Get a handle on progression
As with all learning behaviours, Noticing is not a case of ‘either you do, or you don’t’. Few learners are oblivious to detail in every circumstance, and equally few are hugely attentive to detail in every situation. Most lie somewhere between these 2 extremes.
The chart below offers a glimpse of how Noticing may grow. Column 1 identifies 6 phases of development, column 2 describes how the skills and behaviours may grow over time, column 3 shows the self-talk; what students may quietly say/explain to themselves at each phase of development.
- Take time to think about a class you know well. Ignoring the ‘outliers’ for a moment, which phase(s) do you think best describes the majority of your learners?
- Where do you think your higher attaining learners sit on this trajectory?
- Where do you think your lower attaining learners sit on this trajectory?
- Do you think that your learners are slowly edging up this trajectory as they pass through your school?
- If yes, why do you think this happens? Are there any interventions that you / the school make to support this?
- If no, why are learners not improving their skills and attitudes?