Exploring Learning

One of the patterns that continues to emerge in my classroom visits is the distinction between students’ ability to explain what they are doing and their ability to explain what they are learning . This is not a deficit in the learners themselves, but rather a reminder that clarity is not simply about tasks; it is about making the purpose of learning visible. Fisher and Frey (2021) remind us that clarity of goals, instruction, and success criteria is one of the strongest accelerators of learning. When students articulate not only what they are doing, but why it matters, we see the shift from compliance to ownership. This challenge of articulation, of moving beyond task to learning, has been mirrored in the professional learning experiences across our school this week. Clarity in the Maths Work Over two days with our maths consultant, we engaged deeply with how we design lessons that bring conceptual clarity to the surface. The conversations touched on the same themes I have noticed i...

As I continue to enhance my own practice as an instructional leader, the process of getting into classrooms consistently reveals what an invaluable opportunity it provides to gain a broader perspective and to create conditions for growth. My approach is not accidental. It is grounded in continued research and practice, most recently exemplified by Justin Baeder’s (2022) structure, which emphasises that instructional leadership is best built on many short, frequent observations - six or seven minutes at a time - conducted consistently and repeatedly throughout the year. It is through this rhythm that meaningful patterns emerge and leaders deepen their knowledge of teaching and learning. This resonates with City’s (2011) reminder that improvement comes when leaders identify persistent patterns across classrooms, not from one-off observations. Bright Spots  Building on prior knowledge. A consistent pattern continues to emerge: learners are often able to connect new skills and ideas...

Reflections on the First Week of Classroom Observations This year, classroom visits are framed by a Looking for Learning approach. The premise is simple: rather than focusing on what the teacher is doing, a small set of questions is used to gain a deeper understanding of the students' learning experience. Over the course of the year, the lens is through these four guiding questions: What are you learning today? Why do you think you are learning this, and how does it connect to what you have done before? How is your thinking shifting? How will you know you have been successful in your learning? These questions are deceptively simple, but they open windows into clarity, purpose, metacognition , and self-assessment. For this first phase, however, I deliberately chose to begin with just one: What are you learning today? At the start of a new academic year, it did not feel appropriate to press students yet about how their thinking was shifting or how they would evalua...