I offer here a collection of clips from classrooms to illustrate points made in the publications, handouts and presentations.
First, talking about learning. What happens when we ask pupils what they mean by the word?
This very short clip is from a session with 5 year-olds. First they exchanged in pairs examples of things they had learned. Then I asked them to discuss what they meant by the word “learning”. Ryan's contribution (the first one) was very significant for me and for the class teacher. The clip ends with a list of all the contributions I could transcribe – in a particular order. What do you see in the order?
I have found no teacher who wants their pupils to have a "thin" view of learning. So if we take that direction, of enriching learning, where could we get? This next clip is from a conversation with a group of pupils I have not met before - in a school which has been focusing on learning. The comments are great examples of what we might achieve…
Learning needs to be “active” so that learners know it’s their activity which is the key. This secondary school example - in boys PE - is about the clearest example of active learning (not just activity) I've seen. The acronym SMART (Situation Method Adaptation Rules Transfer) is a clear way of promoting an active learning cycle
Collaborative learning is rare in many classrooms. This short clip of a Year 8 group of boys, preparing to communicate across groups in “jigsaw” fashion the activities they have created to help each other learn (about aspects of ecology in the school grounds). And their review comments on the classroom wall. And this group has been composed of the "worst-behaved" boys in Year 8!!