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

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’ ...