If modelling thinking is a key element of teaching, why do we appear to remove concrete apparatus when the mathematical concepts start to get more difficult?

Based on an earlier blog: https://chrischiversthinks.weebly.com/blog-thinking-aloud/talking-maths

It would be interesting to know when the concrete apparatus is withdrawn from the teacher explanation repertoire, as this can be seen as only useful for SEN children, yet, used effectively, can enable even more able learners to make connections through very clear visual manipulation. This can be demonstrated through the use of Dienes base 10 material to explore place value and four rules with decimals to three places, using the 1000 block to represent 1.

How do you know what a child is thinking unless you ask them directly to explain something?

We have become used to Talk for Writing, so why not Talk for Maths? If teachers and children engage in learning dialogue, the teacher can get a better view of how the children are thinking and the learners might become more secure in their willingness to have a go, especially when facing novel situations. We also talk of it being ok to make mistakes, especially in the context of Growth Mindset thinking. I would suggest that an openness to dialogue underpins GM, in that a child should be able to share insecurities and to be able to talk through a resolution. Learning to think and talk is an important stage in being able to do so internally, from the scaffolds developed through discussion and manipulation.

The early days of my teaching career were in a school that focused its approach on the work of two key figures in mathematics; it helped that the head was a County adviser for maths, so we also benefitted from regular visits by his colleagues in the inspectorate.

There were two key elements highlighted, logic and modelling mathematical thinking supported by continuous use of structured materials. The work of Zoltan Dienes was central, embodied in the structured approach created by Harold Fletcher, whose workbooks were the spine for mathematical activities by the children. For both, we were given the key background texts to read and understand. In this way, we avoided falling into the trap of just doing the activity booklets, as both the teacher guides and the senior staff accentuated the central place of concrete apparatus. This, in itself, was accentuated through staff training as a group or 1:1 coaching to need.

From https://www.stem.org.uk/elibrary/resource/30000 an extract of Fletcher’s background.

Harold Fletcher was seen as an outstandingly gifted teacher and educationalist. While he was always a firm believer in children being able to calculate accurately, he found from his own teaching that they could achieve remarkable results in other aspects of mathematics. Harold Fletcher considered the mathematics he wanted children to learn under six strands:

Number Pattern Shape Pictorial Representation Measurement Algebraic Relations.

With the help of a team of experienced teachers and educationalists, Harold Fletcher wove these strands into a teaching sequence which was called Mathematics for Schools. Examples of classroom activities are used to describe the mathematics, complete with teacher dialogue, diagrams and outcomes from recording.

Each element of number, addition, subtraction, division and multiplication along with place value was developed showing the use of concrete materials and styles of notation (many of which would be seen later in the Framework for Teaching Mathematics (NNS; National Numeracy Strategy).

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Shape begins with an introduction to solid shapes before bringing in 2 dimensional or plane shapes. This is followed with measuring, area, capacity and volume before concluding with symmetry and tessellations. As with all aspects of the series it was stressed that concrete materials should still be used.

Pictorial Representation focused on students, from an early age being able to collect information, record it in pictures and most of all, think about it and use it for further number practice. The foundations for graphs were introduced before dealing with them further in Algebraic relationships. A final section on “How can I help my child?” contained some do’s and don’ts. A pdf of a parent guide is available from the STEM site above.

The second key character in my mathematical education as a teacher was Zoltan Pal Dienes (Pal anglicized to Paul). Looking up some detail, I came across his relatively recent obituary.

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DIENES, Dr. Zoltan Paul Obituary from http://www.zoltandienes.com/obituary/

Age 97, of Wolfville, Nova Scotia, passed away peacefully on January 11, 2014. Zoltan Dienes, internationally renowned mathematician and educator, was both a public figure and a much loved family man.

Zoltan was born in the Austro-Hungarian Empire in 1916, son of Paul and Valeria Dienes. His early years were spent in Hungary, Austria, Italy and France. He always had a fascination with mathematics, even hiding behind a curtain to hear his older brother’s maths lesson, for which he was deemed too young!

At 15 he moved to England. He received his Ph.D. from the University of London in 1939. Zoltan understood the art and aesthetics of mathematics and his passion was to share this with teachers and children alike.

He was fascinated by the difficulties many people had in learning mathematics and wanted others to see the beauty of it as he did. Consequently, he completed an additional degree in psychology in order to better understand thinking processes. He became known for his work in the psychology of mathematics education from which he created the new field of psychomathematics.

Referred to as a “maverick mathematician”, Zoltan introduced revolutionary ideas of learning complex mathematical concepts in fun ways such as games and dance, so that children were often unaware that they were learning mathematics – they were having a wonderful, exciting, creative time and longing for more. He invented the Dienes Multibase Arithmetic Blocks and many other games and materials that embodied mathematical concepts.
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According to a Montana Mathematics Enthusiast monograph from 2007, “The name of Zoltan P. Dienes stands with those of Jean Piaget and Jerome Bruner as a legendary figure whose theories of learning have left a lasting impression on the field of mathematics education…

Dienes’ notion of embodied knowledge presaged other cognitive scientists who eventually came to recognize the importance of embodied knowledge and situated cognition – where knowledge and abilities are organized around experience as much as they are organized around abstractions. Dienes was an early pioneer in what was later to be called sociocultural perspectives and democratization of learning.”

I had a wry smile when I realised that his initials are ZPD, which is immortalised in the work of Vygotsky as the Zone of Proximal Development, something, I am sure that Dienes would have appreciated.

Conservation of number became a shot topic of conversation on social media during the week. It is, without a doubt an underlying concept in the learning of mathematics, akin to chunking of information to make subsequent thinking and manipulation easier.

Definition
Conservation of numbers means that a person is able to understand that the number of objects remains the same even when rearranged.
What is conservation of number?

• Conservation of number - the logical thinking ability to recognise that the numerical value of an object remains invariant with physical rearrangement - is a fundamental "cognitive milestone" during children's development (Crawford, 2008 p. 1). 
  
  
• The concept of conservation was developed by Jean Piaget during the mid-1900s, who claimed it as "concrete operational" and, therefore, "unattainable" until children are of 7 or 8 years old (Halford & Boyle, 1985, p. 165). 

It is interesting visiting schools and classrooms, watching many numeracy lessons. It is often clear that children are regressing to counting from one, which suggests that they have not reached the conservation stage, even when dealing with relatively small numbers. This might be down to lack of modelling, therefore expectation, with high adult oversight and interaction.

Some of the materials being use for modelling may be less helpful, in that they might encourage children to start counting from one, for security.

Multilink or Unifix blocks are common in early classrooms. Where the mathematics takes children beyond tenness, breaking the chain into ten rods can be useful to accentuate that concept. It is heartbreaking to watch a child count, then have to restart the count because they have been interrupted. Making rods of ten would allow for interruptions and a means of continuity.

For this reason, I still have a preference for Dienes base ten equipment, as it allows early access to models of exchange, creating tens then hundreds. It accentuates place value and, using the function machine conceptualisation allows all four rules of number to be modelled effectively. With a visualiser attached to a class IWB, the modelling can be done on a large scale, enabling more to access. I recognise that in the days before such technology, there were visual limitations to modelling to large groups.

From Maths No Problem, the following accent on concrete apparatus seems to fit with this approach.

Concrete, pictorial, abstract (CPA) is a highly effective approach to teaching that develops a deep and sustainable understanding of maths in pupils. Often referred to as the concrete, representational, abstract framework, CPA was developed by American psychologist Jerome Bruner. It is an essential technique within the Singapore method of teaching maths for mastery.

Recently working with ITE trainees, in the conversation the idea of conceptualisation was raised. Using the simple example of 2+2=4, the trainees were challenged to explore the underlying necessary concepts to have a full grasp of the challenge. Twoness, fourness, addition (including synonyms) and equality, or balance, linked to balanced equations, eg 2+2=3+1. It was an eye opener to some.


​Race to the flat
A very simple activity that can be very effective in supporting rapid calculation could be called race to or from the flat.

As long as you have Dienes base 10 materials and dice, this can be developed to cater for a variety of needs.
The rules of each game are simply described.
·         Decide whether it’s a race to or from the flat (100 square). Decide whether, when the dice are thrown, the numbers are added together (any number of dice) or multiplied (two or three dice?).
·         Dienes materials available to each group, plus dice appropriate to the needs of the group.
·         Each child takes turns to throw the dice and calculate the sum or product.
·         This amount is then taken from the general pile and placed in front of the child. The calculation can be recorded eg 3+4=7. This can provide a second layer of checking.
·         If playing race from the flat, the child starts with ten ten rods, then takes an appropriate amount from these.
·         Subsequent rounds see pieces added to the child’s collection; recorded as needed, eg round 2, 5+2=7 (7+7=14; the teacher should see one ten and four ones)
·         The first child to or from the flat is the winner.
Altering the number of dice alters the challenge.

An extension could be a race to the block (1000 cube), or from the block, each child starts with ten 100 squares. If multi-sided dice, or different numbers of dice are available, the challenge alters yet again.

I came across some notes from some years ago, where I sought to put together examples from Dienes to enable colleagues to utilise the system to support their maths teaching.

Reflections on Pedagoo Hampshire 2018

The overriding impression from my day at Pedagoo Hampshire 2018 is that one is never too old to learn. Even after a lifetime in education, listening to another can either crystalize an idea or challenge one’s thinking.

The series of talks that I chose were focused around well-being. Five different people sharing personal insights into a singular topic. There was both similarity and sufficient difference in each to create those “nugget moments” that is to be hoped from a day of thinking.

The similarities were along the lines of people helping people, looking out for each other, spotting and engaging when there were evident signs of personal distress. There was an equal focus on preventative approaches, giving background support so that an individual and the context within which they operated could interact and respond according to need.

The similarities were overwhelmingly human. In a system where the “capital” is based on the humans that form the workforce, to identify work practices and demand is a significant element of organisation, requiring high quality communication, both globally, so everyone knows what’s going on, but also enabling high quality 1:1 discussions, where personal information can be shared confidentially.

Ilse Fullarton @kidshealthuk talked about The Children’s Health Project, aimed at providing essential background for PSHE and establishing healthy lifestyles in children, through a combination of basic knowledge and healthy practices; movement, food, habits and thought. All these elements combined in cross-curricular teaching in PE, science and PSHE. As someone who lives what she preaches, Ilse described her own journey to health.

Simon Warburton @Simon_Warburton is a member of SLT in a Secondary school in Cambridge. Simon gave a very honest and clear account of why he has developed such a passion for ensuring that CYP have support and guidance in well-being. Having had a period of stress, effectively debilitating and destabilising his personal and professional life, he took drastic steps to address his fitness and eating habits, losing a considerable amount of weight in the process. He also took stock of his professional life and stepped back from one role, to take on another that would allow restoration of an equilibrium.

In this role, he is charged with the healthy approach of his school, to adult colleagues and to the children, developing a wide range of opportunities for exercise, an education programme and high staff awareness towards each other and their charges.

Adrian Bethune @AdrianBethune asked a “simple” question; can you teach happiness? This happens to be the premise behind his new book, Wellbeing in the Primary Classroom (Bloomsbury).

Adrian explored the research base behind his premise, both psychological and physical, eg stress and anxiety, engagement and meaning. He explained that happiness can also mean experiencing and being aware of low points; self-awareness and quoted identical twin research, considering genetics, as well as life opportunities. The work of Dr Alejandro Adler was used to explain that a well-being curriculum increased academic outcomes as well as well-being, which led to my simplistic reflection, that happy children are more energised to engage with learning, so improving outcomes by being “in the moment”. Adrian used a statistic that emotional health at 16 can be determinant of future success and happiness and that the onset of depression in teenagers growing.

Exploring and comparing ideas of mind full or mindful led to the statement that mindful meant being in the here and now, aware of surroundings and what is happening, whereas mind full could mean overload.

Adrian focused on looking for positives, so had established the idea of WWW; three good things, to talk or write down. @PookyH Dr Pooky Knightsmith regularly uses this on Twitter, to share her three good things. Adrian had also rebranded anti-bullying week to become “It’s cool to be kind week”; emphasising positives rather than starting from potential negatives. Post-it boards recorded random acts of kindness, recorded by pupils and adults.

Mal Krishnasamy @MalCPD was my last session, looking at quick coaching techniques within her 40-minute session. There was a significant focus on active listening, with one participant describing to another something significant that they were passionate about and for the listener to draw a sketchnote of what they had heard, to retell it for accuracy. A second activity took us on a listening journey from the inner space to successively distant spaces, returning slowly to the inner. It was a form of meditation and a very pleasant way to end a busy day.

Mal, Adrian and Ilse gave a similar example of a very straight forward mindfulness practice, to focus on breathing, one thing. Pause time- 2 minutes; put a hand on your tummy, be aware of own breathing, from upper chest or diaphragm. One variation could be to put a soft toy on tummy and to watch the toy rise and fall. A second variation included timings, breathing in, holding and breathing out; 3,6,5 or similar, depending on the children. This activity raised physiological awareness. Adrian described how he used something similar as a teacher; self-awareness of in lesson stresses, utilising breathing exercise to establish calm.

My first session, in many ways, could be seen as the “wildcard” in the series, in that it was a trio of presenters, Max Bullough, Carolyn Hughan and Leah Crawford @think_talk_org presenting on their project Leadership through Narrative. As the session moved on, it became clear that it was “all about the people”; an active listener enabling another to present their story as clearly as possible so that they were in a position to interact appropriately and avoid issues that arise from assumptions. The joint discussion enabled an analysis and reflection before a clear description of future actions, decided by the interviewee.

This session was the “grown up” version of all the others and emphasised completely, along with @SueRoffey opening keynote, that education is totally “all about the people”, any of whom might need, at some stage, another person to care sufficiently to offer mentoring, coaching, or just a shoulder and a cup of tea; someone prepared to listen. Openness, honesty and trust underpinning relationships.
 
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They open their eyes, they sense the world, they look, they listen, they feel, they taste, they smell.
They see apparent chaos around them with a central feature, a parent’s face, their voice, their sustenance.
They respond, through crying, gradually having some muscle control and smiling, making responsive sounds.
It all takes time, but, somehow, while we can only engage with their externalising, their brains and bodies are developing in very sophisticated ways.
They start to interact with their world; their life journey of experiencing and making some sense of these experiences.
 
Each of us carries around the distillation of our passing experiences, formal, some sustained like years in education, or training programmes, many informal, some fleeting experiences, others based on life, our families in childhood, then our friendship groups and personal decisions about partners and life location.

Every one of these experiences impacts on us, some as they are pleasurable, others because they are traumatic. It can be easier to recall life’s highlights or low points than the more mundane aspects of our lives, as the significant events are our life “landmarks”; transitions almost. While our memories do alter over time and recreating earlier life can sometimes lead to embellishment, at any point in time, we are the sum of the parts.

Recently exploring my earlier life through looking at locality maps, it was clear to me that in geographical terms, the bulk of my life to the age of seven was restricted to a distance of around one mile from home, with occasional school holidays spent with more distant family. From the age of five, this was often independent and outside with friends; perhaps a luxury for today’s children.

My world expanded exponentially when we became £10 Poms, sailing to Australia via stops allowing visits to Pompeii, Athens, Aden, Columbo, Perth, Adelaide, Melbourne and Sydney, followed by the train journey to Brisbane. Five and a half weeks of watching out for dolphins, whales and flying fish. Playing deck quoits and other novel games. Watching the sellers with their fully laden, colourful canoes arrive beside the ship with their trinkets hoping for a sale, goods and money exchanged via ropes and baskets. Children and adults prepared to dive for coins thrown from the boat. It was interesting at the time, although my adult self can see it as demeaning. It was certainly “eye opening”. There was a very different world from the seemingly grey experiences that had preceded it.

Life has certainly happened since then. I have blogged about it, highs and lows, as I remember them. I won’t rehearse the features now, but it is worth reflecting that life memories are filtered through forgetting, as well as remembering.

On 13.09.18 I tweeted that I was reflecting on the following: -
We’re all constantly creating our internal models, developing them as new information appears. Challenging this creates internal tension; destabilising for some. Learning how to accommodate and adapt to circumstance has enabled ideas to progress; a life skill.

This followed a day when I worked with ITT trainees, followed by a session with their mentors. Within the room of some twenty nine trainees, there was clear evidence that some elements of their new experiences were causing internal tensions; the personal, getting to know their context and everyone and everything within it that might impact on their professional lives; the demands of studying and running a household, some with much reduced incomes; the detail of the academic information that they were receiving, some after a significant gap since their degree. Accommodation and adaptation take time, which, at this point in their existence is at a premium.

Children are learning to take in information, learning about learning, at the same time as having to accommodate to a multi-faceted world. There is a truism that young children are naturally inquisitive, prepared to try things out, familiarising themselves with novel experiences, through what we often call “play”, which they then describe as “fun”.

As an adult, I often engage in familiarisation activity; a new camera, smart phone or laptop requires familiarisation. For a while, I “play” with them to see what they can do, in my case, using prior knowledge that comes from earlier experiences with the same technology. I am sure that my camera, smart phone and laptop can do significantly more than my current uses, but, for now each serves the purposes for which I want them.

If I am listening to a speaker, as I will at an education conference, or in a university lecture from a colleague, I can be distracted by a single point that triggers a line of thinking; it resonates or challenges a previously held piece of understanding. This may lead to a bit of note making or doodling an idea trying not to forget the thought from “the moment”, which can happen with just trying to listen and hold onto everything that has been said. The single nugget can form the basis for further reflection, discussion or reading, leading to a change in my understanding.
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In the same way, school lessons offer a similar scenario with new information being shared hour by hour. The difference could be that in school it is every hour, whereas an adult has the luxury of taking or making “time out to think”. Children in school don’t necessarily have the opportunity to reflect, unless it is built into the plans. It is to be hoped that every lesson offers something of quality to think about, to talk about and perhaps to make notes, or write about in order to remember.

In the early days of school learning, learning to order and organise thoughts is a key element, which is supported by teacher organisation and presentation of the different curriculum elements, ensuring that necessary links are made overt between aspects of learning, so that children are not left floundering with the bits of a jigsaw but no image within which to place the pieces. It is to be hoped, too, that learning in school might lead to extension in the home; appropriately set home activities can extend vocabulary or lead to further discovery. See talk homework.

It is incumbent on the adult generation to offer life opportunities to children, in and out of school, that allow them to participate in the experience, to explore with whatever is their current capability, and to articulate their thinking, enabling an adult to engage further with questions or clarification. The act of learning can be “fun” to children. They need to learn that learning is not something that is done to them, but that they are active participants in constructing their own schemas.

As a headteacher, I used this ideal as the basis for the school teaching and learning policy, which is on the blogsite. It was simplified into one diagram, as follows.  
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At any point in time, we are the product of our experiences. If they are broad and supported by articulate adults prepared to unpick inconsistencies and add further value to the experience, the child can thrive, with the opposite also having an element of truth, although we may have to accept that children can succeed "despite their home/school experience".

If a child lives in a knowledge/language-rich environment they will experience and learn to use a wide range of conceptual words. The Bristol language studies of 1971 led by Gordon Wells showed the impact on less rich environments. It has implications for the language rich environment of schools, too, especially if the home contexts are known to be less rich.

Schools and parents, within their communities, are partners in bringing children into their world. Learning to work effectively together is essential.

When a book starts with a quote from Archbishop Desmond Tutu, who happens to have been one of my heroes, there’s a fair chance that whatever follows will be interesting.

That quote runs as follows, “There comes a point where we need to stop just pulling people out of the river. We need to go upstream and find why they are falling in.”

This is an incredibly simple, yet powerful message; find the source of the problem rather than always dealing with the outcomes.

Jarlath tells the stories of his early days in teaching, openly admitting to making mistakes, but thinking about them and learning from them. He reflects on much early advice that any bad behaviour was always the “choice” of the child, that there were “simple” ways to ensure good behaviour, such as seating plans, for the class to devise their own rules, don’t smile until Christmas.

The evolution of Jarlath’s thinking, through many described episodes of having to question why some children were causing problems, working patiently with his team when a Head Teacher, building professional in colleagues and personal capacity in children. He quotes the title of Paul Dix’ book; When the adults change, everything changes and Linda J Graham’s Queensland study that found that self-regulation has a great bearing on a child’s educational outcome; it’s the learning to self-regulate that can cause additional social problems.

His introduction ends with a short series of things that he has learned over his almost twenty years of experience: -

·         Some children regard schools as risky, unsafe places to be, where failure is inevitable and painful and must be avoided at all costs.
·         Lasting behaviour change takes time.
·         Learning needs to be an intrinsically rewarding experience.
·         Negative behaviour communicates an unmet need.
·         Behavioural difficulties can be regarded as demonstrations of skills gaps that are getting in the way of a child being successful.
·         Sometimes we choose actions, sanctions and punishments that only meet the neds of the adults. We do this in order to say that we dealt with a situation, but, in reality, the situation remains, at best unchanged. At worst, damaged.
·         Time invested in children is never wasted.

Getting to know the children for whom you are responsible as a class teacher is fundamental to making appropriate decisions at the right time. Early Years and Primary teachers get to know their children very well, very quickly, simply because within a week, they will have worked with their class for almost 25 hours. At most, a Secondary specialist might see a class for 5 hours, some will be an hour or less a week. This will inevitably create a different dynamic in relationships.

The social demands of school will put some children into an anxious state. For adults to be aware of this and to be able to offer support can be the difference between sinking or swimming. Recognising that “they” are not a homogenous group is a first step. “Spotting and dealing” is an important element of teacher awareness. Personally, I have used the term “behaviour whisperer”; getting to a child in time to offer advice and guidance to head off a developing issue. Too often we are just too late and have to deal with the outcomes before the child need.

Some children need help in articulating their feelings; having someone who will actually listen can be slightly threatening if it is a novel situation. Jarlath uses anecdotes to amplify situations that he had faced and his behaviour within and after the situation. Teasing out the reality can be time consuming, something that can be a luxury in a busy school and we have to be aware that behaviour issues cause teacher stress. For that reason, it is essential that whole school systems are very clear, communicated at every opportunity and followed through by every member of the school staff, office, caretaking and lunchtime staff included. Civilised social situations are a team effort.

Some children may need a form of mentoring; someone who is interested in and has time for them. Jarlath quotes Carl Rogers; Show children unconditional positive regard. Our personal manner can determine how some children will behave for us.

Jarlath’s book is an excellent review of the multiple factors that make up a complex school environment including rules and expectations, motivation and rewards, sanctions and punishments, restorative approaches, partnerships with parents, and a chapter on SEN and behaviour.

His last chapter is a reflective challenge to one’s own style, with a refocusing on behaviour as a social interaction, environmental factors in the school’s control including the behaviour policy, ability to adapt to the needs of children in certain situations. He also challenges potential misuse of behaviour policies, with a focus on SEN children and the impact of involving senior staff purely for punishment purposes.

Schools need to be purposeful places if children are to succeed. Internal systems should enable the highest level of success for each child. A “we’re all in this together” approach, including parents, shares the load and offers hope to some vulnerable children. And it’s worth having in mind that we all get things wrong some of the time; no-one is perfect.

Jarlath offers insights, but also, throughout each chapter, points for further reflection on a personal as well as an institutional level. This is a book that would benefit all schools, to be read in conjunction with Paul Dix.
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Jarlath finishes with a quote from Dr Kevin Maxwell; Our job is to teach the children we have. Not the ones we would like to have. Not the ones we used to have. Those we have right now. All of them.

Teaching and learning are two sides of the same coin; on one side, the teacher, the other is the learner. In one lesson the emphasis might be on the teacher to share essential information, in another it is for the learners to demonstrate current achievement. It’s a dynamic, fluid scenario.
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Everything that is meant to happen in a classroom is determined by the teacher, as it always has been.

The teacher is the lead thinker in the classroom, responsible for the analyse-plan-do-review-record cycle as it affects each learner.

Looking at any records that are passed from school to school or internally, is an essential start point for thinking.

The teacher is the organiser of the space, resources and interpreter of the curriculum (knowledge), divided up into appropriate sized chunks to offer on the journey. This journey needs to consider the whole year of journeys, ensuring that all end up at the planned destination. It’s no good starting off in the hopes of getting through everything. Some slippage is inevitable; schools are very good places for creating detours. If it’s caused by bad planning, that’s the teacher responsibility, not the learners. It is imperative to note developing gaps, to seek opportunities to “bridge the gap” at an appropriate time. (See planning blog)

Their ability to weave a good narrative, to speak articulately, using and extending accessible vocabulary and in a register that enables the learners to be partners in the development of their own interpretation. Artefacts, images and modelling are essential aids in supporting learners in creating their own working images; dual coding.

The teacher is also the team leader, especially if there are other adults involved; they need to know what’s expected of them, working under the direction of the teacher.

It’s the teacher plan that determines how everything will run. The teacher is also the determinant of appropriate behaviours for learning in that space. They can appear, on occasion, to be judge, jury and executioner; it is a position of some responsibility.

The learners, at the outset, don’t know the journey, so they need to be shown an outline, an overview, so that all subsequent parts have a logical place, with checks at the beginning that they are equipped to make a start, followed by regular progress/retention checks on the way that they are “keeping up”, or that they are “getting it”.

There are different structural demands within different pieces of work; an example might be the difference between a letter and a report. Each has structural constituent elements that need to be demonstrated within an acceptable finished product. These could be considered as the “success criteria” for each activity; what the teacher is looking for as an outcome.

Using visualisers during a lesson, to show what you are seeking, by using child examples, is an excellent means of sharing emerging quality, especially if it is always supported by further developmental discussion; modelling improvement.

There is subject specific knowledge. If this has to be retained for future reference/use, it can be useful to create aides-memoire, memory joggers, that attach to the edge of books/pages, that can be flipped out to need, especially if spellings are challenging. They can become, over time, if learners are shown how to be ordered and organised, useful aids for revision; personal knowledge organisers.

Understanding whether a learner has mastered essential knowledge is often judged through oral or written responses. Where this demonstrates language needs these can also be highlighted on flip sheets; eg write answers in complete sentences.

Flip sheets offer continuity of expectation, clarity of focus and brings the learner into the centre of their learning. (See blog on exercise books as personal organisers)

Teachers can’t remember the learning needs of every child in every teaching group. This is exaggerated in Secondary, where 200 plus children might be seen in a week.

The closer that a learner need can be tracked over time, the more chance there is that individuals will make progress.

It shouldn’t be down to a flip of the coin.
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So, to summarise
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·         Plan long, medium and short with different emphases on what’s recorded and share with supporting adults. Organise the “knowledge journey” developmentally.
·         Order and organise space, resources and consider the available time.
·         Pitch and pace each lesson to known needs of the curriculum and the learners.
·         Set learning tasks that provide some challenge.
·         Share outcomes as learner models of expectation within and between lessons.
·         Evaluate throughout, ensuring continuity of expectation.
·         Checks en route, memory, use and application in challenge.
·         Simple personal record systems of developing vocabulary and presentation needs.
·         Books to become personal learning records.
·         Know your children as fully as possible, recognising that you can’t see exactly what they are thinking.
 

Education Jig?

For a number of years, I was involved in folk music, either as a bodhran (Irish drum) player, or through teaching. It was a part of the physical curriculum and an after-school club. The dances were learned and rehearsed with village events in mind; harvest, Christmas, spring and summer fairs. On occasion, they allowed for sharing with our exchange schools, so everyone was able to join together, making mistakes and generally enjoying a shared activity. Despite having two left feet myself; a friend who was a regular caller for ceilidhs would always make sure that I was alright, which was kind, but also very embarrassing; a bit like being singled out by the teacher.

Teaching dance came easier, as it involved giving clear instructions and the ability to count. One that comes to mind is the farmers jig, an eight couple, 32 bar, longways dance, four boys in one line facing four girls. There are four key parts

A1 Bars 1-4 Facing up, partners hold inside hands and take 8 steps forward.
            5-8 All turn towards partner to face down the set and take 8 steps back to place. 
A2             1-4 Taking two hands with partner, all take 8 slip steps to the men’s left.
                  5-8 All take 8 slip steps back to place. 
B1             1-4 Couples 1 and 2, couples 3 and 4 right hand star; 8 steps.
                  5-8 Couples 1 and 2, couples 3 and 4 left hand star; 8 steps.   
B2             1-8 All face up the set, Couple 1 separate and cast out on their own side, the lady leading the ladies whilst the man leads the men, everyone dances down to the bottom of the set.
Couple 1 meet and make a bridge in the last couple’s place, the other couples meet their partner, take inside hands and dance under the bridge back to their lines, having progressed one place.
[N.B. As the others dance under the bridge, the dance starts again immediately]
Repeat the dance with a new top couple each time.  

This dance has been around for many years. although it is a very traditional dance, it will have been interpreted through different tunes over that time, some bands drawing from the traditional tune set, others creating their own 32 bar tunes to offer variety; variations on a theme, but it is essentially the same dance, learned by the caller and repeated over time.

It can be a bit like that in education. There are certain things that have been common features throughout my career. If you are sharing information, or giving instructions, the transmission is through direct instruction, largely via the teacher’s voice, supplemented by imagery or artefacts. The imagery might include video stimulus from an external “expert”, such as David Attenborough, enabling something like the Amazon rainforest to be brought to life.

The interpretation of the instruction will inevitably lead to variation, in retention and quality of performance. Keeping with the dance analogy, timing is everything. The “caller” or teacher has to keep a close eye on timing, or everything goes awry, with inevitable slippage and potential disaster as an outcome.

However, once the basics have been mastered, I found that it was possible to challenge the children to come up with variations on the dance, to personalise it to our school. In that way, the initial walk up and down might become boys making arches and crossing over the girls, for a count of eight, repeated with girls making arches. The 32 bars of stars might be altered to right and left arm turns or doh-si-dohs. Within the basic theme, variation allowed the creation of minor variation, which is inevitably how we have such a variety of folk dances, even based around the 32-bar theme, simply because of the maths; 2*16; 4*8; 2*8 +4*4 or just 32.

Some while ago I wrote a blog about virtuosity and how that meant learning to play your own tunes; I could have said dance your own dance. Virtuosity in teaching means trying things out, taking stock of those elements in need of some reflective improvement, trying the changes in practice and refining responses over time. It is almost as simple as that, although I am very aware that current school life doesn’t always allow time for personal reflection, nor for picking a colleague’s brain to support the thinking.

Like any good folk dance caller, a teacher needs to know the dance, the tunes, to be aware of timings and be able to coach those who are in evident need, if the assembled participants are to perform. If they can, the feel-good factor is invariably high, with success making for positive feelings afterwards and once you have mastered the basics, there are many more, really complex movements to try...

You can watch some children, including Argentinian and Spanish visitors, taking part on this you tube clip.

​

Map via Google Maps

Browsing the map above, I was able to consider some of my memories for my life up to the age of seven, when, as a family, we became £10 Poms and sailed off to Australia, to return nearly four years later via a homesick mother. Perhaps another blog...mapping childhood to eleven?

Looking at the map, it is interesting to note that from an early age, perhaps four-ish, the cul de sac nature of our road, which was a bit of a hill and very few people owning cars, meant that we were able to play with friends in the road, easily able to get out of the way if a car was moving. Back alleys and easy access, meant that the large field behind the road also became part of our playground, enabling us to make dens, climb trees and generally be independent. Falling from a tree and landing in a nettle patch showed that I could come up in huge lumps, but, apart from that and a few scrapes and grazes, it was an outside existence, meaning that we were out of the hair of our parents.

Bury Meadow meant kick-about football, with the jumpers for goalposts and as many a side as wanted to play, usually after school on light evenings, after tea. Returning home at dusk, because no-one had a watch, we had time to have a wash, a cup of milk and a biscuit, clean teeth and off to bed. It also occasionally meant arguments and fallings out and agreements to meet again the following evening and mean to keep it.

School was St Sidwell’s Primary, which was the basis of “The Turbulent Term of Tyke Tyler”, by Gene Kemp. Her daughter apparently was a school contemporary, which I found out many years later, as my class, in 1987, wrote letters to her and she replied with a signed copy.

It seemed, as a five-year-old walking alone, to be a very long way to school. Perhaps it was having to pass by Exeter prison, the army barracks, loiter on the bridge over the railway bridge to watch the steam trains pass or cross the busier roads. There was a parent line on the playground, with day one meaning a teacher meeting families as they arrived and sending us children to a specific class line, to troop into school together. School memories include outside toilets and little boys seeing how high they could reach; PE outside on rush mats; being sent to read outside in the sunshine -Janet and John- because I had finished my work early; having a piece of writing about science printed in a school booklet; having the school bully push me against a wall during playtime causing a scar on my forehead that is still there. It was a very happy time, though. I enjoyed school and it was a place that encouraged and fostered a love of learning across a wide range of experiences.

We got a pair of mice from a kind teacher, to have as pets. Of course, they breed exponentially, so finding people to give the resulting offspring to became more and more difficult.

We took in lodgers, who had the second reception room, some through the British Council; Bhati Vadgama, Mr Offer and Miss Alawi are names that come to mind. Miss Alawi’s father was Sheikh Alawi, who was the head of the scouting movement in Zanzibar. He took us to the cinema, but not on Saturday morning, to see a proper film, which was a real treat. Wonderful, generous people, who added significantly to our life experiences.

Saturday mornings were children’s cinema; "We come along on Saturday morning, greeting everybody with a smile…" so started the song that started the screening with the “bouncing ball” on the screen that took over from a man with a pointer.

There was a corner shop at the corner of Hoopern Street which became the happy recipient of our returned glass bottles and the provider of a small bag of sweets, at four a penny, or a wrap of sherbet, to take on our adventures. We often came home with coloured tongues.

We were independent quite young. Playing didn’t cost anything, perhaps apart from the cost of a plastic football. There was a lot of sharing and swapping, so toys and tea cards exchanged allowed access to a wider range of opportunities, although inappropriate swaps did sometimes upset parents. A chemistry set for Christmas was a real highlight, but not when the potassium permanganate solution spilled on the mantlepiece and me.

Childhood is a time of exploration, of making sense of the world around, geographically, seeking landmarks to offer orientation. Wandering around, with friends, allowed this to be a reality. Being responsible for getting myself to school added another dimension. Childhood necessarily has to be different now; the world is busier and, in certain environments, perhaps less safe. Car travel can divorce children from their environment, enhancing their dislocation from the real world.

So, I’d hope that, as young children, they would walk their locality with parents, talking about landmarks, constructing their internal maps, so that, when the time comes, they can safely negotiate the roads and get themselves to specific places and back safely, alone or with friends. To me, it is also the beginning of an interest in geography, enhanced through a variety of relatively simple school experiences, such as making sketch maps of their walk to school, mapping the school grounds or giving instructions of how to get from one part of the school to another, developing an appropriate vocabulary.

Keeping children safe means giving them independence skills.
 

Picture; Old man seated on a chair by Rembrandt, National Gallery, London

Children’s relationships with grandparents will vary, depending on their geographical distance; some will be very close, others more distant, which alters how they might interact. I have many memories of my paternal grandmother, with whom we lived when my parents separated and divorced, and early life memories of my Welsh grandparents with whom we often spent weeks during school holidays. Each of them added to the sum of my existence, either through proximity or quality extended time that allowed walking and talking. None of them was particularly well off, but all were generous with their time.

They form a part of “my story”, my personal history and a rich vein of inspiration. I learned what resilience was from my gran; click to read the blog, whereas my love of nature came from my miner Uncle Don, who would walk the hills with us after a night in the pits.

I used the following short story many times during my career, within PSHE type activities, looking at the inter-relationships between generations.

The story, written by Lynn Bottomley when she was aged ten, appears in the book Wordscapes, by Barry Maybury, OUP, 1970, a book that was given to me by my first ever mentee, in 1978. Short stories are an excellent thing to have on a “just in case” basis, for those five minutes that often occur, sometimes at short notice.

Georgie and Grandpa

Two of the most interesting characters I have met are my little brother Georgie, aged two months and my great Grandfather, aged ninety-seven years and two months.

I am interested in both.

To my amazement their needs are similar and yet I would have thought that Grandpa would have had fewer needs than Georgie. After all, Georgie has need to develop the habits of taking care of himself, whereas Grandpa has already learned these things, yet I have heard mummy say that Georgie is too young to eat meat and Grandpa is now too old for it.

Georgie must be treated with care and gentleness because his bones are weak through lack of age – Grandpa’s bones are weak from over-age.

The house must be quiet when Georgie sleeps because he wakes so easily. Grandpa always goes early to bed and otherwise spends much of his time dozing in his rocking chair.

Grandpa has outgrown the use of a comb and Georgie has not yet grown old enough to need one.

Georgie has not yet the need to a tooth-brush. Grandpa stopped cleaning his last tooth four years ago and cannot manage with the new-fangled ones.

Georgie is quite inactive having not yet the strength or ability to walk by himself. Similarly, Grandpa is unable to walk because he has “screws”!

Little Georgie is without understanding and wisdom and my grandfather is past the age of having to understand; his attitude to be wise, as he was a few years ago, is now gone with his memory.

Sounds mean nothing to either of them. Grandfather cannot hear them and Georgie is not yet interested in where they come from o what they mean.

Sometimes Grandpa utters little mumbling noises to himself which mean nothing to either himself or anybody else, unless little Georgie understands them because he also does the same thing; perhaps they are talking to each other in a language of their own!

Both need warmth and are well wrapped up in shawls. Grandpa sucks his pipe while Georgie sucks his thumb.
Perhaps that’s what adults mean when they say, “He is a chip of the old block!”

Oh, I forgot to say that Grandpa’s name is George…

 ​

Image from Conrad Blakemore; review in the Chichester Observer

Currently running at Chichester, in the Minerva Theatre is a three-hander play by Michael Frayn, premiered in 1998, based on events from some 75 years ago, when two giants of theoretical physics, Neils Bohr and Werner Heisenberg. Patricia Hodge as Margrethe Bohr, Charles Edwards as Werner Heisenberg and Paul Jesson as Neils Bohr kept the narrative tight, as was demanded from the script, ensuring that the audience was kept in thrall.

It was challenging, as much because it referenced many historical events and key people, so could be hard to keep up.

It was fascinating because it showed how ideas were being shared, formally through published works and meetings among this eminent group, where publication and talks were seen as opportunities to share current insights and to allow others to question and challenge.

In so doing, other individuals, such as Rudolf Peierls, Lise Meitner, Erwin Schrodinger and Max Born, to work on specific details and to take credit for each of their articulations. All of them were detailing parts of a whole that many actually feared; the potential for, and the impact of, splitting atoms. On their own, each part was benign.

Frighteningly, as some had postulated, combined as they ultimately were, with a number of expatriate nationalities, at Los Alamos, under Robert Oppenheimer, they created the atomic bomb.

The play demonstrated that the younger German scientist was mentored in his early career by Bohr, seeing him as a father figure and pre-eminent in their field. Heisenberg returned to Germany at the start of WW2 and oversaw elements of uranium enrichment, with the ultimate aim of securing a nuclear warhead. He knew the worth of Bohr and resulted in an abortive visit, in 1941, to see Bohr in Denmark, to try to elicit some information or his help in his project. Rebuffed, it isn’t clear if he was helpful in Bohr’s escape to the USA in 1942.

It was a play that brought the protagonists together in death, to reminisce about the earlier meeting and to seek to elicit the truth behind Heisenberg’s visit. Bohr adopted his mentor role and encouraged a number or iterations of the sequence of events, to help Heisenberg to clearly articulate his reasoning. This was interesting, as it demonstrated the potential of one person to help another to clarify their thinking, simply through encouraging them to talk through inconsistencies, or areas that are less clear.

This approach allowed Heisenberg to propose the Uncertainty Principle; asserting a fundamental limit to the precision with which certain pairs of physical properties of a particle, known as complementary variables can be known. Historically, the uncertainty principle has been confused with a somewhat similar effect in physics, called the observer effect, which notes that measurements of certain systems cannot be made without affecting the systems, that is, without changing something in a system. Heisenberg and Bohr undertook “thought experiments”, where they sought to visualise the effect of what they were seeking to capture in mathematical formulae, often resorting to long walks in order to do so uninterrupted.

One key message that I took that would have resonance in education would be the importance of a “talk partner”, not just for the children, as can often be seen in day to day practice, but also for teachers at every stage. Coaching and mentoring, if sensitively handled, allows for clarity of thought and articulation, the process ultimately leading to increased understanding and sometimes new areas for consideration.

The second key message would be that collegiate thinking or thought experiment, enables expertise in specific areas to ultimately be combined to enhance the whole. Each of us sees the world in slightly different ways. We learn from and through each other; the whole being greater than the sum of the parts.

Education is not about creating the atomic bomb.

It is about one generation helping a new generation to learn to take in information, to think, to articulate their current thinking, enabling an engaged other to reflect back or question this thinking, to seek to help each child to continue on their journey, their own “thought experiments”, which ultimately is a contributor to how each of us develops as learners in our own right.
   

Let’s try to put some things in perspective. Schools, in England and Wales, will soon reopen, teachers will receive their classes for the next academic year and the annual diary will start and pan out, plus or minus a few hiccups.
There are four areas of SEN description in the 2014 framework

• Communication and Interaction
• Cognition and Learning
• Social, Emotional and Mental Health
• Sensory and/or Physical needs.

The vast majority of children will arrive with their past educational history well documented, showing their earlier achievements and some areas where there appear to be continuing concerns.

A very few will arrive with an Education Health and Care Plan, EHCP, in place, with specific needs identified and methodologies and support required for them to achieve the needs. This may, or may not, include some statement of dedicated teaching time or adult support.

Others will already be highlighted on the school SEN register, with earlier needs identified. That these last two groups are known ahead of time allows the receiving teacher to prepare and plan, anticipating their ongoing need within the class plans.

There may well be some children whose needs only become apparent during the new academic year. This could be as a result of external trauma, resulting in unexpected responses to learning situations, or it could be an unspotted earlier need that becomes apparent as challenges become harder to accommodate.

If, after a couple of weeks back in class, with new children, one or two are causing some unforeseen concern, it is important that every class teacher and additional adult recognises their place as front-line eyes and ears of T&L need.

Changes to the organisation of SEND provision have been in train for the past few years, during which time I have blogged, as I have come across useful information. These blogs are archived within my blog, see Contents but I will refer to aspects to provide an introduction.

In this post, I am not looking to describe the range of individual needs that might be encountered. There are many expert colleagues who are much more able to offer insights into the specifics of individualised SEN(D). I have focused on issues as they affect mainstream school teachers, which can be summarised as developing a coherent, investigative approach that can fit with normal classroom practice, which is premised on the need to look, to reflect and record concerns to inform deeper conversations.

SEN is an area of teaching and learning where teacher expertise can easily be challenged.

A feeling of vulnerability, identifying a personal need can create a tension. There is always the possibility of meeting a child whose needs fall outside previous experience; the truism that “you’ve met one child with autism, so you’ve met one child with autism” can exemplify many areas of SEN.

For known needs, it is essential that earlier information is available, read and planned to be actioned within the new class organisation, and where needed, specific advice sought, considered and planned.

With any new class, there is a period of what I would call “calibration or sometimes recalibration”, the teacher challenge in learning being more generic, based on earlier reading of records and possibly earlier experiences with that year group. Outcomes show greater detail “in the moment”, resulting in more tailored responses, questioning and feedback/guidance. Outcomes also enable finer tuning of challenge levels and responses, as individual needs become apparent.

On entry into the formal learning situation, the staff eyes and ears should be alert to issues, noting down things that are said and done, to ensure that future reflections can be based on pattern finding or evidence across a range of issues. Evidence finding is the bread and butter of teacher life, in terms of interactions, questioning, feedback, support and outcomes.

General statements like, “x cannot read”, are unhelpful to discussion.

Investigating and sharing specifically what a child can and cannot do can lead to focused intervention, rather than general approaches.  Leaving a child in a situation where they are clearly failing, are seen to be failing and knowing that this is the case, is destructive to the child and to the teacher. Acknowledging specific issues and seeking the specific means to address the issues demonstrates a positive, professional approach.

There is no doubt that, when a teacher encounters a child who does not fit the “normal mould” that they are used to, that they may experience unease. Once a child enters school, it is less likely that concerns about potential special needs will be unknown, raised by parents or professionals, which hopefully have been followed up and investigated, so that, by the time a teacher encounters the child there may already be records with substantial supportive information available.

The journey to SEN decisions is likely to be a phased affair, especially with regard to learning issues and possibly over an extended timescale for many children, much to the frustration of parents and teachers.

“Getting a handle” on the problem can be a case of more structured investigation that may eventually lead to diagnosis, prescription and deciding on courses of action.

It is really important that teachers and other adults in class note down their concerns, from their earliest awareness, so that timely discussion with professional colleagues can distil patterns, suggest alternative courses of action and also avoid delay should there be a need to refer to an external form of support, eg the school Educational Psychologist (EP). Unless there is a track record of concern, the EP may well request that the classteacher undertakes activities that have already been tried, but the outcomes not recorded. This can add to unnecessary delays in addressing key issues.

Action is also embedded in classroom relationships and these need to be carefully considered. All children need teacher time, as they are the key strategic decision maker.

Children seem to know where they are in comparison with their peers. They can judge for themselves those who can achieve in an area and can also highlight what they can’t achieve, across a wide range of subjects. This can lead to self-esteem issues, to go along with their understanding of a learning struggle. Children know when they are being given easier things to do, so presenting appropriately challenging activities, with commensurate scaffolded support is important. Allocating a teaching assistant to an issue can create a mutually dependent relationship, with a child’s independence and decision-making capacity being limited by constant adult support. It needs careful oversight and review.

The children with the greatest need, need the best teaching.

The class teacher must teach these groups or individuals, to ensure quality teaching is available to them and also to deepen their understanding of the child(ren)’s needs.

Where this is the case, reference to teachers of earlier years can provide pedagogical and practical advice. In many ways, teaching standard 2, progress and outcomes, is THE key standard to support teacher understanding. What is the anticipated learning journey of children from early years through to year 6? While we know that learning is never linear, concerns about a child’s learning is often judged against such an expectation.

This crib sheet at the header might support record collection and prepare the ground for discussion. The centre box suggests an approach.

Teacher judgement plays a significant part. If a teacher has never met an issue, or makes simplistic inappropriate judgements, then the subsequent learning journey for the child will become more complex, with the potential for regression, rather than progress, as the relationships can become strained.

So, from a classroom perspective, I’d offer the following:-

·         Start a RADIO* file on individuals who are raising worries. *Record of Actions, Discussions or Decisions, Interventions and Outcomes.
·         Annotate plans regularly with individual concerns.
·         Annotate exercise books with appropriate supportive commentary.
·         Make diary notes in the RADIO file to deduce any pattern arising.
·         All adults become “spotters”. Keep a post it note record of things that happen in the lesson, to add to the RADIO. Ask any support adults to do the same.
·         The record should allow the teacher to create a proper narrative, with action, outcome and judgements/decisions, refined actions. There should be a record of planning adaptation.

At this point, the class teacher can take the beginnings of a case study to the SENCo, thus avoiding the generic conversation that starts, “X has a problem with…” or “Y just doesn’t get it…” which then needs to go through the process outlined above. By adopting this approach early, and similar systems are embedded in many schools, valuable time for vulnerable learners is saved.

Neither the class teacher, nor the SENCo is not being asked to be a diagnostician, but an investigator and describer of learning, behaviours and outcomes. The TA or other adult support can provide additional insights into issues. The broadest view available will support decision making.

Stepping up a notch.

If the teacher has got to the point where the child’s needs exceed their expertise or experience, they may feel the need to involve another adult, an experienced colleague such as the SENCo, to seek advice and solutions. There is nothing wrong in saying that you need help with a specific child’s needs. By asking for advice, broader school awareness is raised.
This stage was previously called School Action (Plus), and may involve deeper exploration of the issues supported by a range of external expertise, all of which will be subject to reports to the school, enhancing the available evidence.

I’d expect some kind of agreed internal plan to be developed, with the focus on actions, from the teacher, to seek to effect specific change; to keep a further diary of interventions, and outcomes, over relatively short timescales. These Personal Action Plans need to be seen embedded in plans and visible in practice. They should be clear descriptors, accessible and shared with parents at each stage. The focus on classroom action is essential. Progress should be capable of being measured in some form. They were called Individual Education Plans, IEPs, but could sometimes appear to be disregarded in practice.

Regular reviews and refinements eventually build to a more substantial case study file, which is likely to be then supported with reports from a range of additional professionals.
These files start with the teacher spotting and recording needs over a time scale, investigating anomalies, so that the support systems around them can offer advice based on detail.
That’s teaching…
 
SEND is often linked to Inclusion practice
Inclusion can sometimes be seen as an add-on to “normal” teaching activity.
It is possible to argue that inclusion, far from being an add-on,
is an integral part of practice,
explicit in the detail of the standards for teachers.
Teachers will go to work each day to secure the best opportunities
for each and every child in their class.
Inclusion occurs in the best of teaching experiences.
 
Inclusion is not something that is done to people.
It is an aspect of ethos, a principle and, as such, exists or it doesn’t.
An inclusive environment is one where people matter,
their needs and aspirations are not only known but are also supported.
Therefore, it is a college of individuals which cares for each other,
the collegiate approach.
Inclusion is an ethos based on love and care,
with the opposite extreme leading to exclusion and a child being ostracised.
An inclusive ethos should allow individuals to express themselves
and, at times, to articulate different opinions.
Openness and articulacy can support the resolution of issues more easily.
Inclusive organisations often support discussion and resolution
through mediation and allowing advocacy for vulnerable members.
 
All school staff are the eyes and ears of the organisation.
In this approach, early identification of concerns,
such as behaviour change, physical hurt and absence
can lead to early intervention, by the most suitable means,
sometimes external to the school.
School staff have a responsibility to keep children safe.
Intervention can be testing for the adult,
but to ignore warning signs puts everyone at risk.
 
Every child is unique, demonstrably so, educationally,
physically, emotionally, socially, though heritage and life experience.
It is possible to perceive thirty different needs in a class of thirty children.
That puts a strain on a teacher’s organisational abilities
and their ability to engage with each individual.
However, differentially challenging activities can lead to deeper engagement
with small groups and individuals, where whole class teaching cannot.
 
Differentiation has been a significant challenge to teachers,
as it implies the need to plan for several layers of ability within groups.
Some schools organise in sets or streams, but it is arguable that even in sets there
is a continuum of ability, even if it is narrowed.
One only has to ask the simple question, “What’s the point in being bright in this classroom?”
to see that some may not be sufficiently challenged.
Challenge implies expectation,
where the teacher has analysed the child’s needs and can see what that the next
learning step is.
Expectation can lead to aspiration,
with targets being set slightly higher, but with support.
Teachers need to be aware that task
completion does not automatically mean success in learning,
but the combination of learning processes with positive outcomes is energising
to both the child and the teacher.
We all want the “light-bulb moment”.
 
Inclusion should imply personalised approaches to learning and teaching,
with individualised challenges for children
to enable them to become engaged learners and active producers,
rather than consumers.
 
Assessment, analysis and reflection are embedded within practice,
supporting individual and institutional progress.
The mantra for each school and each individual within a school should be,
 
“Inclusion is what we do.”


More reading?
​Practical SEN(D) Linking ideas into a coherent whole.
SEND 2014; possible class teacher Crib sheet.

If there is one word that I’d like to see feature more during the coming academic year, it would be challenge.

Challenge in itself holds together all the disparate elements that appear to make up the teaching lexicon, including resource and space need, differentiation, activity, thinking, talking, engagement, intervention, evaluation and assessment and resilience.

Challenge, in different forms, describes the purpose of action; trying to do something, which may be just a little harder or different to anything that has been tried before.

When faced with a problem, a difficult task, this can test earlier knowledge, by bringing to the fore earlier efforts and successes. The comparison between earlier and current needs can enable the practicalities of overcoming the perceived obstacle to become clearer, with a series of practical tasks to be accomplished. Problems can then become achievable. If, during the course of action, including dialogue, it becomes clear that the proposed solution, although initially decided as the best course of action, is going awry, the evaluation of the current need might lead to decisions to stall, to review, to seek additional information from external expertise, before continuing. These actions become useful life skills.

Working together, in itself, can be a challenge, in that collective decisions might be subject to disagreement, including opposition. The ability to negotiate through difficulty is another human need, occasionally requiring a moderating voice to be available.

There is a simple question that, to me, indicates the quality of challenge; what have they got to think about? This can vary from relatively simple recall of earlier facts through to dealing with an overarching challenge.

Activity may hold some challenges and there are some activities that have to be in place as practice tasks in order to undertake more significant challenges. In earlier incarnations of the Design Technology scheme in the National Curriculum, these were resource tasks. The principle can be applied across all curriculum areas. Of course, there is an easy way to ensure some level of concentration on these tasks. Simply ensure that children are aware of the purpose; we’re doing this SO THAT we can use it in the next challenge.

Resources, including space can be a challenge, but it’s feasible to consider challenge within the available resources. Tables can be moved to create different working spaces, covered, as needed for different activities. Resources availability, if planned ahead of time, in labelled boxes or drawers, can enable independence in retrieval and return.
I’d want to frame challenge over time, so that the timetable, in itself, does not become a limiting factor. Current timetables can appear to preclude continuity of challenge, ensuring that there’s enough available to fill the available hour. This can push some to discrete activities that might be less challenging. Quality outcomes can take a little longer, especially for some children. It might be better to have one finished piece of quality, as a baseline, rather than a series of unfinished pieces.

I said at the top that challenge incorporates other areas that make up teaching. Challenge is set by the teacher. In the early days with a class, the challenge may be generic, as a means of getting to know how each child thinks and reacts. Over time, this becomes more refined, as the teacher recalibrates expectations to the new group.  In so doing, the interactions are also likely to become more refined and meet the needs of each learner. In another blog, I propose that differentiation is informed dialogue.

The challenge of keeping going, in order to produce a piece of quality work, can require different levels of resilience, but might also require different layers of coaching intervention. This act, in itself, underpins assessment; how much could x do independently and in what areas did x need?

Ongoing challenge can be provided by low level sharing of developing outcomes; reading out loud an interesting fact or sentence; a child sharing how they have solved a maths problem. Visualisers or iPads linked to IWB can help to make this more overt.

Challenge can enhance dialogue, including the use of vocabulary appropriate to the task. Enabling different layers of planning and preparation provides the groundwork for taking first steps, including identifying the knowledge and skills that are likely to be needed.

At no point does a challenge curriculum divorce from the need to directly teach discrete elements. This has always been a need, it’s the simplest way to get information across to someone who needs it, and, in the context of learning, the knowledge and skills become “resources” in themselves. The challenge is to use and apply the knowledge and skills in the problem context, which, in itself, becomes the test.

Thinking a little further, I’d propose such things as Learning Objectives and Success Criteria are shared at the beginning of the challenge journey, as part of the overview of how the week, fortnight, half term will pan out. It will be the overview “so that”, sharing the eventual aim. Discrete pieces of resource tasking could have discrete LO/SC, eg how to set out a letter.

Children should be able to tell someone what they’re learning and why. That shouldn’t be the challenge.

Michael Palin, interviewed by the Guardian on 6th August, offered the following thoughts on the value of geography.

“The world is much more accessible, and I think it is hugely important that we understand the world and why countries are where they are, why they live how they do, what the climate is, what they produce,” he said.
“Geography is no longer just something which you learn from a book and a map and that’s it. It’s very much now a collaborative thing.

“The world is out there, you can go and see for yourself, very often now for very small amounts of money, what the world looks like, and I think that’s a great opportunity.

“I think it broadens the mind. That’s one obvious thing, but also I think it just helps us to understand how other countries are the way they are, and this is really very important in just helping us to realise that we all share the same planet and we should know more about what makes us different as well as what makes us similar.”

“I looked at books, I looked at maps, I looked at atlases, I enjoyed that, but the thing that inspired me most of all was being taken from the school into the local area to look at nature,” he said. “To look at the way the land looked, to understand the geography, to walk up little hills and streams and see how the ecological system worked, look at the environment.”
Getting outdoors was “where the magic appeal of geography lies,” he said. “It’s being out there, it’s being able to see and touch and feel what the land is like”.

I’m not quite as old as Michael Palin, but the article made me think about how I came to enjoy geographic knowledge, as a child, then as an adult.

My 1950s childhood was spent largely outdoors, in all weathers, playing in different places with friends, exploring together, without really thinking about it, making our own mental maps of our locality, to be able to meet up in the right place at the right time. These were the days before mobile phones and even a telephone in the house.

I was lucky to holiday with my Welsh miner family, with my Uncle taking us for long rambles after his shift, pointing out places of interest and also the local wildlife. These experiences instilled a life-long interest in the natural world.

Geography, at Primary school, was largely based on atlas work, learning the names of countries, their main cities, rivers and other significant features. Occasionally, this was supplemented by stories, songs or snippets of information about the country. We get oranges from Spain; we always had an orange at the bottom of our Christmas stocking.

Emigrating to Oz as a seven-year-old, the six-week boat journey, eventually each way, was enough to give an idea of the vastness of the world, especially the oceans, with stops on the way in places that created memories that are inevitably out of date. However, it piqued an interest in people and where they live, especially where housing and clothing were very different to our known world. As an 11-year-old, I returned to the UK having had a broadening experience.

Geography, at Secondary school, was in many ways, an extension of the Primary experience. Teachers who had learned facts about countries regurgitating their knowledge, with maps drawn, lists of products, other key facts. The days before easy access to TV programmes, or today’s interactive whiteboards meant that stimulus had to come via the teacher, and if they weren’t stimulating… small photographs don’t really hold a class attention.

As a NQT and early career teacher, teaching geography well before the National Curriculum was even a twinkle in a minister’s eye, the locality became a significant element, with exploratory forays into the village, highlighting essential landmarks, such as the church, the old manor house ruins, the play park, the river, finding the Roman tiles in the church tower, “meeting” the effigy of the local lord of the manor who had blocked the river, meaning that boats could no longer ply their trade. The history of the settlement linked to the geography.

Maps, obtained from the County Record Office, covering around three hundred years, allowed access to the idea of the settlement growth and change over time. Census material showed how households had changed, and, exploring the houses showed the timber framed 16/17th century houses had all been “modernised” between 1780 and 1810, with Georgian fronts covering the tenements behind. A local lady invited us into her house to see some original features.

Uncovering where we live allows access into broader themes, comparisons with other places and ways of life. A paucity of locality understanding could be seen as a dereliction in terms of safeguarding children. The better the understanding of an area, the safer a child can be, in my opinion, so I would want children to be walking their local streets, drawing sketch maps, putting on essential landmarks, able to give directions to get from one place to another; this can even be done within the school building, giving directions for how to get from the classroom to the office, hall etc.

As a relatively simple exercise, I once linked with a local Secondary school art department, whose lead teacher wanted to use the locality for photography. My need was orientation, with a junior class. We divided children into small groups, with a couple of year 10s and a parent to lead. The idea was that the Primary children would create an “I spy” trail along a walk, while the year 10s took photos to work on later. Swapping trails, different groups then had to follow the trail and identify the features drawn. Back on the classroom, sketch maps were drawn, incorporating the “I spy” features as landmarks. Exploration of road names enabled some exploration of locality history, supported by the local history society.

Geography opens the prospects of assuring a sense of place, our place in the world. Understanding our place in the world is a fundamental part of a broad education.

Geography is people, language, places, settlements, materials, buildings, clothing, food and transport among many other things and how each impacts on another, creating a unique culture with song and stories.

Geography is the stuff of narrative, settings, understanding where things take place and the nuances that the interplay between characters and their environment can have on (sometimes power) relationships.

With an Interactive Whiteboard in a classroom, it is possible to explore even distant parts of the world, bringing more life into a topic. Smaller artefacts/images can be made suitably large with a visualiser.

From that point of view, geography is central to any curriculum, if children have any chance of understanding how the world functions. And in today’s political world, it is even more vital, if connections are to be secured and the inter-related nature of geo-politics is to be maintained.

If you want children to have ideas to think, talk and write about, they need to develop and internalise these through a broad range of experiences.

It can all start from local walks, maps and atlases … home activities included? Where do I live?
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Linked blog; on psychogeography
https://chrischiversthinks.weebly.com/blog-thinking-aloud/people-and-places-psychogeography

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It’s the summer holidays 2018 and the EduTwittersphere is alight with two main topics; not as one might imagine, the future of the world order and whether we have food come March 2019. No, it is whether and why schools exclude (with some asking if it’s enough) and what appears to be a move by a Government minister to dictate further what is taught, and possibly how.

There is a regular mantra that is bandied about, that “anyone can teach”, and it has been in the back of my mind throughout, trying to differentiate between teaching and being a teacher. I would argue that knowledge is collegiate; the sharing of what one person knows enables others to enlarge their capacities. In teaching, there is both personal (knowledge) and professional (pedagogy) capacity.

Reflecting on a blog where I explored the teaching standards, entitled 24652, I separated out the personal aspects of “teaching” from the longer-term thinker about progressive development, making subtle changes to ongoing plans.

In different areas of interest, especially in nature conservation I have met a variety of people who can “teach”; stand in front of an audience (class) and speak about something that they know. This “expert” has a certain “something”, either in terms of their demeanour, their voice, their apparent knowledge or their manner of delivery. They can “hold” the audience, sometimes in rapt silence, especially if they can involve the audience with something to look at or hold or enabling interaction in some other way. Some of the best speakers, with children, bring artefacts to handle, or possibly even live animals, which they might be invited to hold.

These people have an important story to tell and can get it across. They help to pique an interest, to deepen involvement and to really engage children in the world of specific knowledge, much of which will be transient, but which, for some, might be the start of a life-long interest.

They are very useful in that regard, as they can offer an expertise that extends the audience experience, including the class teacher.

So, these people can teach, within their specific area of expertise, but, to my mind they are not yet teachers. There are much more nuanced decisions to be made that differentiate a “teach” from a teacher.

The “second level” of teacher thinking centres around the needs of the learners, rather than just the narrative being shared.

This is the 24652 dynamic. Know your children, plan effectively (over time), engage with their learning, tweak to needs, check if they understand; know them better, new baseline.

Teachers are judged on their children’s progress and outcomes (2). To know and understand he needs of children starts from a generalised understanding which is coloured-in through experience within classrooms, working with a wide range of children. This can also vary significantly between school contexts, where the demographic mix of the class and the community can create a very different dynamic. Even within a school, year groups differ, so even a teacher who may only have taught a narrow range of ages may not fully understand the needs of a different year group. I would argue that this may have an impact on thinking about SEN, particularly in the context of year-group based curricular expectations. A child who “doesn’t get it” might be a particular challenge to some, possibly less-experienced teachers.

Equally, Secondary colleagues may not understand Primaries and vice versa, but this can also be an issue within a Primary school, if the Infants and Juniors are ideologically separate.

Being ordered and organised, being able to plan (4), over time is an important aspect of being a teacher, creating medium term plans, based on a good understanding of the starting needs, but also adapting these to the developing needs as they manifest themselves, as they will, while the children are working on challenge within their tasks.

To me, the most significant parts of the teaching standards are probably standards 6 and 5, which, although articulated as “Assessment (6) and “Adaptation (5)”, which can be effected between lessons at a generalised level, “did they “get it”, what do I do next?”, but which, if interpreted as the teacher “thinking on their feet, looking for prompt signs of learner discomfort” (6), leads to an engagement with any issues arising, coaching and support, or in more extreme cases, in-lesson adaptation to individual needs (5).

We are at the stage of a school year where teachers will, in a few weeks, be working with new classes.

While Primary teachers will get to know their children quite well, quite quickly, in relation to other classes they have had, Secondary colleagues may only see some classes a couple of times, so the individuals who haven’t made their current learning needs obvious may still be names, rather than people.

It is in the nature of interactions that the more frequent they are, the better you get to know the person(alities).

Some colleagues will move schools and be(come) aware of the nuanced differences between their new experience and their previous school(s). It can be a shock to be seen as an outstanding teacher in one context, only to find yourself challenged in another. The context can be a significant factor in perceived “success” as a teacher. ITE students can find the second practice more challenging if they have had the first in an “easier/nicer” school, especially if they are carrying the “high” grade potential with them.

Which leads on to the idea of the “Teachest”. These are the teachers who have taught for a while, have had experience across a wide age range, in different contexts, which enable them to cope with change, occasional difficult children (or colleagues), and who can, at the drop of a hat, magic up a very solid, or even a very good lesson, when covering for another colleague.

They have sought, filtered and adapted the best of their experiences to provide a nuanced “performance”, probably make teaching look easy, but also, at times, be unable to explain every aspect of their actions, because teaching is them, they are intuitive, but as a result of practicing their art/craft with embedded and ongoing reflection. They are and possibly always have been, reflective life-long learners, with a real excitement for their specific areas of interest, which they share, day in and day out.

In other words, they put all eight teacher standards into practice with ease, day in, day out.

It is this last descriptor to which I’d hope all teachers aspire. To develop to this phase, though, teachers need to pass through the other two, the “teach” and the teacher, with the teacher phase being the essential good stage, which is required of all teachers.

The “teachest” comes over time, but also the interrogation of experience as a self-development tool. The best “teachests” are also collegiate in their willingness to share and unpick their capabilities, to the benefit of less-experienced colleagues. These people are the bread and butter of continuous professional development, at no cost to any organisation. They teach teachers as well as children.
 
The skill of self-evaluation is the significant skill which can be shared with developing teachers. Focusing on the processes of development, rather than just passing on simple tips and hints, enables the developer to reflect on their own practice, so that tips and hints can be explored within a development dynamic.

A pack of tips and hints and bright ideas does not make a teacher. A set of pre-prepared worksheets doesn't make a curriculum. These things only work of they have clear purpose and the teacher is aware of potential issues, in order to intervene appropriately with children. I have seen more fail lessons arising from colleague generosity in sharing a plan, than from a teacher preparing their own.
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A teacher thinks for themselves.

To some extent, teachers and “teachests” grow themselves, by regularly reflecting on new information and “sloughing off” aspects of the old, so that they can move forward with greater ease.

Sharing is caring; a simple mantra.

Collegiality is the hallmark of a successful staffroom. Shared expertise benefits everyone, ensuring that the children receive the best that a school can offer, which, in reality, is the best that any school can do.

Where it identifies the need for external support, this should be carefully considered, if it is to have a developmental collegiate impact.

Communication is key and this takes time. School leaders are responsible for how time is “demanded” for specific needs. Time should simply be allocated for quality talk between colleagues. That way, current reading can be shared, discussed and, where necessary, embedded in practice.

Love the ones you’re with. Make the best of the available talent. Support every adult associated with the school, including parents, partners in children’s progress.

Humane education, in professional hands, anyone?

The Electricity of Every Living Thing

During my early summer break, I read this book, in part as it was recommended to my book-addict wife, but also as an opportunity to engage with one person’s story of her own journey into understanding why she was as she was. The multi-layered approach explored a personal journey through a real series of journeys and challenges. Self-awareness can be a stage on the road to making practical changes to your life.

When something takes on a practical form, it can be attempted. All the while it remains nebulous and indescribable, it can form a cloud within which it is possible to attribute all kinds of other elements, which then darken the cloud.

The Amazon blurb reads as follows:-
A life-affirming and perspective-shifting memoir of one woman's walk in the wilds as she comes to terms with an Asperger's diagnosis.
In August 2015, Katherine May set out to walk the 630-mile South West Coast Path. She wanted to understand why she had stopped coping with everyday life; why motherhood had been so overwhelming and isolating, and why the world felt full of inundation and expectations she can't meet. Setting her feet down on the rugged and difficult path by the sea, the answer begins to unfold. It's a chance encounter with a voice on the radio that sparks a realisation that she has Asperger's Syndrome.
The Electricity of Every Living Thing tells the story of the year in which Katherine comes to terms with her diagnosis. It leads to a re-evaluation of her life so far - a kinder one, which finally allows her to be different rather than simply awkward, arrogant or unfeeling. The physical and psychological journeys become inextricably entwined, and as Katherine finds her way across the untameable coast, she also finds the way to herself.
This book is a life-affirming exploration of wild landscapes, what it means to be different and, above all, how we can all learn to make peace within our own unquiet minds.

Coming to terms with what life throws at us is what makes each of us human and unique, in that we have our understandings and knowledge built up over a lifetime, each experience and encounter adding to the sum of the parts, particularly if you are able to reflect, either during or after the experience and to place the whole within the rest of your experience. Otherwise the experience can become simply a part of your life’s wallpaper; we pass in front of the images without registering them.

For those who might like to know, I wrote about my own life experiences up until around 2014, when I started this blog. Suffice to say that there have a been a few ups and downs along the way.

Today, I am the person I am now. I’m in a different place from 10 or 50 years ago. Life has left it’s imprint and it’s scars, usually in the way of memories, but one or two physical reminders; the playground bully and a scar on my forehead, or the occasional knee tweek from a rugby injury.

One of the features is a very small house in France, bought for the price of a modest caravan, a legacy of my first wife discovering breast cancer, as a “life project”, which meant holidays of physical labour and learning plumbing and electrics, house and garden maintenance, while my wife was able to have periods of peace, children permitting. It was a place where I was able to come to terms with my grief afterwards.

That I still have this and can enjoy the same level of physical exertion is something for me to celebrate.
It allows periods of sheer quiet; as long as it isn’t harvest time and tractors moving en masse.
The air is probably as clean as it can be, apart from the Atlantic coast.
There is such a wealth of wildlife that it is often impossible to avoid.
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​Nights are dark and the sky is filled with an array of stars and planets that allow you to really marvel at our insignificance in the scheme of things.

It is also solid, next year will celebrate it’s 90th birthday and my 25th as it’s owner, only the second in it’s history.
My very special M, who’s taken me on, also loves it and what it can offer; time to stop, to look, to listen, to think. Time for hobbies; for M it’s books and needlework, while I enjoy the busyness as my time out.

I have always loved the French language, caught from an incredibly enthusiastic, WW2 experienced, Francophile teacher. We have a neighbour in the nearest house, for the first time in 24 years. She apologised for not speaking English! So we have passed several hours in speaking our French; it’s also real “time-out”, as your mind is otherwise occupied.

I would wish this for everyone. It can be as easy as finding your own special paths and places, as Katherine May did on her quest. It could be learning to sit still, even over a cuppa, and look at the scenery. Extended into taking photos and drawing, even badly, memories are formed more fully.

Life is over-busy and we can each get caught on a treadmill, as I think I often was as a headteacher. Having to maintain that level of role, while dealing with a very sick wife, often bordered on the impossible. Without the chance of a break and respite from “normal” life, it may well have become so.

I was lucky, or maybe just able to make the right decisions at the right time. That’s life too…
 
What is this life if, full of care, we have no time to stand and stare.
No time to stand beneath the boughs and stare as long as sheep or cows.
No time to see, when woods we pass, where squirrels hide their nuts in grass.
No time to see, in broad daylight, streams full of stars, like skies at night.
No time to turn at Beauty's glance and watch her feet, how they can dance.
No time to wait till her mouth can enrich that smile her eyes began.
A poor life this is if, full of care, we have no time to stand and stare.

​William Henry Davies

For some time, I have worried that we have been in danger of over-scientising, or over-systematising teaching. There is a case that neuroscience has added to our understanding and that has to be for the best, but, in many ways, teaching has not altered since I first walked into a classroom in 1971, but as each generation comes to the role, they offer new vocabulary for older constructs. Relabelling doesn’t alter the essentials of the job.

It is essentially thinking and analysing available information, planning for progression in learning, presenting appropriately challenging information and learning opportunities, thinking during and between lessons, adapting to evident needs, recording those bits and pieces that are worthy of record, as aides memoire.

Of course, around these central elements lie further lists of sub-tasks, any of which can be grown, through over-systematising, into over-demanding activities, just to double-check the system.
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The essence is analyse, plan, do review, record. Each step is a thinking step… and anything that detracts from that is to the detriment of the children’s learning.

When you walk into a classroom and wait for your class to arrive, you have compiled some thoughts ahead of time. You may have had some oral or written records from a preceding teacher, together with any other important information or data about their prior performance.

You’ll have organise the classroom to provide the most efficient arrangement of tables, that enables ease of movement, as well as good sight lines from different areas of the classroom. You will have ordered and organised resources; some at each table and more in labelled drawers for easy access and return. Reading corners, maths equipment, display boards or working walls will be evident. Much more besides will have been labelled or arranged in a display.

In addition, you will have considered the curriculum organisation for the period of time that you are responsible for the class, with a specific focus on those areas that will form the initial topics in each subject. The best planning is longer term to focus on the interaction of knowledge and skills as they develop and are reuse during the year. Being ordered and organised is the hallmark of good teaching.

The sharing of information has always been a central feature of good teaching. The quality of information sharing can be a variable, in that all information exists in a narrative that draws from the children’s prior experience, sifting and adding the new information after challenge or reflection.

If you need to collate the relevant information to be shared, that seems like an excellent idea, but the narrative sharing abilities of the teacher, the security and depth of the information, together with the articulacy of the adult will determine whether imagery is conjured in the minds of the receivers. If images are shared, that support the narrative, children can utilise recall or perhaps indulge in abstraction to further their own imagination.

Classroom vocabulary is closely connected with contextual experiences; if children’s home experiences are limited, this will have an impact on their understanding, compounded if the linguistic experience is also limited. Teaching and learning rely on words, embedding worldly concepts. The teacher is the generator of words, through the breadth and depth of experiences that they offer, inside and outside the classroom. Words, in some form, are needed to be able to interact with the world.

The interactions between teacher, other adult or children are key. Quality of questions, responses to their answers, follow-up questions for clarification, providing feedback in timely fashion, subtle adjustments or specific coaching and modelling might be needed in some cases.

Pitch of challenge, interaction and feedback are the equivalent of tailoring; a piece of clothing might be approximately the right size, but for individuals might require taking in or loosening, depending on how it is perceived to fit.

Teacher standards 6&5 describe these detailed actions, within the 24652 continuum; know your children, plan efficiently, interact and adjust to need, make decisions about subsequent learning. If planning was broader, over a longer timescale, with teachers making notes on next needs, it might decrease some anxiety about workload. Much planning is, in effect, continuous, with additional information added to need.

• Standards 6 and 5 are the key to getting closer to individual, group and class needs. The judgemental aspects of standard 6, between and within lessons, are effected through adaptations between lessons or within a lesson. That nuance can be lost in a delivery model. It is often evident in ITE trainees, who are focused on getting through the lesson more than the actual learning and getting to know the needs of individuals.
• Assessment, to my mind, has always meant knowing your children. It also means knowing the generic progression in each of the subjects that make up the Primary curriculum. Marrying the two together is the essence of good planning that embeds appropriate challenge for different needs.
• Planning is, at heart, a(n) hypothesis, a general descriptor of what will happen if all your prior judgements have been accurate.
• All plans should be subject to adjustment within the lesson, if, on the balance of evidence and the teacher judgement, individuals, groups or the whole class seem to be finding aspects harder or easier than expected. In-lesson interactions and oral and written feedback are likely to be influenced by these judgements.
• Teacher Standards 6&5 together effectively mean spot and deal with learning issues in a lesson.
• Reflection after the lesson, or period of lessons allows for future plans to be adjusted to outcomes. This could be in the form of “interleaving” or adjusting future demands to cater for known needs.

Every teacher is adrift with a boat load of children. They deserve good maps and the ability to captain their own ships with certainty. They carry a valuable cargo, who should be enjoying time to look around and take in the experiences as they pass, rather than being kept too busy to look, or only allowed to see the world through a small port hole.

The teacher, as a good captain, should also be looking out for the well-being of her team.
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It’s not simple, it never has been simple and, given the complex nature of any group of humans, will never be a simple role; but it is still a great job and you get to be captain…!

Challenge, as a central concept, has been a part of my whole teaching career.

This was linked to knowing your stuff and being aware of children’s learning needs, with match and challenge, aka pitch, being the precursor of differentiation.

​In many ways, problems started, for some, when differentiation became a thing to do, resulting in a more activities-led approach, rather than the earlier more analytical approach. It embedded, in some practice, the need for different activities for different groups, creating an appearance of catering for different needs when there might be too little or too much challenge. The ease of downloading activities from the internet and easy reprographics aided and abetted this approach.

There are different layers of challenge, starting with the curriculum, where concepts might be simply introduced in one year-group, added to in subsequent years; a progressive building of knowledge. It does require, though, from the teacher, an awareness of previous learning, to be able to make appropriate links that enable recall to underpin the new information.
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Challenge will be embedded in the introductory part of the lesson, where information is shared directly, orally, supplemented by visual or other means, aka dual coding, building a coherent narrative, developed further through careful question and answer to fine tune responses and ensure security. The extended vocabulary, exploring new concepts, must be linked to earlier understanding and linked vocabulary; it cannot be assumed that each child will make the links without them being made explicit; modelled retrieval practice, within and between lessons.
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One of the significant pleasures in my work life in being enabled to unpick how a school works, is that the schools are invariably open and honest with me and are seeking the external view that might nudge them forward in their development. As each school is subtly different, that can mean that interrogation has to look in fine detail at different elements, to determine how they link and possibly how they either support or hinder aspects of growth.

I am also very visual in the way that I think about systems. I have to have the bigger picture, so that I can explore the constituent parts. Schools, after all, are systems, of interlocking systems, with the key one being the system that operates around each learner, so that they are enabled to make the best progress at that point in time. This also allows for those individuals for whom expectations of the whole group may not be applicable, as a result of issues specific to them. As teachers, we have to accept that life does affect learning patterns. It does for adults, so it does for learners and they are young, so may not yet have built their coping mechanisms.

There are many elements which go together to make up the complex event that we call learning.

Some commentators argue that you can’t “see” learning in a lesson, and yes, perhaps that, as a phenomenon is not easily visible, but, I think it is feasible to explore the learning intentions of the lesson and to qualitatively explore the learning environment, the experiences, the challenge and effort being demanded, so that it is possible to determine the likelihood of whether learning might be taking place at that point.

Knowing where the learners are at the beginning of the discrete series of experiences they will encounter though a series of lessons is essential, so that they will then be taken on a journey alongside the teacher, rather than the teacher running ahead and learners lagging behind in a long tail. Knowing where they are headed is important too. If the “map” is only ever in the teacher’s head, then learners are not aware of the destination, nor can they have an understanding of where they are on the journey. If one was to take a climbing analogy, as I have done in another post, from the base camp, we want to journey to a specific point, or pitch, where we can take stock before moving onto the next one, so that the journey as a whole is always within the learner’s understanding.
Having an understanding of what “getting there” might look like is also an essential element of the learning process. If this is not clear, then effort can be misdirected into other areas, which might have lesser impact on a learner outcome. For some, the journey to each point may need to be broken down further and they may require guidance on the way, so the leader/teacher/TA has to “drop back” to encourage and support. Some might like to “climb/run ahead”. If that is the case then the teacher has to determine whether this can be accomplished safely. They can’t fall off an exercise book, so it is probably very safe, but some teachers do supply limitations. This is the point at which real independence can be developed through appropriately set challenges.

Task Setting (What’s the challenge?)

Limitations can be embedded in the activities that are given to children. I looked at task setting in another post, and it is to this that I’d want to return, as it is, without doubt, the determinant of progress. Real learning, at least to me, requires embedding through use and application of what is known into overcoming a challenge and solving problems. School learning can be based on activities, doing, following a set of instructions, which can be seen as modelling or scaffolding, more rarely applying knowledge and skills to challenging scenarios. This “recipe” approach to teaching can be effective in the right hands, as can all approaches, however in the wrong hands it can embed a limitation, created by the task. A level x task, given to a level x learner, will produce level x learning. Task choice and challenge is therefore an essential skill.

Unpicking the level of challenge, the need for learners to think, to plan, to organise, to select, to determine routes and ideas rather than just follow instructions, is an important aspect. Completing an activity sheet does not necessarily equate to learning. End to end activity sheets does not mean a scheme of work or a curriculum.

The process of learning has to be a dynamic interplay between the learner and the context, making active links between what is already known and what is being laid before them. To that end the interplay of the formal lessons, homework and time between lessons would also appear, to me, to be critical. How much homework is an unrelated activity, just because homework has to be given? What if the challenge was continuous, so that homework became pre-thinking, preparation for the lesson, or a reflection on the learning outcomes of the current one?

Boxing everything would appear to embed potential limitations, in inexperienced hands, but sometimes in more experienced hands, as a result of the system. From that point of view, the diagram at the header is limited as it implies boxes rather than a dynamic.

Knowledge and Skills

Learners need to know things in order to understand the world around them. Knowledge underpins all thinking, but the awakening by teaching or discovery through experience of new knowledge has to be explored in relation to what is already known. Making links is essential.

The knowledge area provides the context for the learning, sometimes in discrete subject areas, sometimes in less discrete manner; the real world of young children does not exist in subject boxes.

 Discrete area allows specific concepts, (current) knowledge and subject specific skills to be explored and developed to hone the skills over time to provide capacity to explore for oneself, at different levels, each of which, I would argue has validity.

One does not have to reach a specific level of expertise before using what is known to explore. As a teenager, I was interested in entomology, not as an expert, but as a way to explore the natural world. It was a specific interest, but linked with GCE and A level studies, allowed deeper insights in a very specific area.

The skills of the subject often provide the thought and practical processes, and it is this area that needs careful consideration, as it is within the process skills, use and application, that reflective practice enables the involved teacher to determine where any gaps occur.

Active Processing- Making Sense of Things

While a teacher might present knowledge in contexts in ways that they think are suitable for the children in their classes, there is never a guarantee that the message gets across to the learner.

The teacher language style, and the vocabulary being used might preclude a learner from picking up the essential information that they need to make progress. Not all learners are active listeners and even those who are can miss parts of information as they reflect on an earlier snippet of knowledge.

Even if the message does get across there is no guarantee that the learner will have the capacity to process the knowledge, in some cases because they do not have prior experiences which allow them to link the new information to an expected position. They already have a deficit, which, if undetected, embeds and deepens the deficit, by adding a further layer of deficit.

And, even if they have the capacity to take the information in and to process it, there are some learners who have difficulty in expressing what they know in ways that are acceptable as outcomes.

The teacher role is to place learning opportunities in front of children, it is also to walk along beside the learners, especially identified vulnerable groups. Engaging and investigating their progressive understanding supports fine tuning of interactions, the feedback, the guidance in a lesson, the alteration of learning expectations and the written feedback.

It is a cyclic event, with each successive outcome creating a new baseline of expectation, based on learning outcomes.

So to simplify the diagram at the header of this post.

• Teaching and Learning is a series of interlocking expectations over time; long, medium and short term.
• Analysis underpins the detail of planning, which in turn describes what will happen in the lesson, during and after which the reflective teacher adjusts expectations to evident outcomes, with appropriate records kept as aides memoire.
• Tasks set embed the expectations of the learning, which should be challenging to thinking rather than activity based.
• The product, the outcome and the process are important, with the latter capable of investigation to discover the aspects which a child finds difficult, receptive, processing or expressive difficulty. The former can be compared to aspirational outcomes and investigated for future learning steps.
• You don’t really know what they know unless they can communicate it to you and there are many routes to communication. It’s not just spoken or written.

Is it good enough?

That is for the teacher and the learner to determine. If exemplars are shared, they can be discussed against the learner outcome, with a descriptor of next steps shared. Once shared, they become a common expectation, for the learner focus. Showing progress can be good enough for an individual. If there is a “bottom line” expectation, this can be explored with learners to establish the personalised route necessary to achieve this. Specific support and guidance may be needed.

Target setting.

This might suffer from being an adult concept, especially for younger learners. Perhaps it would be more useful to talk in terms of what learners are trying to get better at.

Current target setting is also often a hidden agenda, with targets stuck inside book covers, in another booklet, or in a teacher’s planner. It also suffers in some places from lacking a dynamic; three targets set for a half term review. If not achieved, then reset. It sucks the life out of learners putting effort into their learning.

An alternative approach is to

• Put personalised targets on a fold out slip, at the edge of the exercise book, so that during the lesson, the child and the teacher can be aware of the specific targets.
• This can prompt conversations specific to that child, support the learner’s self-evaluations and also support teacher oral and written feedback, as the slips can be folded out during marking.
• Targets can be achieved , then become non-negotiable in future work, with new ones added.
• This approach also supports record keeping, as the slip forms an on-going record of achievement.

And so the cycle starts again, new tailored challenges, regular, purposeful engagement, reflection, adjustment, feedback, reflection and improvement, ad infinitum.

We are all, or should be, life-long learners, more often without a teacher. Life offers challenges. We need to create solution finders.
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A rule of thumb when considering teaching plans…
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Know your children well (baseline). Challenge them appropriately. Engage in the journey; support and guide as necessary. Explore and Improve outcomes. Outcomes become new baseline. Repeat.
 
It is always interesting talking with student teachers, because, by definition, they are still learning; they are students in Initial Teacher Education. Trying to unpick different elements that go to make up good teaching can give rise to interesting side issues, not least seeking synonyms for different aspects of the role. The two most common to seek alternatives are differentiation and assessment.

I quite like to start with simpler models then build onto that framework of understanding. When I was training, I had a friend whose first port of call for any topic was the Ladybird series, where there was easily available a rapid introduction to a subject, so these books provided the sub-headings to be filled in with detail later.

It is very important for trainee (and qualified) teachers to develop a holistic awareness and knowledge of the needs of the full range of children with whom they will work, so that, when faced with a particular year-group, their attainment can be seen in context and provide the basis for planning.
Knowing the children in their classes holistically, as described in the diagram above, supports decision making. Visualising education in the round and being aware of the children’s backgrounds can enable the teacher to underpin areas where the prior, background experience may become a limiting factor.

My own model of what teaching is can be described as a cycle; analyse, plan, do, review, record, or, even more simply, as in the nutshell below.
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Knowing your children well, as a start point can be the greatest confusion for a teacher, as the records passing with the child may be incomplete or confusing, or simply based on data. In an era without a common assessment language between schools, this could become a significant issue at transfer, if not within transition, as teacher judgement is embedded in assessment information.

The range of children within a class can vary significantly, but, even within selected classes, such as streams and sets, there is a range to be accommodated, with both subject knowledge and skill needs to be addressed. Knowing the different needs of the children ensures that challenge within tasking can be tailored to their needs, with the need to articulate challenge being greater than the need to show different activities, which can be the fall-back position.

It is, in reality, the need to see children challenged within a lesson that an observer wishes to see. What have the children got to get their teeth into, to think about, to talk about and then to write about? That this will be different for different children seems to me to be self-evident, but then, I taught before the initial National Curriculum, quite often in an Integrated Day, group-based approach, which was then a feature of Primary practice. Group-based tasking was normal.

So, the first word that needs to be evident in the classroom is challenge and how this is manifest and visible across the range of abilities. It can be embedded in personal challenge or learning targets, which can be the main focus within a broader tasking.
Improvement is the second word that needs to be in common use in the class. If the challenge is correct, then there will be an outcome. Whatever the outcome, it should be capable of improvement, so sharing this with the group or class through the available technology should enable the children to talk through how they would seek to add even greater value to the shared outcomes.

The use of display, as in WAGOLL (What A Good One Looks Like) walls can be a valuable asset to discussing improvement. It is a case of constantly putting quality in front of children, so that they can build a visual image of expectation and take some charge of their own efforts.

Every outcome should become a new baseline if the process of challenge and improving outcomes is embedded in classroom practice. Each successive outcome becomes a descriptor of progression.

Of course the issue then is how to describe progress across a subject, so that there is a framework against which to make the judgement. The question is; how far have they travelled and where next? And so we go round the houses, especially without clear frames of reference. It might be better to consider security of learning, with successive descriptors of capacity supporting this thinking.
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​Tasks (should) embed a wide range of challenges for learners, including: - 

• Some will be investigative, some problem-solving, some using and applying what is known into new areas. All should be challenging to thinking and have an impact on learner progress. The context for a practice task needs to be considered carefully.
• There will be the intellectual challenge; do they understand the task and the nature of the challenge? Can they perceive the strategies that they will need to fulfil the task?  Some of this will be determined by the teacher explanation of the task criteria, and what needs to be done to be successful, ie the success criteria, or what the teacher will be looking for.
• For some there will be the social challenge, such as the ability to cooperate with others in sharing available resources, organising, or being organised by, others.
• Some tasks will challenge independence. This, for the adults, is sometimes a difficult judgement call. Some tasks will need direct adult support, supervision and guidance to be successful. The amount and the detail of the adult support needs to be considered when reflecting on outcomes. What could the learners do for themselves?

​Some tasks will challenge learners to take what they know, to address the challenge with that baseline understanding, then to tackle new issues, identifying what they now need to know in order to make progress in the task.

For interest these are tasks, extracted from work planning diaries that I have used with young children.

Set up a fair test to find the best colour to wear when walking along the road.

Design and make a device that will project a ping pong ball 4 metres into a container.  

Using newspaper, build a framework strong enough to… hold a 100g mass 50cm above a table.. hold a cup of water… hold a cream egg… span a 50cm gap between tables and hold 100/200/500g

Consider how to find out of a full balloon weighs more than an empty one.

How much stretch does an elastic band have?

Using squared paper, always the same size, fold a series of rafts with different area bases and different height sides. Which design holds the greater mass?

Other ideas are embedded in subject related blogs.

Emotive, often to an almost explosive degree, exclusion is a word that, unlike marmite, which can be a case of like or dislike, brings forth bile from different standpoints, aimed at people who may hold contrary positions. The extremes of any behaviour-related decisions are likely never to agree.

For what it’s worth, I think schools should have the option to exclude a child, for example to safeguard the others physically or mentally, from violence or bullying. But, I would expect there to be records of intervention or of general school approaches that ensure that civic expectations are articulated, carried through, or lived in daily life through the adult models.

Where, in a former existence, I visited schools to look at their inclusion approaches, those operating in very challenging environments had multiple layers of intervention, should that be necessary, enabling either staff or children to support self-regulation, or to seek to stabilise an individual when situations became untenable. At the extreme, and despite their best efforts, these schools held to the option of exclusion.

In an even earlier existence, as a headteacher for sixteen years, I excluded two children during that time.

I wrote about the school behaviour policy in an earlier blog, but, to simplify, as a Primary school, we had three principles, based on responsibility for self, behaviour towards others and towards our environment. These were enhanced by the adoption of the Hampshire Constabulary “Five Golden Rules”. The essence of these complementary approaches allowed stories from wide sources in assembles, exploration of narratives in class from class books, PSHE, or P4C. They also supported restorative discussions when children, inevitably, fell out.

One of the exclusions resulted in a “fair cop” approach by the parent, with relatively easy restoration.

The other resulted in a file that will stay in my loft for a further five years, even though I am technically retired. In many ways, it should have been another easy restoration, but one of the parents decided to appeal to the Governors, which resulted in a hearing, finding for my decision. That resulted in an appeal to the local area education officer, again finding in my favour, followed by a County investigation, by which time the child had moved school and been excluded, resulting in the head having a Governor review, which found in their favour… you know the rest.

In the meantime, my email inbox was full of regular missives with invective that I have rarely heard, even during a rugby and other sport earlier life, but which I printed on a “just in case” basis.

It was the call from the Department for Children, Families and Schools (DCFS), one of the incarnations of the current DoE, that became worrying, as they were then investigating a complaint against the County. A senior official would be visiting to investigate the original situation, to seek to understand the background and the dynamics of the situation. The multiple-page report found in favour of the County and all associated. We waited for any subsequent escalation of the appeals process, perhaps to some form of judicial review.

The several months that this process took were distracting, demoralising and destabilising for many people, throughout the County. Keeping one’s mind on the day job required significant focus. It often reminded me of the truism, that headship can be a very lonely job; there were things I couldn’t share, with anyone.

Exclusion is never to be taken lightly.

The ripples affect many people in many ways, and, in extreme cases, for many years. My thoughts go out to any head facing complex situations.

In addition, there was a two week “getting to know” topic planned for September, totally in the teacher control, to re-establish working habits; see planning blog. There was also a school-wide expectation on the use of the workbooks; example (click for blog)
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For many years, there have been studies that showed between year expectations may be different, sometimes significantly so, with inter-school transition having the greatest drop. I spoke about this at Beyond Levels #LearningFirst Bath.

​Teacher standard 2 is progress and outcomes. In September, in any year, a blank book does not provide a baseline, so a child can seek to depress a teacher expectation, should they be so minded. There is a “truism” that there is a drop off in achievement during the summer holiday. This approach tests that assumption.

To have previous examples provides a simple baseline expectation that may not be provided by written or oral reports. At it’s simplest, it can be as easy as having one piece of work stuck into the workbook as an aide memoire, but, to have extended examples could provide a greater reference point, for both teacher and child, enabling early interventions (TS6&5) to seek to regain earlier achievement levels.
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It supports teacher decision-making, but also saves money on books… what's not to like?

​Everyone is capable of teaching another, especially in an area where one has an expertise that can be shared with the other. This could be a specific area such as carpentry or pottery, or a much broader entity that constitutes a professional qualification.

Mentoring, on the other hand, can be more challenging, as it may need to be built into a longer-term enterprise. Businesses of all kinds provide line management arrangements, where a senior oversees the work of several juniors. It is the working of this relationship that determines whether it is mentoring and developmental or judgemental and purely target driven.

Both approaches exist, but, I would want to argue that the mentoring, developmental approach, supported by clearly articulated goals, has the capacity to significantly enhance an organisation, where more simplistic judgements may diminish.

For a number of years, as a Linked Tutor for two universities and as tutor and quality assurance with a Teaching School, I have taken a number of roles in developing mentors, from initial familiarisation with the role, to overseeing mentor development throughout the training year.

As a relative outsider, I have an interesting role within any particular school; bringing some expertise to share, which will then be enacted through the lens of the mentoring teacher and colleagues, within the context of class specifics and school resources. Anyone who’s been in teaching for any length of time will know that there is a need to adapt to changing circumstances. This, in itself, can be challenging for a new entrant, who may well need to be supported in this regard, especially if they have come from environments where they have been “in control” of their in-tray.

As a personal preference, I would wish to see any school taking trainees, from any provider, considering themselves as mentoring (training) schools, and I have, on occasion, trained a whole staff, particularly where they are entering a training partnership for the first time. In this way, everyone becomes a part of a mentoring team, sharing responsibilities and responding appropriately to requests from trainees for advice or information. It also helps to create a self-help, collegiate environment; the mentor does not then have to be a member of management.

Where the classteacher is the mentor, able to offer informal as well as more formal development commentaries, I use the idea of the “parrot on the shoulder” as an aide memoire. In other words it’s ok for a mentor to advise a course of action during a lesson, to embed specific skills in timely fashion. A debrief after the event is much less effective, as it may rely on remembering specific points in the lesson.

Over the past few years, the role of the mentor has really come to the fore and, in keeping with this, I argued for greater formalisation of the mentor training being offered within the Teaching School and was asked to develop a series of meetings that would be held in school time, with different school hosts, to consider the dynamics of the training year and to pre-empt the needs for the following six to eight weeks.

We start at 1.30pm, to allow for time to eat as well as travel to the venue.

All mentors and trainees come together in July, before the training year, to have time to converse, to consider the initial paperwork needs and familiarise themselves with the course demands, including the mentor and teacher standards.
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It is helpful if annual diaries are planned with overview aims, so that all parties are aware of course demands as well as school requirements.

Picture; the seventh wave, by Bobbie Bale.

Assessment is a part of the process…

In the first part of an exploration of the visual world, I looked at the potential for the external world to become the stimulus for a great deal of learning, including developing the broadest possible vocabulary to support dialogue.

If children are not developing a broad vocabulary, then we may have to look at the adult models interacting with them and the experiences that they encounter in their school and home lives. This is not a new issue. When I started my teacher training in 1971, studies from Bristol were being used as baselines for our discussions. Harold Rosen had written about Language Across the Curriculum and Jerome Bruner was talking about the link between experience, language and thought, among many others.

The world is full of things to look at, to describe, to explore, to measure, to speculate about, to evaluate, or to just name, with closer examination showing ever greater detail that fleshes out the general experience. There is no shortage of possibilities; a series of blogs on a sense of place is linked below.

Through learning experiences, the adults act in a variety of roles, more often sharing essential information/knowledge, at other times acting as coach, engaging in developmental dialogue with learners, as individuals, small groups or whole classes. Currently, some commentators are promoting this as the work of Rosenshine, principles of direct instruction, but I see this structure as a common theme throughout my teaching career. It’s a thinking process. The organisation of a teaching space and the tasking of children can vary, but the structured information sharing, challenge and interactions with learners is the same.
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Having imparted knowledge, the teacher role is to seek to firmly embed this into the learner repertoire and to check the security of understanding; modern promotion of this idea, propounded as Cognitive Load Theory. This is likely to happen during challenges or tasks that follow the instruction. Interactions are based on a teacher awareness of the learners, spotting behaviours, listening to discussion or answers to questions that suggest insecurity or perhaps significant security, either response requiring intervention and potential adjustment to the task parameters.

I’d like to summarise the two elements as 1) knowing your subject(s), with Primary teachers teaching several, and 2) being able to make a judgement where children are, at any point, to support subsequent teaching decisions. I have also to accept that there may be elements of bias in every judgement. This is a potentially significant point, but, with discussion and moderation, elements of bias can be ameliorated, if not eliminated. Interactions are the life-blood of teaching. Tests may occasionally be needed to triangulate reflection.

Subject development can be evidenced through engaging with children of different ages, either directly or through outcome sharing, perhaps through internal moderation, to determine what constitutes quality outcomes at any particular point in learning. Over- and under-expectation will result in distorted challenge, learning opportunities and potentially subsequent decision making. Collecting and collating a portfolio of outcomes is a useful discussion resource. Discussion is a form of collegiate CPD; talking process and outcomes.

We talk of formative and summative assessment; the former being responsive adult behaviour, interacting in real time with learners, the latter is any point where a teacher “takes stock”, informally between lessons and more formally in reporting, orally or in writing to any audience, becoming formative in determining courses of action over a timescale, especially where learning is an issue.

Building evaluation into lessons, through determined intervention supported by available models and enlarged through technology such as a visualiser, enables a teacher to establish clear expectations throughout a lesson and show what achievement can look like. If children are also allowed to talk about their approaches to the tasks in hand, they provide a second level modelling for their peers, and may well use linguistic styles that are understandable to children who may still be struggling.

There has always been a problem of how to remember the learning needs of a class, or classes of children. Regular readers of this blog will know that I advocate fold-out aides-memoire cards that flip out from the edge of an exercise book, enabling the teacher or learner to record items that need to be considered in any piece of work. How to use an exercise book as a personal organiser can be seen here.

https://chrischiversthinks.weebly.com/blog-thinking-aloud/a-sense-of-place-locality
https://chrischiversthinks.weebly.com/blog-thinking-aloud/a-sense-of-place-1
https://chrischiversthinks.weebly.com/blog-thinking-aloud/creating-nature-detectives
https://chrischiversthinks.weebly.com/blog-thinking-aloud/a-sense-of-place-naming-things
https://chrischiversthinks.weebly.com/blog-thinking-aloud/maths-making-sense-of-the-real-world
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