Two heads are better than one

This week I had the fantastic opportunity to meet with a number of parents and one of the common, and very appropriate, questions that came up was how are we supporting the boys’ individual learning needs. I was thrilled to be able to provide a progress report on our new approach to Learning Enhancement that you may recall I outlined in a recent letter.

In essence, our new approach is built on the same principles that our previous approach was with one distinct difference – two sets of eyes and two heads are better than one. Although, given the shift I thought it was appropriate and timely to restate our approach.

Our approach is based on a commitment to knowing each and every boy and what their immediate point of need is, rather than simply placing boys in a ‘pigeon hole’ or labeling them based on their ‘potential’.

To assist us in doing this effectively the teachers work through a systematic approach to ensure that learning is driven by current data. The process works through the following steps:

 Identification – determining learning outcomes and planning an appropriate pre-assessment to determine student learning.

 Classification – analyzing assessment data to establish specific student learning needs (at all points of the continuum) and to establish appropriate groupings and strategies for upcoming learning experiences.

 Modification – plan for appropriate modifications to learning experiences to support learning needs within the classroom context. This may involve adjusting the ‘success criteria’ or expectations for different students.

 Clarification– ensure students are aware of what is required of them in the learning experiences.

 Satisfaction – plan for and implement a summative (end of unit) assessment task. Data from this assessment is used for future learning and to evaluate the success of the teaching and learning.

 Notification – ensure parents are kept in the loop. This won’t occur on a weekly basis but as necessary to ensure there are no surprises.

We have been using this framework since last year, however, this year the changes we have been able to add the benefit of having two educators work through this process as research tells us that collaboration between teachers has a direct impact on student learning. Of course the additional benefit is that there are also two sets of eyes in the classroom. Whilst both teachers will be actively working with groups and individuals, they will also both be able to keep an eye on the other students as they work. This is a tremendous thing to ensure that boys are not ‘slipping through the cracks’.

It is early days with this new approach but reports from teachers so far have been very positive. We look forward to continuing to develop this approach to ensure that each and every boy in our school is able to work at his full potential and receive teacher support as, and when required, at his direct point of need.

Chris Wyatt