Pedagogy and Student Achievement

29 May

Vision Road Sign with dramatic blue sky and clouds.

More and more teachers are giving students projects to do, whether at school or at home. They often have complete freedom of how to present the final outcome. Common examples include a PowerPoint presentation, report, poster or physical model. A few, may go for a more creative option such as a video. However, digital technology, when used, is often limited to presenting passive information without any interactivity. The type that doesn’t encourage any engagement. We must remember the tool should not drive the presentation just like with teaching.

It must be said that some teachers do encourage students to take advantage of digital technologies. Examples include blogging or other forms of presenting content, e.g. social media, or wikis. Even then though, for those who engage with the content, it‘s still mostly passive (reading/watching). Sometimes it increases a bit to up/down-voting or commenting as the ultimate engagement. Tools like spellasaurus or Mathletics are fine but it is the pedagogy behind it which is key.

Years ago, in an effort to understand the students we served and the role of teachers in creating spaces where learning can happen, we created a list of what we believed these conditions were:

  • Knowing our learners
  • Creating a safe community of learners
  • Having something meaningful for students to learn about
  • As teachers we have to have a deep understanding of the content, the learner and instructional practices
  • The notion of teacher as learner and actually doing the risk taking, being open to make mistakes

We spent some time discussing as a staff what resonated with us most and what caused us the most dissonance. It was an incredible insight into the thinking of our staff in our collective and individual impact on the learners in our care.

I believe that supporting learning at the classroom level is no different than supporting innovation and learning at a staff level.

We need to be able to do what we are asking our teachers to do. We have to create spaces where creativity, innovation, risk-taking in learning, and experimentation are welcome.

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