Academic Life at Cokethorpe – Head of Learning and Teaching, Miss Dodson outlines the School’s approach.
Common parlance is ‘Teaching and Learning’, whilst we say, ‘Learning and Teaching’. Why the distinction?
Our priority and focus is on the learning and learning processes, with the teaching following. We adapt our teaching to support learning rather than trying to get the learning to conform to how we teach. This pupil-centric approach ensures teaching methods are tailored to enhance learning, as opposed to being determined by a ‘lesson plan’, course guide or resource-driven decision, whilst we, as teachers, are guided by the cognitive science of how learning happens.
If we are not task-orientated, what is the priority? How do we cover the required material?
Our priority is embedding and reinforcing facts and skills through various retrieval techniques, which then expands to higher order thinking skills such as critical thinking and problem-solving. We adapt our pace based on learner feedback, progressing when pupils are ready and extending beyond national curriculum bounds when suitable.
Presumably, our small class sizes are beneficial for this?
Certainly. Part of the learning process is building upon prior knowledge and skills, which is highly individualised. Smaller class sizes allow the teacher to identify and address any gaps more readily. Smaller groups mean more personalised attention, which helps both struggling pupils and those who need more challenging material. We do a lot of formative assessment, through questioning, use of mini whiteboards, and so on. This is to maximise participation and allows the teacher to assess knowledge regularly and consistently in real-time. Research shows how important it is that we build on securing those knowledge blocks and skills before higher order thinking. It is not that we will spend one term developing the knowledge blocks, one on skills and one on higher-order thinking. That progression can happen within a lesson or series of lessons. Learners will progress along the novice to expert continuum at interchangeable rates depending on the topic, where novices benefit from direct instruction and experts benefit from independent problem solving. This applies to all age groups across the School, except for Pre-Prep, where the play-based learning approach is proven to be the most effective.
What is the difference between ‘research-informed’ and ‘research-based’?
In brief, we use research with a strong body of evidence and then determine whether it applies here or not. We would not just take what the research says and run with that; the context of the research is important. We use the applicable elements of the research to inform and enhance our practice, not to replace it. We dip into research from cognitive science, neuroscience, and educational psychology, that is peer-reviewed and evidenced over a long period of time, combining that where it applies, ensuring an evidenced approach that keeps our learners at its core. There is no desire to go with ‘fad’ research for the sake of being ‘cutting edge’ or otherwise. The research we are using, and the techniques we are employing are not new, some of the evidence stretches to beyond 100 years in the making, whilst new research is coming out all the time. It is about finding the right applications being constantly evaluative of our approach, and being adaptive in what we are doing. Once something like Cognitive Load Theory becomes second nature to teachers, we can build new skills and continue to grow. We are currently evolving our use of retrieval practice, adding this into our home learning programme, as our comfort and conformity with Cognitive Load Theory develops. Where we expect pupils to build on their knowledge blocks, it is incumbent on us as teachers to keep growing and building on our skill sets. It is a matter of continuous evolution over a momentary revolution.
You have touched on a few terms, what is the meaning behind them? What would a pupil expect to experience?
We have focused on Cognitive Load Theory, Retrieval Practice, and Formative Assessment because of their broad application, they apply to every learner – it is a means of developing consistency across the whole School, which will bring its own benefits as pupils progress on up through the years.
Let’s start with Cognitive Load Theory. For pupils, the most telling thing will be that material is delivered in a distraction-free way. Every resource, every element of teaching, whether that be whiteboards, noticeboards or otherwise, should be free from items which might draw away attention, even if subconscious. It also would include the way in which the learning takes place. For instance, asking a pupil to read something in their head whilst the teacher reads it out loud would distract them from learning it – more cognitive function is required. A pupil would also expect to have their lessons delivered in manageable chunks, with a focus on sequencing, building confidence as their knowledge of the topic grows.
Retrieval Practice is asking learners to recall information from memory, it is essential to offset the natural process of forgetting – which frustratingly begins the moment a lesson ends! We are just introducing Spaced Homework. A pupil can expect the homework task to include some element of material that is offset from the material they learnt in the lesson, reaffirming their learning, and ensuring stronger recall and embedding of the material. This might be on a topic they learnt two weeks ago, or it might have a question on something they learnt last week, something they learnt last term, and something they learnt last year. The idea is to really test our knowledge and our retrieval strength, optimising that learning cycle of encoding and retrieving that information.
Through Formative Assessment, a pupil at Cokethorpe should expect that their learning is assessed continually throughout the lesson. This does not mean we are in permanent exam mode! Most of the time this is using mini-whiteboards or being asked to elaborate on their thinking when answering a question after the material is delivered. The pupils should expect to receive a retrieval activity to check their understanding of what has been delivered and ensure comprehension before the next knowledge block is built on top, with the teacher adapting their approach and where they go next as a result.
Metacognition is another concept we talk about – essentially it is thinking about thinking. It promotes the idea that the pupil is not just a passenger in their learning, but that they are engaged and driving that learning. Metacognition involves actively building connections, self-assessment, goal setting, and being reflective. Evaluating their understanding and thinking processes results in an independent learner who can effectively manage their own learning.
With an ongoing adaptation of the approach, how are we ensuring the consistency of the pupils’ experience across the School?
In the last ten years, there has been a significant shift in educational engagement with cognitive science. It is important, therefore, that we invest time and effort into ensuring that we have continual professional development in our approach. A lot is happening this year with our staff training. Our INSET days ensure that our key messages and strategies for the year are consistent. However, our approach is more about continual conversations and mentoring than the idea of ‘one and done’ – it is not just introduced and expected to be implemented, we are constantly referencing back and working with colleagues to ensure that the practice is consistently employed across the board. We expect our pupils to be engaging in spaced retrieval, and we expect the same of ourselves as teachers. We also support this through other initiatives – currently, we have a book club looking at How Learning Happens and are beginning several action research projects. Mrs Orton, Director of Professional Development, leads the Early Career Teacher (ECT) breakfast discussion and ‘Teacher Talk’ a peer coaching initiative for reflective practice, backed by research; but also, to share an enjoyment in discussing our profession.
What has precipitated this change in approach?
We are seeing this more and more across UK schools. Teachers are increasingly engaged with research – we are far more so than we were ten or fifteen years ago. This is a change which is happening with increasing regularity across the educational establishment; listening to cognitive science, and considering how we learn. It is important that we are at the forefront of this. This is also playing out in the political arena; there is a lot of ongoing questioning about the way we, as teachers, are doing things or the way we have been doing things. The wider question of whether it is okay to be testing children on knowledge is ongoing. The specifications for GCSE and A Level subjects are substantial; there is a lot of content to be covered in a defined period. The research would suggest that this goes against best practice, that it is not good for learning and does not promote an individual being knowledge-rich, because there is not time to fully secure that learning.
From a personal perspective, I love learning and, in completing my Masters, I realised that there is so much within the research field that is not connected properly with those teaching in the classroom. We are moving away from this, thankfully; more academics are starting to write books, articles and resources which are for teachers rather than academic papers aimed at others in the field of research. Consideration of how research is implemented in the classroom is playing a much larger role now.
There is also a desire within the School to be self-reflective. Academic standards are as much a part of this as anything else, and we need to make sure that we are considering where we are and identifying the best practices in order to continually improve.
We are also a Microsoft Showcase School. How does this fit in with the research-informed approach?
Being a Microsoft Showcase School means that we are at the forefront of utilising technology to enhance the learning environment. As a research-informed school, we are evaluating our practices; our use of the Surfaces is part of that evaluation. Pupils in Senior School and at the top of the Prep School have access to a personal Surface device in every lesson. There are copious digital learning tools which can be drawn on to enhance and individualise the learning experience of each pupil, be that the use of an immersive reader or the ability for the teacher to send out individualised tasks to each pupil. Every lesson therefore has the potential to be individually tailored to the pupil. Where appropriate, teachers will now be teaching using OneNote. Gone are the days of myriad files or exercise books. A pupil’s entire year of teaching is accessible through their teacher’s Content Library on OneNote. Adaptive teaching makes the best use of the tools to fulfil each objective meaning it might be mixed in every subject or even lesson; the digital tools will have more benefit for a particular learning objective than another.
What is the ideal learning profile we want for our pupils?
Recognising that every child is different – not every child will share in my love of learning, however much I might wish it were so(!) – the ideal is about providing the pupils with the skills and know-how to be lifelong learners in whatever comes next. Not just the next year’s lessons and subjects, but on into their careers. They are all useful and beneficial skills to possess.
Resilience is important. Research suggests optimal learning comes from being right about 85% of the time, if learners are always right then there is no room for improvement, so seeing failure as an important learning opportunity and being resilient to failure is essential. The ability to articulate their views and their arguments effectively, and look for the connections, the applied learning in different fields. We want our pupils to have good metacognition skills, and the ability to think about and evaluate their thinking.
We have introduced a programme of parent workshops. What is our expectation of parents?
We are going to achieve the best outcomes, be that academic or holistic if we have more positive collaboration between teachers, parents, and the pupils themselves. If we can align our approaches, then we are going to achieve the best outcomes. Engaging with parents through workshops helps ensure that we are consistent across the board in our approach.
The first of these workshops focused on the pupils in exam years, including an understanding of the teenage brain and how to support best practice with revision and studies. The second was for the whole school, looking at maintaining positive mental health and how learning happens. The education landscape has changed significantly over the years. As such, the lessons parents will have received as a child are going to be very different experiences to those of their children today. It is an opportunity to update those thoughts and their understanding, debunking any outdated learning myths. Helping parents to engage in the learning in an active way which mirrors and supports what we are doing in School is important.
We are a learning-centred institution, and we do not believe that what we are doing should be exclusive to us at Cokethorpe. We believe that there are applications that can be of benefit to the wider community and if we can pass on that knowledge and methodology, helping to upskill parents in engaging with their children’s learning, then we feel that we have a responsibility to share that with the community generally, not just those whose children attend the School. There can only be valuable and positive outcomes as a result of this.
Knowledge of how learning happens should be shared freely.
