Learning in Lockdown

"What are teachers doing at home on full pay?" was the provocative tweet from ITV correspondent, Rupert Evelyn this week. A reply from our Welsh Government Minister for Education certainly put the record straight!

Whilst school buildings are indeed closed to all but the children of key workers and those identified as vulnerable, it seems not everyone realises that teachers are still working and children are still learning, albeit that both are adjusting to a very different kind of reality. 

Many of the children in my LKS2 class have shown extraordinary adaptability and have quickly learned how to use Microsoft Teams to communicate with me and to access their daily suggested home-learning activities. They have regularly had to practise the skill of following instructions and many have been able to upload photos and files to show me activities they have completed. The activities themselves have been chosen either to revisit and practise previously taught knowledge and skills (as we know, learning happens when information is transferred to the long-term memory through practice), to support well-being or to encourage purposeful play. Through all of this,  learning is taking place.

Having telephoned families I also know that many are using the opportunity of being at home to cook, garden and do DIY together. One mum was actually in the middle of teaching both of her children to tie their shoelaces! 

Now, I know not all of the children are having such experiences and I am not naive enough to imagine that it won't be a challenge to address the varying levels of regression and the gaps that will have developed by the time we return to anything close to normality, but let's acknowledge and celebrate the learning that has taken place in these different and difficult circumstances too. We might refer to it as 'extra-curricular' learning or part of the 'wider curriculum' yet when we think about the fundamental learner qualities that make up the Four Purposes of Curriculum for Wales, does this view change? Perhaps we need to communicate to parents more clearly the value in this true 'home-learning', and how it can become an essential complement to the 'school curriculum' in realising the Four Purposes.

Some people are concerned about the loss of curriculum 'coverage'. I do understand this, since we have been working in a system which has appeared to value quantity over quality, and breadth at the expense of depth, for a long time. However, I hope on the 'other side', we will be able to see more clearly what really matters in teaching and learning and be confident to reject processes that distract us from this. I like the way Head Teacher Cat Kucia advocates a 'slowliness' in learning and would reiterate Mary Myatt's suggestion that we should ask children about whether they have learned rather than whether they have completed a task.  

And what about our own Professional Learning? I noticed that at least one influential Tweeter had suggested it is not a good idea for teachers to undertake PL during school closure because there will be a gap of unknown length between the learning and opportunity to put it into practice. 

I disagree with this as a premise for not seizing the moment. Research  and experience show that while application of new learning is essential, another of the key characteristics of effective PL is that teachers have time to assimilate new knowledge and revisit new content. Right now, more than any other point in my career, I have time. I am working hard during the school day, but without the usual volume of planning, preparation,  marking and feedback, I have time to spare and little, beyond the mundane, with which to fill it. Time is a teacher's most precious commodity and for me, to miss this opportunity would feel foolish. Equally, using time for something interesting, useful and positive gives me some welcome relief from the recurring, nagging worries we are all undoubtedly experiencing.

For those of us wishing to access PL, there is so much on offer free of charge at the moment, that narrowing it down can seem overwhelming. Further guidance from research recommends subject-specific PL, with 'buy-in' from participants. Collaborative PL is also highly effective so why not find some like-minded colleagues and learn together?

Time for professional reading can also be scarce in normal circumstances so this is also something to consider. 

No-one knows how long this will go on but I think it is safe to say that when we do return to our classrooms, we will need to be professionals who are not only ready and at the top of our game but also those who can take a fresh look at the What and How of learning in and out of our schools and classrooms, with perhaps a better understanding of the Why.