1. Focussing observation on the students:

Jim had used camera-based observation systems before, but any impact was superficial. Unless there is a methodology framing what you are planning to achieve with the camera, it is often easy to focus on the obvious, i.e. focussing on students that are not paying attention or being disruptive in the classroom. There needs to be a degree of professional detachment – a process which allows teachers “to become comfortable with being uncomfortable”.

Working with Dr Warren on lessons recorded with the Lessonvu system, Jim was able to explore any aspect of a lesson retrospectively. Following one lesson it was agreed that Dr Warren would watch a random student in order to try to appreciate something of the learner’s unique experience within that lesson. The arbitrary selection minimised the temptation for the teacher to subconsciously gravitate towards a student if they had been identified in advance. Stimulated by a detailed study of footage, the colleagues engaged in professional dialogue. 

2. Student Buy-in:

The dialogue with Dr Warren, brought a fresh perspective on familiar aspects. Jim gained a greater appreciation of the importance of determining students’ relative starting points in order to pitch the appropriate level of challenge. An on-going challenge is for the teacher to enable students ‘to recognise how they can work at their best’. “To do that I need to understand more about their experience of being a learner in my lessons”. Data from Align Methodology provided Jim with the insights to strategically invest his time and energy into an approach, and then be curious of the impact.

3. Whole Class Impact:

Jim presented an assortment of digital extracts and associated mark schemes as evidence that progress was widespread among the participants of the ONVU Learning project. He recalls an example from a student who disliked poetry but saw progress, moving from a Level 2 (out of 5) to a Level 3-4 in six weeks.

A process of non-judgemental dialogue, review and reflection led Jim to experience deep professional learning. These moments provided him with new insights about his attitude and the perspectives he held. Addressing previously held presumptions has impacted on his approach to working with colleagues. He is now more mindful to patiently draw out an understanding of their unique context, rather than immediately present ‘solutions’ based on his own experience of the students.