Triad Experience

What? Students developing responsibility for their own learning Students acquiring knowledge for themselves Creating a social learning environment where students have the opportunity to learn from each other Changing my language to reflect “learning” as opposed to “work” Exploring social aspects of learning and the idea that students can act as a more knowledgeable other Year 9 students - senior school students at end of the year, a great opportunity to change attitudes towards their learning

What did I do? Used thinking routines on a regular basis such as: “I used to know… Now I know” “Ask 3 before me” and “Connect, Extend, Challenge” Reflection tasks Used questioning to allow students to explore and engage with concepts to determine the answers for themselves. Students were able to experiment with phenomena in real time

Example of “I used to know…”

Example of “Now I know…”

Reflection at end of term

Insert video section of Max Bruten in Merton Gallery

So What? This experience challenged my preconceptions of “learning” students Talking during class is not necessarily a bad thing Students can learn from each other – learning from the teacher is not always best practice Students generally want to learn for understanding I found using these particular strategies helped me to better understand my students and what they were thinking This aligns with Dewey and Vygotsky’s research theories that learning is a social construct, students are able to learn from each other and the teacher isn’t always the more knowledgeable other

Now What? Taking the strategies I have learnt through TRIADs into my other class Continue to encourage students to learn from each other I would like to now focus on developing my classrooms so that it is of a “learning” student centred environment. Other areas that have sparked my interest during the TRIADs is use of feedback which is an area I would like to continue investigating.