Combining the science and psychology of learning to promote learner agency: starting with self-assessment?

Wright, Phil (2024) Combining the science and psychology of learning to promote learner agency: starting with self-assessment? In: TEAN (Teacher Education Advancement Network) Conference 2024, 22-23 May 2024, Manchester, UK. (Unpublished)

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Abstract

The doctoral study at the heart of this session adopted principles from critical pedagogy (Freire, 1972) to engage teachers in consideration of fixed ability grouping and its reported effects. It sought to offer teachers time and space to explore alternatives to fixed ability grouping. Teachers self-selected onto the project and engaged with two sessions of CPD focussed on Pedagogy for Transformability (PfT) (Hart et al. 2004) – a framework based on core principles of Trust, Co-agency and Everybody. It seeks to enhance children’s self-concept and efficacy in learning. The current drive in Initial Teacher Education is to base all training in the science of learning and how the brain works – not forgetting the constant focus and emphasis on curriculum knowledge – almost to the exclusion of the psychology of learning. Consequently, teaching is increasingly being reduced to a formulaic and instrument endeavour, evidenced through the proliferation of schemes of learning delivered through a series of transmissive, teacher directed slides. This transmissive approach is commonly seen in mathematics, where mastery resources utilise much of what is known about brain function in the learning process and breaks concepts down into small, carefully sequenced steps, presented through pictorial representations. It seeks to move all children’s learning forward at the same pace and is founded on the principle that all children are capable of learning mathematics. However, challenges in developing children’s sense of self-concept and self-efficacy, to support their developing mathematical and learner identities, are ignored. Teachers in this study explored adjustments to their practice on a half-termly basis before sharing their observations and reflections in focus group discussions, over three different cycles.

The study concluded with an interview which provided participants the opportunity to share any new or adjusted practices and understandings. The analysis framework for the transcribed data was structured around Kemmis’ (2010) ‘doings, sayings and relatings’. Three core themes were crafted from the transcriptions: control, competence and confidence, and were related to the challenges and benefits for both children and teachers of PfT. An important adjustment to practice emerging from the study concerned the re-positioning of self-assessment within a lesson, as a means of enacting the principles of PfT, and challenging the perceived need for fixed ability grouping. This consideration brings together valuable understandings from both the science and the sociology of learning, moves learning forward in carefully sequenced steps and positively impacts learners’ self-concept and self-efficacy (Dweck & Yeager, 2019).

Key References:
Dweck, C.S. & Yeager, D.S. (2019) ‘Mindsets: A View From Two Eras’, Perspectives on psychological science, 14(3), pp. 481–496.
Freire, P. (1990) Pedagogy of the oppressed. Translated by M.Bergman. Ramos. London: Penguin.
Hart, S. (2004) Learning without limits. Maidenhead, Berkshire, England: Open University Press.
Kemmis, S. (2010) ‘Research for praxis: knowing doing’, Pedagogy, culture & society, 18(1), pp. 9–27.

Item Type:	Conference or Workshop Item (Paper)
Departments:	Institute of Education > Primary PGCE
Additional Information:	Presentation 29 at this conference.
Depositing User:	Anna Lupton
Date Deposited:	19 Jun 2024 16:21
Last Modified:	24 Jun 2024 15:43
URI:	https://insight.cumbria.ac.uk/id/eprint/7747

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