Learning and impact
What has Catherine learned and how might it impact on her practice?
Catherine and Allan reflect on their learning from working on this problem of practice for Catherine.
The experience has also reinforced for Michael the importance of participants verbalising their thoughts within learning interactions.
All three participants have also experienced once again the challenges and benefits of role play. They recognise its value within their organisation for routinely analysing and improving practice.
Finally, Catherine looks ahead to her next meeting with Jack.
What have you learned and how will it impact on your practice?
How do you view Catherine, Allan, and Michael’s use of role play to analyse and improve communication? What do you find valuable about it? What are its limitations for you?
How does the thinking of Michael Absolum, Viviane Robinson, and John Loughran reinforce or challenge your understandings and beliefs about learning interactions and your current practice within them?
What opportunities are there for you to:
- work with others on improving your communication within learning interactions?
- use role play and analysis of dialogue as part of this work?
If you do wish to use role play, how will you ensure a safe environment and capable leadership for participants?
What challenges or questions can you identify in your current practice in relation to communication? How do they link with identified learning needs of teachers and students? What evidence do you have?
Which of these challenges or questions would make the most useful focus for your inquiry?
See Conducting Inquiry (pages 43–75) for guidance on inquiring into your practice.
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