Steff Parks
Learning
and Assessment: Written Assignment Part One
Learning and assessment
is crucial in the classroom to encourage young learners to acquire new skills,
question new terms and independently obtain knowledge from others, not just the
teacher. Learning should not be prescriptive and can apply to anyone, not just
learners in a classroom. Through assessment, learning can be measured as a
means to ensure progress is made and knowledge has been understood. Without
assessment in learning, it would prove difficult to identify movement, steps
forward and areas to develop.
An
interesting aspect explored in our workshop was the idea of differentiating
between two types of learning, surface learning and deep learning. Two concepts
introduced by Marton and Saljo, (1976). Concepts
further developed by Biggs (1999), Entwistle (1988) and Ramsden (1992) in the
form of a table, where they compare and contrast the key differences between the
two. They acknowledge surface learning as, ‘Accepting new facts and ideas uncritically and attempting to store
them as isolated, unconnected, items.’ Whereas deep learning they define to be,
‘Examining new facts and ideas critically, and tying them into existing
cognitive structures and making numerous links between ideas.’ Biggs (1999), Entwistle (1988) and Ramsden
(1992). Both types of learning have a place within the classroom. Deep learning appears to be less prescriptive in its
approach as the boundaries and constraints are removed. Learners are able to
link new learning experiences with older ones, making connections and delving
into a range of information offered. Surface learning focuses on learning new
skills or facts in an isolated manner. Learners retain and store information, a
type of learning that appears to rely on a person’s memory, the application of
revising information to succeed.
Being able to reflect on both types of learning in groups was
essential as it made me think about my own practice in the classroom. The
curriculum for Key Stage Three pupils can be creative with schemes that allow
pupils to have positive learning experiences as there are not many restrictions.
Key Stage Two pupils are taught to succeed through certain assessments such as
the SATs which, although positive in terms of measuring levels nationally to
other pupils of the same age and providing important statistics, does lead me
to question which type of learning is delivered- predominately, surface
learning. A type of learning which teaches to the test in order for pupils to
‘succeed’. Pupils acquire the relevant knowledge to achieve successful levels
in their exams. Evidently, there are crucial parts of a lesson where deep
learning is clearly identified and pupils are given the opportunities to reflect.
Especially through the application of higher level questioning, evaluating
practice through plenaries and also through collaborative learning. In many
ways, the government play a factor in the types of learning delivered. They
have instructed particular schemes of work to be reduced, introduced a
spelling, grammar and punctuation SAT as well as teachers being subjected to
performance related pay. Pupils do not appear to benefit from this prescriptive
approach as it does not appear practical when considering the definition of
deep learning. Do we as teachers have the time to widen this learning given the
current constraints of aspects such as performance related pay? The amount of
assessments delivered in the classroom also led me to question whether such
rigorous testing is actually essential and beneficial to learners.
In
our assessment and learning workshop, we were divided into two categories: the
independent learners and a group of learners who worked collaboratively. The
independent learners were given a periodic table of elements and no further
information other than the knowledge that a test was due. The group of learners
were given the same information as well as the questions coming up on the test.
On reflection, as an independent learner in this experiment, I subconsciously
applied surface learning techniques, ‘Seeing
content simply as material to be learnt for the exam’ and ‘lacking background
knowledge,’ Biggs (1999), Entwistle (1988) and Ramsden (1992).
Revising the table as best as I could, I failed to question the purpose, ruling
out the bigger picture and simply wanting to succeed, to fight as opposed to
fleeing.
Although
the situation was stressful, it encouraged me again to reflect on the relevance
of the fight or flight scenario in a classroom. Originally developed by Dr
Walter Cannon, Fight or Flight is defined as:
...an
automatic reaction to a stressful and potentially dangerous situation. Our
brains react quickly to keep us safe by preparing the body for action. Just
like animals, humans react to the acute stress by either fighting the threat or
fleeing from it. (Educational Portal, 2013-2015, online).
All
learners are different. Not all learners in a classroom will fight to succeed,
they may flee under pressure or simply switch off to the learning and become
unresponsive. The independent learners may become disengaged as they cannot see
the purpose behind the task if not given the relevant support and explanation. Some
learners need guidance, an understanding of what they are doing and why.
Differentiation is also key in the classroom. Attfield (2012) makes the point, ‘They
(teachers) need to be able to assess what the students are learning and modify
their approach accordingly.’ (Attfield, 2012, Page 6). Grouping certain pupils
needs to be considered, individual tasks also need careful thought to ensure
pupils are not put under pressure which sees them flee the situation. The part
of the brain that is responsible for this is called the reptilian brain where
Pritchard (2014) believes fight or flight attitudes are adopted and the leaner
resorts to ritualistic behaviours when the instinctive brain is in control.
These behaviours can be detrimental and have an impact on higher-level
learning. Alternatively, there can also be the notion of learners performing
under pressure. High expectation learners can respond positively to challenge
and can succeed without support. They may need this pressure to help them
thrive and it is important that not all pressure should be seen as negative and
detrimental to the learner.
An
important factor to acknowledge is how information is delivered as all learners
receive information differently. Howard Gardner proposed The Multiple
Intelligence theory which suggests the education system acknowledge universal
learning is disadvantageous as it cannot be assumed that all pupils learn in
the same way. He identified seven specific intelligences, these being, Linguistic, Logical-Mathematical, Musical, Bodily
Kinesthetic, Spatial-Visual, Interpersonal and Intrapersonal. Gardner
believes that each individual possesses each type but at differing levels:
...normal individuals possess each of
these intelligence to some extent; individuals differ in the degree of skill
and in the nature of their combination...such a theory has important
educational implications. (Gardner, 2006, p6).
Tailoring classroom activities to individual learners' needs,
interests, and strengths is something I was keen to reflect on. In the
workshop, we were able to complete a Multiple Intelligences Test based on the
MI model which out of the seven intelligences, saw my strongest intelligence
come out as a linguistic learner and my weakest as, bodily-kinesthetic. To
learn this about myself proved interesting and allowed me to think about how I
could tailor lessons to incorporate a range of intelligences. I trialed this on
a middle ability year 7 class who were due to produce a story. Pupils were given
several options in the planning of their story, each option linked to a specific
intelligence. From plotting their story events in the form of a graph
(Logical-Mathematical) to making riddles (Musical) and mind mapping
(Spatial-Visual) pupils were given a choice to see which they preferred and
whether this would have an impact on their learning experience. After taking
feedback on what pupils thought of being given options to help them plan their
story, 22 of the 28 pupils stated they preferred this way as opposed to having
one specific route to plan. 26 pupils felt they could work with more confidence
as they found an intelligence that they felt suited them. Reflecting on the
success of this adjustment to the lesson, made me realise Gardner’s theory is
worthwhile and useful to incorporate in the classroom when the opportunity
presents itself.
Claxton,
has a theory of applying the 4 Rs to the classroom to see the impact this has
on pupils and allowing them to question learning and show a positive response.
The 4 Rs are as follows: Resilience, knowing how
to stick at it; Resourcefulness, the ability to learn in
different ways; Reflectiveness, the ability to take stock of your learning,
and; Reciprocity, or being able to learn on your own or with others.
Hannah
More Primary School in Bristol took steps to apply the 4Rs to their school
following low morale and poor behaviour. They piloted the 4Rs scheme for two
years and noticed real improvements. Headteacher, Mrs Timlin states, ‘The approach calls for teachers to be constantly discussing how to
develop learning power with students, to encourage children to use the language
of learning.’ (Whittaker, 2008, online).
Reflecting
on this theory, I realised I have a celebration wall in my classroom which
links to Claxton in the sense that pupils’ achievement is celebrated
universally with the whole class as opposed to me just marking their books and
giving written feedback. With pupils being able to see their achievement on the
wall gives them a sense of pride and reminds them not to give up as they would
not be on the celebration wall.
The workshops have led me
to reflect on my teaching and make positive changes in the classroom. Strategies
applied have been successful and encouraged collaborative learning in the classroom.
Word count
1,604
Bibliography
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R. (2012). Improving the quality of
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[Accessed 1st March 2015].
Gardner, H. (2006). Multiple Intelligences: New Horizons. New edition. USA: Basic Books.
Biggs, J. (1999). Teaching for
Quality Learning at University, SHRE and Open University Press.
Entwistle , N. (1988). Styles
of Learning and Teaching, David Fulton.
Pritchard, A. (2014). Ways of
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Ramsden, P. (1992). Learning to
Teach in Higher Education, Routledge.
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(2008). These 4Rs can alter an ethos.[online]
available from: https://www.tes.co.uk/article.aspx?storycode=2110088.
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