Discussion
Context
In this clip (taken from an interview in 2002), learners are asked to share their views on their learning in Science.
In this sequence, they talk about their different views on discussion.
Things to consider as you watch
- How typical is the learners’ readiness to talk about and reflect on their learning?
- What seem to be their main criticisms?
- Do you recognise any of their comments in your own experience of learning?
General observation
These learners seem to want to be more engaged in the design of their learning, but they also seem to think the answers lie in what teachers do to them. So they see themselves as receivers of education rather than collaborators.
Points to consider after watching
- Do you feel, from your experience, that teaching has moved on from the approach these learners describe?
- How do you make rounded judgements on the comments that learners make, in order to inform future practice?
- When and how do you plan to listen to learners’ views, and how will you take account of them?
- What are you thoughts about the comment “they think our brains are too small”?
Reflecting on learning
One expert learner characteristic is the ability to reflect on learning. You can explore this theme in the Developing the expert learner resources. They also provide examples of how some teachers are beginning to cultivate a collaborative approach to learning with their learners in different subjects and vocational areas. An approach to developing ‘peer-to-peer’ learning is also featured in the Ideas and resources section of this resource.
Discussion
One learner mentioned that they do not get the same opportunity to discuss ideas in Science as they do in Humanities. However, new developments in Science teaching encourage discussion. You can begin to explore the role of discussion using the resource Looking at learning in Science, developed as part of the Teaching and Learning Programme. You may also encounter it as part of a network meeting.
In Exploring practice the Case study features a teacher exploring the use of discussion to try to help learners make connections between curriculum Science and contemporary Science.
“They think our brains are too small…”
This statement has caused some teachers to think about continuity and progression, and the signals we give learners about what we think is appropriate for them at a given stage. Do we inhibit them from thinking of themselves as stakeholders in planning their own learning and reflecting on their own progression?
Some teachers have also commented that their own experience of Science was of learning isolated blocks of knowledge. They are interested in exploring ways to help learners build continuity between levels, and to help them make connections between different areas of a programme.
Exploring practice
The Ideas and resources section provides some ideas you may want to explore about increasing learner autonomy and developing a partnership approach to learning.
Explore all the resources produced as part of the Teaching and Learning Programme.
Ideas and tools about how you can plan your professional development.
These resources headline 10 effective teaching and learning approaches. Find out how and why they work.
You can explore the concept of the expert learner by looking at the Developing the expert learner resources.
A schematic to show how you might use this resource.
Visit this site for resources, ideas, courses or to contact a Science Centre near you.
Visit this site to learn about the requirements for continuous professional development.