Scenario

After reviewing the weaknesses in their pupils’ progress in Mathematics, the leadership team at a Primary Academy has decided to introduce a new Mathematics program across the school. The scheme was briefly introduced to the staff by a representative of the Publisher; the Assistant Head has been on extensive training in implementing the program.

 

There remains some anxiety amongst the staff about how the program will work in practise and how it differs fundamentally from how they have been teaching. Whilst some members of staff are enthusiastic about the new program, others feel that their experience and expertise is not being recognised and are reluctant to change.

​

An external Learning Designer is brought in, to work alongside the Assistant Head, and provide a program of training and coaching in the new program.

​

Assumptions

The Learning Designer begins with the 5 assumptions of adult learners:

They are internally motivated – the program needs to identify what motivates these teachers to enhance their practice and show how the training will deliver on their goals.

​

They have a reservoir of experience – the staff have many years combined experience of teaching under different programs and within different settings. They need opportunities to connect the new ideas with existing experience and develop ways to share their experience within the team.

​

They have a problem centred orientation – the training needs to be immediately applicable to the day to day classroom experience. It is particularly important in this case, where time and budget for training is very limited.

​

They have a readiness to learn – They enjoy independent discovery. They respond better to support, guidance and coaching than to overt direction and direct instruction.

​

They have a Self Concept – They have their own ideas and are comfortable directing their own learning. It is important that staff understand what training is being offered, why it is directly useful to them, and what they can expect to be able to achieve at the end of the learning process, in order to internalise their commitment to the training.

 

The Learning Designer develops a reflection and coaching framework, loosely based on Kolb's Learning Cycle (1984), with the addition of stages for harnessing internal motivation, peer learning and formative assessment.

​

A Six Phase Program

Phase 1: Identify reasons for learning and goal alignment:

Teacher’s are briefly introduced to the new materials and are asked to identify both a personal goal and a school wide goal they would like to work towards by using the new framework.

​

Phase 2: Concrete Experiences and exploration:

Teachers are asked to select the module of the new program most relevant to their current class. They are given time to extra time to prepare, with the support of the Assistant Head, and deliver a module using the new methods and materials. They are asked to challenge themselves by introducing at least one method or material with which they are unfamiliar.

​

Phase 3: Reflection and generalization:

Teachers are asked to come together to share their own observations and reflections of working with the new framework. Any problems and difficulties are shared. Generalizations are drawn: What was useful? What was challenging? What was successful? What was surprising?

​

Phase 4: Peer modelling and sharing of experience:

Focusing on areas that teachers found challenging or areas related to their personal goal, teachers are asked to identify a more confident peer, leader or external teacher (e.g. training media clip), and observe them using the materials.

​

Phase 5: Direct Application, testing concepts in real world context:

Teacher’s are asked to continue exploring the learning materials and applying them directly in their classroom. In addition, they are challenged to apply a minimum of 3 new ideas they collected during the reflection and modelling stages.

​

Phase 6: Formative Assessment and feedback:

The Learning Consultant and Assistant Head plan observe each teacher’s application of the new teaching materials. Feedback is tightly focused on the personal and school wide goals adopted by the teacher in Phase 1. The feedback is used to foster discussion at an individual level, about further goal setting or training needs. It is also used at a school wide level to identify school wide areas of difficulty and priorities for the next round of training.