Ramping Up the Learning for all of us
How can the central learning space, the agora, the school library ramp up the learning for all of us?
It can’t. The space itself can’t do anything.
I know, I know, my first post was all about the importance of a central, shared space to the learning environment. We know without even thinking about it that the people in the community determine what takes place in the school. The space can offer a community place to gather and share. In some ways the space is metaphorical — it is a venue where educators can share, reflect, discuss and try new ways to reach students. Many of us work individually to incorporate elements of best practices in our content areas. We know that it is important to get to know our students, to differentiate instruction, and to relate lessons to our students’ lives.
But, WHAT IF…
There were a way to bring best practices from the classroom into the community sphere?
WHAT IF…
the learning community could somehow peer into the classrooms of veteran teachers and see them in action?
WHAT IF…
new teachers and mid-career teachers could observe veteran teachers in action, have these and other teachers observe them, and then reflect and share about all of this?
BACKGROUND
Waunakee High School Peer Tutoring & Writing Center
I co-direct a peer tutoring & writing center through the high school library; it is an evolving service that we started three years ago in answer to student needs. Student leaders help run the service and have led the way in making it better each year.
Training Peer Tutors to Help with Writing
We provide very basic training to students on ways to best help their peers. We remind the tutors that they do not need to be experts or teachers, but sounding boards who can ask clarifying questions, review the assignment requirements, offer specific and encouraging praise, and model their own practices. We have not offered training beyond a few half-hour sessions and accompanying hand-outs. Ideally, we would provide some feedback or additional training throughout the semester to guide peer tutors and help them improve.
BIG IDEAS
Big Idea #1: Tap the Experts — Our Teachers
Greater Madison Writing Project participants are all required to read a book by James Gray tilted Teachers at the Center; A Memoir of the Early Years of the National Writing Project. This book talks about the evolution of the National Writing Project and introduces the radical idea that teachers can offer the best professional development on the practice of teaching.
“It took me decades of work as a high school teacher, as a trainer of student teachers, as a participant in numerous professional development programs, to discover and embrace the revolutionary notion that classroom teachers are best qualified to teach other teachers.” (Gray 139)
The best sources of expertise are right here in the school! I knew that.
Big Idea #2: Reflective Practice — Project Cam Opener
At the summer 2016 ISTE conference in Denver a group of educators from the Denver Public Schools shared a professional development project that they had started called Project Cam Opener. It is basically a PD option for teachers to videotape their teaching on a regular basis, reflect (also on video) on their practice, and share what they wanted to share in small groups of participants. Teachers can then view one another’s recordings and continue their dialog on teaching practices.
Could a project like this one be tailored to investigate best practices in conferencing with students about their writing? It seems like an idea worth trying!
