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.
Slow and steady wins the race… but you’ve gotta be in it to win it 🐢🏁
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.
I am wondering if/when/ how to start writing; it would be great if you could consider a post on it.
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.