Learning experiences – Perspective from Helen Timperley
Important shifts are evident in this case, and these shifts are consistent with the principles identified in the TPLD BES (Timperley et al., 2007) for working with teachers in ways that have an impact on student learning. I will focus on just a few.
The first of these principles is the centrality of student learning as the criterion for judging teaching effectiveness and identifying teachers’ learning needs, rather than whether teaching practice is consistent with what we believe to be effective. Glenda’s modelling of the writing process meets standards of teaching practice at an exemplary level, but Glenda and Melanie do not consider this sufficient because the resulting understanding of the concepts is superficial for some students. Identifying this problem leads to a much deeper analysis of the effectiveness of practice and what else Glenda needs to do for these students to develop their understanding further.
A second principle evident in the discussions about Glenda’s modelling (clip 3) and scaffolding (clip 4) is the ongoing integration of theory and practice. Identifying criteria for effectiveness (the theory in practice) prior to the analysis and constantly referencing the analysis back to them deepens Glenda’s learning and enables her to generalise from it to other lessons and other students. This use of “theory” in the conversation is not at the expense of specific suggestions for changes to practice but rather allows these suggestions to be situated in a theoretical framework. Glenda’s learning, therefore, goes beyond this lesson with these students and extends to her practice across the curriculum.
The third principle relates to the importance of maximising the use of the ISTE’s expertise. Glenda is clearly a competent teacher, but she needs Melanie to help her identify what’s getting in the way for those students who did not fully understand the taught concepts. Melanie would not have been able to provide this assistance without her in-depth pedagogical content knowledge and her ability to apply it flexibly to a range of teaching situations.
Associated with this third principle is the process of co-construction to build shared understandings. Glenda’s and Melanie’s conversation shows the development of joint meaning as a picture emerges of what worked well and why (using the criteria) and what needs to change to assist those students who have only gained a superficial understanding. Glenda is able to benefit from Melanie’s expertise because Melanie engages Glenda’s current theories of practice and is explicit about how those theories may be limiting her students’ understanding.
The title of the case draws attention to the final principle I want to highlight, that of developing teachers’ self-regulatory learning strategies. Melanie helps Glenda to identify how she will judge the impact of any ongoing changes she intends to make to her practice. The TPLD BES identifies that changes in teaching practice do not necessarily benefit student learning. Ongoing monitoring of the impact on student learning helps ensure that they do and provides the basis for improvements in teaching and learning after the ISTE has moved on.
Reference
Timperley, H., Wilson, A., Barrar, H., and Fung, I. (2007). Teacher Professional Learning and Development: Best Evidence Synthesis Iteration [BES]. Wellington: Ministry of Education.
