Totally agree with your concerns about being cautious despite the growing evidence that the Science is Learning is achieving traction amongst the profession. Talking to a sceptical colleague about the article on the front page of Friday's Sydney Morning Herald, the response was the research is questionable because it was merely based on NAPLAN results. Not sure what is needed to sway staunch resisters to engage with the science and evidence with an open mind.
Great post, Rebecca, a timely reminder that in any change process, securing consistent and effective implementation is usually the most challenging part.
In this instance, I think we try to move too quickly to teachers using SOL approaches in their classrooms (dynamic, ‘messy’ places) when I think there is great value in teachers thinking deeply about and applying SOL principles collaboratively to the curriculum (reflective, ‘organised’ places) first.
You are right to be cautious about a hasty ‘all in’ approach. SOL involves multiple teacher knowledge domains including literacy, nueroscience and pedagogy and you risk large scale confusion if done too fast. Not to mention the intensive effort for experienced teachers to reset and resist their default behaviours.
Yes and there’s even the idea that perhaps we should be just leaving effective teachers to get on with it. They may be achieving results through relationships and fostering high motivation.
Slow and steady wins the race… but you’ve gotta be in it to win it 🐢🏁
Yes, it’s a paradox
Totally agree with your concerns about being cautious despite the growing evidence that the Science is Learning is achieving traction amongst the profession. Talking to a sceptical colleague about the article on the front page of Friday's Sydney Morning Herald, the response was the research is questionable because it was merely based on NAPLAN results. Not sure what is needed to sway staunch resisters to engage with the science and evidence with an open mind.
Yes and such large scale research too. Perhaps send them Project Follow Through.
Great post, Rebecca, a timely reminder that in any change process, securing consistent and effective implementation is usually the most challenging part.
In this instance, I think we try to move too quickly to teachers using SOL approaches in their classrooms (dynamic, ‘messy’ places) when I think there is great value in teachers thinking deeply about and applying SOL principles collaboratively to the curriculum (reflective, ‘organised’ places) first.
Yes, applied principles. That’s hard enough!
I am wondering if/when/ how to start writing; it would be great if you could consider a post on it.
Sure, Nicola. I will do a post. Several people have asked for advice at different times
You are right to be cautious about a hasty ‘all in’ approach. SOL involves multiple teacher knowledge domains including literacy, nueroscience and pedagogy and you risk large scale confusion if done too fast. Not to mention the intensive effort for experienced teachers to reset and resist their default behaviours.
Yes and there’s even the idea that perhaps we should be just leaving effective teachers to get on with it. They may be achieving results through relationships and fostering high motivation.