Thursday, 13 40 – 14 00
Narrowing our work down to a single problem of practice is an art of data deduction and pedagogical understanding. As leaders and practitioners how do we know if we have selected the right problem of practice? Is the problem of practice making a true difference to student learning? Is the problem of practice the highest leverage strategy to make the greatest difference? How do we keep a relentless eye on this work?
Objectively digging deep in to our practice requires a complex association of preconditions, structures and voice. Specifically, student voice. The art of using student voice to inform and drive our teaching allows us to keep that relentless eye on the effectiveness of our work. Student voice allows us to sharpen and refine our problem of practice by keeping our work fluid, data informed and relevant.
The use of student voice creates an essential learning narrative. This narrative provides a powerful data set about the learning and level of understanding against the intention and problem of practice. The opportunity for each student to articulate the new learnings, the meta-language and cognition allows the teacher to fully appreciate the level of understanding and success of the lesson.
So how do we use student voice to have impact on our work and continually inform our instruction? What data do we use to create a highly informed space to tweak our problem of practice and drive student learning and improvement?