One of the favourite parts of my job is the opportunity to observe other teachers in full swing in the classroom. I think often when we approach classroom observations we are expecting to highlight deficits of practice and this may lead to judgements not founded in developing others, but instead on comparisons and negativity. Of course it is crucial to identify opportunities to challenge ourselves to always improve, but this post is my opportunity to shine a light on someone who may not typically be spotlighted.
At our school, we have been implementing Feedback for Learning strategies over the past two years and I was delighted to see this practice embedded in a year 9 music lesson by Miss D. I only wish I had recorded it so that others could see how well she applies the strategy of no hands up (mental note for next time).
When I gave feedback to Mel about how well she utilised this strategy, she responded to effect of;
‘Well otherwise, it’s just the same kids answering isn’t it!’
Exactly! Succinct and to the point, we know that when we only call on those who raise their hands, we are choosing to only teach to the group of students who are mastering the content.
Another powerful strategy Miss D used and one which I was extremely delighted to see in action after facilitating a whole school session this week on Growth Mindset, was clarity and purpose for students into the reasons why she was testing their understanding and knowledge.
In the lesson I observed, Miss D explained to her class that they were about to complete a test, she also explained that on the test there was a question that she did NOT expect anyone to be able to answer. She explained that this would not contribute to their grade, but instead was a way for her as their teacher to determine if there were any students who already understood this concept and could be challenged further, any who may have some idea which she could work with to embed over the coming weeks and those who had no idea at all yet and that she would be working with over the coming months.
I was not only impressed with how clearly she explained the purpose of having question 12, but I was really interested to see how the students responded. Instead of being daunted by question 12 those students who’d had no prior exposure to the material appeared more confident. They may not have answered the question, but I do believe that when they handed in the test, they would have felt that the focus was on their learning continuum and not a fixed sense of ability.
Thanks Miss D!