If asked, would your pupils say, “I learn a lot in lessons”? Do you talk to them and with them about what they have learnt, or about what has been done, finished, or completed?
Over recent years there has been growing recognition of the importance and value of involving learners in learning. The phrase ‘giving pupils a voice’ has become commonplace. Initially, pupil questionnaires and School Councils were seen as the tool by which schools could pay due attention to pupil voice and prove it. These were our first, valuable steps. However, all too often, pupils’ opinions and ideas were ‘ring-fenced’, with School Council terms of reference restricted to developing the playground, and pupil questionnaires being what an HMI colleague once termed ‘happy sheets’ designed to seek positive responses rather than actively enquire and explore.
As ‘Assessment for Learning’ and ‘personalising learning’ developed, we began to ask pupils to reflect on ‘learning objectives’ or ‘learning intentions’ to explore ideas and understanding with a partner and to talk about their next steps in learning. Good schools rapidly realised a need for adults and learners to have developed an understanding of learning and the skills to use talk for learning.
A sharp realisation had emerged. The pressure and accountability for coverage had inadvertently created learning experiences that looked for what had been done, finished or completed, rather than what skills, knowledge and understanding were secure. All too often we gave little time to look for where there was uncertainty, where consolidation and development was required, where learning was secure and could move rapidly on, or where pupils’ learning was broader and deeper than teachers had anticipated.
Now, in 2012, we have an Ofsted inspection framework that is looking closely at learning in a lesson and over time, seeking pupils’ opinions not only by questionnaire but also by inspectors talking with pupils about their learning experiences. We should not perceive this as a threat, but celebrate the importance now given to enable them to communicate this.