Learning pathways, milestones, stepping stones, PLOD, peaks...

Our team planning day on Monday had a big focus on students being able to articulate their learning - know their learning intentions - why they are learning what they are learning and what next. With our school 'imagry' of mountains and peaks with stepping stones (teaching/learning strategies) and milestones - the goal I had a picture of a winding path with stones on the way to a large boulder at the end of it with different strategies or 'steps' on the stones and our milestone on the boulder. Celebrations or 'drink' stops on the way as well as a party at the large boulder.

While as teachers we are the activators, it is important that through learning conversations with students that they take on the role of setting directions and monitoring their own learning as they move through their learning journey at Remarkables Primary School. Evidence of this would be children sharing with people what they are learning and why.

The following is from Parallax:

What is a “learning conversation”?
Imagine having a conversation that led to deep understanding. Participants are fully engaged. Information and insights build on each other and connections with prior knowledge and current issues are everywhere. “Aha!” moments occur as assumptions are explored and either confirmed or found to be no longer valid. Time flies and energy builds. Answers or ideas seem to come from nowhere and everywhere. Agreements are easier to reach and commitments to act are stronger. This is a learning conversation.

Learning conversations are a way of approaching an exchange with another person or group as well as a set of skills and practices. As a way of approaching an exchange they are structured to provide the optimal environment in which to communicate to learn. The structure and resulting processes generate the conditions for trust and openness combined with balanced relationships and respect. Such structures allow participants to work toward communication that is helpful, candid and able to be heard by others.

This type of communication is different than informal conversations, presentations, or feedback. In today’s fast-paced, complex world success depends on the engagement and contributions of each employee. Learning conversations promote full understanding of others’ thinking and draw out the solutions/ideas/goals that are inherent within the organization. Learning conversations focus on deep understanding and are built on multiple academic theories from the helping and learning disciplines ¹ that have been real-world tested. They are a fundamental building block of strong working relationships, creative solutions and smart organizations.

In a learning conversation:
– There is no “expert” holding the one right answer
– Participants listen to understand rather than refute
– Questions are asked to gain information or pose possibilities for consideration, not to trap others
– Attention is on learning through the conversation rather than one specific outcome

At RPS I see these Learning conversations as being an empowering discussion with and between individual children focussing on their learning successes, milestones and stepping stones where students have ownership of their learning past, present and future and become informed directors of their differentiated learning pathways.

Research on learning conversations

Now the challenge for me is to support students who are new to school in having learning conversations and scaffolding their thinking so that in time these students can run or instigate learning conversations.

A note about PLOD - Possible Lines of Direction - there is no one track that can be followed but lots of detours, native plants to investigate or birds to follow and even alternative routes that end up at the same direction. As an educator I can only identify the 'possible' lines of direction and then support students on the one they take.