1. Triad Experience

2. 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

5. 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

6. Example of “I used to know…”

7. Example of “Now I know…”

9. Reflection at end of term

11. Insert video section of Max Bruten in Merton Gallery

12. 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

13. 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.