A-mazing! After listening to Paul Dufficy today, I feel satisfied that there are educators out there whose action matches their word (see previous post “Do as I say, Not as I do”.) Paul, an ESL teacher AND academic at Sydney University, has written a wonderfully enlightening book called “Designing learning for diverse classrooms.” Great stuff!
So we invited Paul to speak to our ESL K-12 teachers about designing challenging learning experiences for our ESL students. What an inspiration he turned out to be!
I couldn’t help but link his key ideas to the ones raised at the reggio early learning conference I attended last week. While the target group of students was different (ESL as opposed to early learners), the notion of what constitutes effective learning, was similar. Here’s what I mean.
- Paul began with asking us to articulate out theory of learning as this determines how we teach
- Reggio facilitators did the same but asked us to think about our image of the child; image of learning; image of knowledge; and our image of the teacher. This determines how we teach.
- Paul elaborated on models of learning in particular socioculturalist view highlighting the importance of scaffolding, the inquiry approach and interacting with others – likewise with early learning.
- He talked about 4 key principles to navigate learning with students – challenge; handover; engagement (not the same as “busy work”) and Zone of Proximal Development (Vygotsky). Ditto early learning!!
- Paul stressed the significance of asking the question What do children need to think about? This same notion of thinking, and expressing this through “100 languages” is vital in the pedagogical approach of Reggio.
- He also identified how critical a quality learning environment is for learning, where relationship building, high expectations, self-regulation and trust are paramount. Same with early learning.
But the BIGGEST and LOUDEST point Paul made concerned “substantive talk.” Giving children space to ask questions. To think aloud. To respond to questions that have no defined answer. To extent their thinking via talk scaffolded by the teacher. To struggle with ideas. For teachers to DECREASE asking questions that have a predetermined answer.
Now that’s what I call learning!