Clip 14: Redesigned conversation
Catherine:
So thanks for the lesson, Jack. Have a seat and we'll have a quick chat about it.
Jack:
Oh, no worries, I'll just stay standing up, because I need to keep an eye on the kids – they play up.
Catherine:
What’s going through my head is that that’s actually being quite difficult, for me to have a conversation with you, because I sense what you’re going to do is be listening with half an ear on the kids, and it’s going to be hard for you to engage in the conversation. So how about I arrange for someone to look after the kids and you sit down? And we can do it at the back of the room, or in the staffroom? How does that sound?
Jack:
Yeah, have you got someone to look after them?
Catherine:
Yep, Sarah said she would do it, I just checked it.
Jack:
All right, okay.
Catherine:
Okay. Is here all right?
Jack:
Yep.
Catherine:
Okay, thanks. So, once again, thanks for the lesson – I always enjoy coming into your classroom. And I thought we'd just talk about the assessment for learning pedagogy to start with, and then there might be some things that we could talk about that would take the learning a little bit further. So you started on doing learning intentions, and that seems to be working superbly, so …
Jack:
Yep, using them all the time.
Catherine
Are you?
Jack
No!
Catherine:
So what I’m sensing – from, just your comment right now actually, and from a couple of other times in the workshops – that you’re not finding this PD particularly useful. And I’m wondering if there’s even a little bit of resistance to it. And what I’d like to do is check that out with you, because I want to do everything possible so that we’re both getting something out of it. So am I right, or not?
Jack:
Yep, yeah, I'm resistant.
Catherine:
Are you?
Jack:
Yep.
Catherine:
Do you know what’s behind it?
Jack:
Well, I don't just see the worth of it actually, I think, particularly in writing. It’s the area that I'm passionate about teaching. I know my stuff, my kids seem to be moving and learning well in writing. I just see that this draws out the process, so long that the output is less. So I think I feel like I should be giving my kids major input in writing.
Catherine:
So you think by slowing it down, the kids are going to do less writing?
Jack:
Yeah.
Catherine:
Well, I'd just like to say first of all that I'm totally on the same page with you in terms of your skill as a writing teacher. I mean, you've got the knowledge, you've got huge curriculum background, you've got fantastic resources, and you know what you're teaching basically. And you only just have to look around the room and see the quality of the kids’ writing to see that. So in some ways I'm thinking, “Well what can I do to help you?” But there is a little thing that I think might change the way you teach a little bit, and it’s something at the heart of assessment for learning, which is actually changing the relationship between the teacher and the student.
Jack:
So why, why would I do this?
Catherine:
Well, the research in assessment for learning says that if you use these instructional strategies, that you get changes in student achievement basically. You get more engagement, and you get better writing.
Jack:
Really?
Okay, so it might be quite useful for me to read some of that.
Catherine:
Yeah, I've got a couple of articles that will be really useful for you to use. I could offer some other support. I don't know what you're interested in, but I could give … model part of a lesson for you. Or I could just have a chat with you around some strategies to try first.
Jack:
Yep. Yep, I'll read some information about it, and I'll get some ideas for how you would see it happening in my class. I don't want you to model yet in my class.
Catherine:
No, that’s fine, that's fine. So you're willing to have a go, and give ..?
Jack:
Yeah.
Catherine:
Yeah?
Jack:
Yeah. If as you say it makes … if that’s what the research says, I’ll have a read and see.
Catherine:
Yeah? Oh, excellent.
