Learning and impact – Perspective from Michael Absolum
Gillian:
Well that was really interesting, wasn’t it? I can really see how Fran has moved in her thinking. She’s gained quite a lot of new insight, hasn’t she, into her practice? She’s actually examining it in quite a different kind of way.
And that was really good because I actually sort of saw you there really challenging her and getting her to do that really reflective thinking. So you weren’t problem-solving for her, you were actually getting her to do the work for herself.
Michael:
For me, co-construction requires joint problem solving within the context of joint clarity about whose problem it is. Gillian could strengthen her analysis by emphasising the collaborative nature of the interaction – for example, by adding the phrase “and problem-solving with her” to the end of her last sentence.
Barbara:
I think what I was trying there was also some strategies that we had shared together – that you had shown me in regards to how you could go about that.
Gillian:
Right. So I guess then some of that learning for you was around the fact that you’d picked up on the modelling of that conversation we had. What were some of the other things that were key learnings for you, over this last four weeks really?
Barbara:
Certainly the importance of that supportive learning environment and making sure that you establish what the understanding of the roles are for all of us within that environment.
Gillian:
So them sort of knowing about your role as a critical friend?
Barbara:
Yes. And negotiating that role to ensure that we all, or individually we feel comfortable when we are working together as RT:LBs and, myself or in the group situation. So that was really important.
I guess a real light-bulb moment for me was that realisation that when I’m challenging, I don’t have to wait for the relationship to be built, that that is part of the building, and it’s really important that I ensure that I get those challenges in and the relationship building comes along with that.
Michael:
It’s wonderful to see the belief that a learning relationship builds from actions and conversations that are based on openness, respect, and a desire for improvement, as opposed to the belief that you need to establish a relationship before you can have such conversations.
Gillian:
Uh-huh.
Barbara:
Another area that has been some new learning for me is the importance of using the inquiry approach to that questioning. So that if I’m really looking at some of those deeper level questioning stems, then I can make sure that I’m getting some real probing and some learning happening there within that questioning.
Gillian:
Right.
Barbara:
The relevance of the readings, and when to engage in those readings in regards to calling upon readings for your practice, it was really significant and, yeah, I found that really important.
Gillian:
Great. So there was lots of good learning there. And I guess, really thinking ahead now, where to with Fran? And where to with your learning?
Michael:
Gillian has enabled Barbara to summarise all that seemed important to her about her own learning. This part of the conversation would be strengthened if Gillian was to also offer her perspective. This would acknowledge that the conversation is collaborative, that both Gillian and Barbara are reflecting on the video, and that both have made something of it. Gillian might add a definite perspective of her own for them both to consider, or she might simply agree with Barbara’s analysis. But this step would add the opportunity for further challenge and co-construction.
Barbara:
Where to with Fran? Well, certainly for me, supporting Fran in looking at those strategies to help her engage the teachers and those that she’s working with.
Gillian:
Some practice perhaps?
Michael:
Here, Gillian does offer a thought that derives from her own analysis and that provides a spark for Barbara to respond to.
Barbara:
Yeah, definitely some practice, and she talked about that in the conversation, the importance of that for her.
Being a part of this learning community that we’ve set up and established, because that has obviously been quite powerful for her and is a way forward for new learning, when you can discuss and be involved in others’ problems and how that can ... the readings, how they can relate to those problems and how we can unpack them. So that’s really important.
And that ongoing reflection – reflecting with a critical friend, reflecting in the learning community situation.
Gillian:
The constant challenge.
Barbara:
Yeah, challenge in reflection, really important.
Gillian:
And what about you? Your learning?
Barbara:
Yes, I’ve been thinking about that and I certainly want to continue on with this looking at how I’m challenging, what I actually am doing. And to do that, I need the critical friend relationship which we’ve established and which works really well for me to actually look at my practice and reflect and keep thinking about new learning for myself.
Also, the other aspect that I think is really important for me is being involved in the learning communities that I’m involved in – for example, my advisory learning community, offering the support, the supportive environment that it does for me to actually look at my practice and continue to reflect on particular readings that others find valuable and might actually assist me in my practice.
Gillian:
And that relationship between theory and practice?
Barbara:
Yes, yeah, absolutely. And trying to ensure that what I do believe in – my values and beliefs in theory – is actually lived out in the practice.
Michael:
I sense that Gillian and Barbara have agreed, perhaps implicitly, to the process of prompts and reflective questioning in this conversation. In one sense, Gillian controls the process, which is not a problem if she and Barbara have agreed to the process. However, the process could be more strongly co-constructed through Gillian making her decision making overt. Doing so becomes especially important when both parties do not have that prior, shared understanding.
Gillian could, for example, summarise at the beginning of the conversation what they might reflect on. This would then give Barbara a chance to propose an alternative agenda or to ask Gillian for her reasons for her proposed agenda. Similarly, Gillian could co-construct the shifts – for example, “I think we’ve probably done all we can in thinking about the learning you’ve got out of this video of you and Fran. Do you agree? Shall we talk about where your learning might go next?”
