have made for an even more successful experience. Balanced against this, however, was an exhortation not to exhort: that requests to post made the experience feel “pressurized, and not natural.” That’s an interesting balance for future moderators to consider. Equally, some commented on the lack of quality control. That’s another one to think deeply about.
To finish: one final comment from one of the teachers who took part: “I am disappointed there is not a similar group next half-term looking at another topic.” Now it’s time to make that happen; step forward the next moderator, please.