Last year we sculpted our learning principles for the whole school. At the time, I had a feeling that when we begun to put flesh on the bones of the learning principles they would reveal their true merit. But why would a school need a specific set of learning principles? In education our plates often over runneth with different ways to say the same thing to the point of just confusing the practitioner, let alone the learner. So why add more ways to the say the same thing? I believe the true value of the learning principles lay in their succinctness; they are not like a policy document, they have to be unpacked, and like a good central idea they promote inquiry, research and action.
This week we went deeper into unpacking our learning principle about formative assessment. Using the thinking hats, teachers worked in teams of pre-k, lower elementary and upper elementary to uncover what is the language of feedback and thinking we use in the classroom (white hat) what language will we make common across grade levels (green hat) and what student and teacher actions need to happen in the classroom to promote and strengthen assessment literacy (blue hat). To aid this inquiry teachers also brought in samples of assessment tools, strategies and displays they currently use. As the session began to unfold it was interesting to see how at times this exercise caused learning tension; teachers were placed in a compromising situation. The blue hat directed teachers toward making concessions and come to common agreements about how to make assessment literacy more transparent for our learners. To me this is a very important and worthwhile endeavour, we have between 50 and 60 nationalities amongst our students, the majority are ESL learners. If we want students to feel empowered by assessment, doesn’t it make sense to promote and use a common language?
To me dealing with issues that provoke learning tension is a fundamental part of being a healthy PLC; in moving from theory to practice, groups achieve coherence and connectedness through collective endeavour that builds and tests relational trust. In turn I think this helps to de-privatise classroom practice and nudges us further towards the holy grail of collective responsibility and understanding.