Feb 26 2008
A Connate Model for Learning and Teaching
A possible model to support the ideas outlined in previous posts. This version is suited to 11-19 education sectors. I also have a possible funding model for this which uses existing resources and would only need finance for the initial setup. The description is brief but a fuller model description is available.
The Practitioners are at the heart of the structure with their own community (or several) facilitated and supported by the HE sector. The practitioners have integral links to other specialist communities such as subject associations or an opportunity to enter dialogue directly with the DCFS. That would enable direct and democratic consultation by DCFS, QCA, TDA and others when necessary.
The model requires that every practitioner is required to be a member and that is reinforced by providing a clear unavoidable purpose. In this model all communication for student examinations uses the same platform. It also supports the notion of online learning and examination for students with the teacher/facilitator interacting with their own students and even other students they are assessing or supporting. These students need not be in the same country. It also provides a mechanism for sharing the knowledge and support of specialist teachers and others both with students and practitioners.
An example:
Some ‘subjects’, computing and electronics are but two, are struggling to survive as taught entities. That may be because of a shortage of specialist teachers and or low students numbers making a class in a school unviable. The specialist teacher need not be in the school. This approach also supports the notion of an expert supporting a teacher new to a subject or one wishing to develop expertise in that subject while in post. That teacher or learning facilitator could take the plunge confident that an expert was on hand to support them with difficulties and insight. The sharing of insight, experience or tacit knowledge depends, crucially on direct, timely and non-judgmental communication. Without this, research consistently shows, real change in learning and teaching is very limited.
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Hi there Malcolm, I was interested to look at this model and wonder what your thinking is regarding the 3 circles, entitled, ‘Higher Education’, ‘Government Dept’s and Agencies’ and ‘Multiple Supporting Agencies’. In my mind, I would probably have made it, so that these three touched each other as well as the central circle, ‘Teachers Sharing Practice’. Was there a reason why you did not do it this way?
A very reasonable expectation. I see no reason why all agencies and and the practitioners should not be in one community for some specific and time limited purposes. However simplicity underpinned with a clear understanding of the audience in a community is important in my view. Mixing too many elements in one community could lead to confusion over the purpose. In this model the teachers see all and hold the key to the communities they wish to enter.
A fundamental aspect of the model is that the practitioners or teaching professionals are at the centre. I see Higher Education as the part of the education service which comes closest to being neutral. They would have an interest in promoting awards which provide additional income for them but the HE element would be funded regardless of the take up of awards. HE facilitators should meet similar standards to, say, a financial adviser in terms of their advice i.e. unbiased and in the interest of the client.
All other agencies would have their own agenda, supportive yet inevitably influenced by political, financial or philosophical factors.
Hi Malcom. Thanks for sharing this model. I was just wondering if ‘pupils’ (given that the whole of the “Teachers Sharing Practice” community are all learners) could have a more direct influence on the learning and teaching within that sphere. Many of the ‘pupils’ within the HE sector will already have a wide range of formal and informal learning / expertise which they could use to directly inform teaching practice…and they could even be encouraged to facilitate some of the CPD
Absolutely Hazel and it’s good to see interest from New Zealand.
The model is based on the assumption that we are all co-researchers. I find the term ‘learner voice’ a little patronising now because the relationship should be more than that. I’m working with an international group of schools called ELvis, Eurolink – Virtual International School. More here
We have just started one common project using solar panels in which all schools participate together with other bi or multilateral activities. We are working hard to empower the students to take control. We want them to lead the teachers/faciltators in many ways.
Students of all ages are capable of insightful and supportive intervention at some level in fact it’s essential in my view.