My teacher inquiry question was:
How can I, as the teacher of a year six class, use strategies associated with POGIL to help my students develop independence and autonomy over their learning?
When this inquiry came about I discussed with my tutor teacher the importance of having a variety of sources of evidence to show whether or not this is working and highlight areas that need to change/develop and so I endeavour to do so below. I think that it is so important to have student voice as part of a measure of how successful I am in my teacher inquiry as realistically they are the ones whose learning it is affecting - and therefore they are the best people to be able to provide evidence. At times this is formal feedback in terms of videos and PMI charts and at times this is in the format of questions that my tutor teacher asks my students when he comes to observe me. As I will be referring to student answers to these questions throughout this reflection I have listed the questions below.
- What were you learning today in …
- Why were you learning that?
- What tools have you used to ensure you are successful?
- How will you know if you are successful?
- When you are challenged in … what do you do?
- How do you extend your learning?
- What E score would you give yourself and why?
In order to do this reflection I am employing a variety of perspectives which I have attached as links either directly in here or in google drive:
- A PMI chart from the point of view of my students
- Video conversations with my students
- The introduction of questioning cards to develop discussion for students
- How blogging has provided a voice for my students
View the hyperlink above to see how blogging has given my students a voice - it has changed the class from our classroom where it is mostly teacher led to being there classroom where it is hugely student led. Be sure to read the comments - it is heart warming to see the way that they support each other, both in terms of providing positive feedback and in the way that they help each other through providing appropriate and timely feedforward. What is most amazing is the way that this feed forward and feedback has crossed from simply being an online tool and become part of how they communicate in the classroom - even my shy students are no longer hesitant to tell other students when they think they are doing well, or how they think they can improve.
- The purpose of success criteria, and how these have influenced what and how my students are learning
- Excerpts from professional discussions that I have had, both with my tutor teacher and with other teachers within what I consider to be my professional learning community
- Reflections on my planning for this style of teaching and how these have changed week to week
Success Criteria
I have hyperlinked Reading Success Criteria that students have created since the start of this term. This is entirely written in student voice with the children referring back to Sheena Cameron's reading comprehension strategy sheets when they get stuck.
I believe that success criteria tie in very closely with POGIL in terms of helping students have responsibility and ownership over their own learning. The following quote speaks volumes about this:
" If learners are to take more responsibility for their own learning, then they need to know what they are going to learn, how they will recognise when they have succeeded and what they should learn it in the first place." (An Intro to AfL, Learning Unlimited, 2004).Between the learning intention covering the what and the why - and the self created, and peer reviewed, success criteria covering the how students are able to gain insight and control over their own learning - and this is demonstrated both in the PMI chart and the video that are hyperlinked above.
Professional Discussions
When running a programme such as POGIL in a classroom it is important to consider what deliberate acts of teaching I am still doing as a teacher. Recently we were video observed and these were some of the deliberate acts that were discussed:
My focus now is to move away from questioning as the students have the tools and the experience to do that and move towards prompting as my key form of feedback - obviously all strategies are going to need to be applied at different times.
Reflections on Planning
My planning has changed nearly every week that I have been running a POGIL based programme in my classroom. The children contribute to the changes, telling me what they like and what they do not like - and what is beneficial to their learning and what is superfluous. Based on my most recent discussions with my Tutor teacher I will be changing three things:
- Writing the learning intention for the week in the format of 'We are learning to... because...' so that students can see immediately what the relevance is and therefore be able to discuss this.
- Recording the way that I frame the activity and the learning so that students are able to clearly identify the difference between the two. This is where students have been getting stuck when asked the questions identified earlier - whilst my top students are able to highlight the difference without any problem some of my lower students struggle to and this is the group that I need to be specifically targeting. An example of this is recorded below:
- Giving students full control about what they learn and when based on appropriate data. An example of this: We are just beginning an algebra based unit. The students have all recently completed a pretest - the level of which was determined by me from looking at data against knowledge and strategies. The pretest has each page set out in the following format:
Each skill that the children need is recorded at the bottom of the page and once we have marked each page together they select 'not yet', 'kind of' or 'got it'. The students work with other children in their skill level and determine their learning for the next five weeks. They have decided to split their data up into two categories for them to focus on when they are with me: a revise category, based on the problems that they kind of understand, and a learn category based on the problems that they do not yet understand. An example of this is recorded below
This style of planning where students have such a high level of input develops feelings of responsibility, pride in what they have already achieved and a sense of direction and ownership in what they will achieve next. Obviously I still have to make judgements based on their self directed pathways - but planning this way and letting the children access and read their data is very much personalising both the planning and their learning journey.
Overall - when I reflect on the question of "How can I, as the teacher of a year six class, use strategies associated with POGIL to help my students develop independence and autonomy over their learning?" the following things come to mind:
What I have already done and need to continue to do:
- Continue to use POGIL sheets to structure students learning
- Continue to use question sheets
- Adapt my planning to meet the needs of my students
- Use the weebly to make learning interactive and engaging for students
- Allow students to direct their own learning
What I need to do next:
- Provide students the opportunities to have a real contribution to what they are learning
- Use their weebly as a place where all students have the opportunity to view similar problems (for want of a better word) to the ones that they will be working with when they are with the teacher.
- Move away from questioning and towards prompting
- Change how I structure the learning intentions for students - especially in writing and reading.
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