Why bother?Some people may ask why we ever bothered to look at progression in learning habits in the first place and sometimes, in the dark times of being really stuck, we did wonder this ourselves. Our interest isn’t rooted in a need to label students as ‘level 3 at keeping going’ or ‘A* at staying motivated’, but rather from a desire to understand the broader, incremental steps that will take a child from, for example, ‘gives up easily’ to ‘confident at tackling challenge’. However, after completing progression maps for one or two learning behaviours we realised that work on progression would also serve to enable teachers to:
- extend the language of learning
- from broad and vague to focused and precise
- deepen understanding of learning behaviours
- their features and scope
- map into the design of the curriculum
- enabling learning behaviours to be developed in a planned and progressive manner across units, terms, years.
- focus task design/lesson planning
- such that tasks/activities might emphasise specific features of the progression
- enable students to set targets for improving their learning behaviours
- feed progression statements into learning-friendly reports for parents
Who helped?In pulling together and researching our progression maps we worked with eight schools from around the country; from north and south, big schools and small schools, primary and secondary, state schools and independent schools. The teachers tried and tested ideas, pulled them apart and put them back together again. It was an generative three year project that captured the development of learning behaviours using a host of different models:
to leaf diagrams…
to clock-like circles…
and concentric circles
to single and double ladders…All in a genuine search for relationships, links, stages, phases from which to build useful progression maps.