Re-thinking Pedagogy Part 3

The final piece in the jigsaw for this series of 3 posts on negotiated learning is, in some ways, the most important: that of staff development. No innovation is going to succeed without careful support and for us the notion of coaching and modelling was key to the successful introduction of a new way of enabling learning (read my thoughts about a coaching paradigm here). In our case, an important and ongoing part of the process is that of international collaboration. Facilitated by iNET and the SSAT we initiated a programme of staff development with Wooranna Park School and then Princes Hill Primary School, both in Melbourne, Australia. Principals Ray Trotter and Esme Capp have proved inspirational in furthering our own reflections on how to enable children to co-construct their learning journeys. Once we had started those conversations we were on our way and the rest, as they say, was history… the future!

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8 thoughts on “Re-thinking Pedagogy Part 3

  1. A great series of videos – really inspirational – beautifully put together. These are excellent models for reflection. A totally iterative, reflective, positive approach. Look forwards to more exemplar material.

    • Thanks for that encouragement Leon. We will be developing this theme in the new term as we unpack ‘project based learning’ as we have implemented it here.

  2. I have really enjoyed watching these Neil, I think you have encapsulated the core concepts of independent learning structures really clearly.

  3. I found your three videos regarding rethinking pedagogies incredibly intreresting and highly thought provoking.

    You talk briefly, at the end of the final video, about how the children might agitate a change the way learning takes place in secondary schools. I wonder whether you could share if and how your local secondary schools have engaged with the ways in which the children at your school are negotiating the learning process. I’d be really interested to know how you might be working together to conceive how the learning journey could continue as smoothly as possible into the secondary schools?

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