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Making waves

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Transcript: Making waves

Making waves

Teacher:

It's being a catalyst for change.

Learner:

You're more involved in it, you're not just listening.

Teacher:

They're learning for themselves rather than me teaching them.

Learner:

I think this is a better way of doing the class.

Teacher:

It doesn't replace a good teacher. You need good teachers, of course you do.

Teacher:

It really is a partnership, it's not one way at all.

Learner:

It just clicks and you can understand it better.

Teacher:

There's a buzz in the classroom.

Teacher:

They've learned to learn and that's what was missing before.

What's it all about?

Teacher:

It's to actually bring some sort of wide change into the way teachers actually approach the way they teach or how learners learn.

Teacher:

It involves less of me standing delivering something to the students. It involves them thinking more for themselves.

Learner:

I don't really learn very well from reading or writing things. If I'm doing them, then I take it in really quickly.

Teacher:

It's like you're seeing it there in front of you, the process instead of just copying down the board, which I believe makes it more interesting and helpful.

Teacher:

Active learning, for me, is seeing groups of students get together to knock heads to solve problems.

Learner:

Keeps your brain working, 'cause where, with writing, it gets a bit boring after a bit so you just start to lose interest in it.

Teacher:

This is interesting, so you carry on playing it. It's like more activity based, it's more enjoyable, it's better than, you know, chalk and talk, and they seem to retain the information more.

Teacher:

Often it can be quite controversial or even funny and I think that stays in people's minds.

Learner:

Had a joke and a giggle while doing it, which made it even better.

Teacher:

We'll be looking at developing learning materials which are going to engage the learners.

Teacher:

The resources have been instrumental in improving the quality of teaching and learning.

Learner:

I'm more of a practical learner, so I thought, "That's my way of learning."

Teacher:

The trick is to use lots of different styles in the room. And these active learning methods provide that variety that wasn't there before.

Learner:

You'd only get to read it in books, like that's what you're supposed to do. When you do it in class, you experience it yourself.

What's in it for learners?

Learner:

It does make you more involved and it makes you more aware of what you're learning.

Teacher:

By taking part in the activity, the learners are actually constructing their own learning.

Learner:

It's not just your teacher that's talking to you about it, it's your friends, or you're discussing it among friends as well.

Teacher:

They take control of it. They decide how it's working for them.

Learner:

You're actually seeing and doing it, whereas if you're copying it off a board, you just sit, copy it and just don't question it.

Teacher:

I think it ensures their engagement. It also makes me very much more aware of the need for their engagement in everything we do.

Learner:

It's more relaxed but more sticks into your head, sort of thing.

Learner:

You understand it a lot more when you're doing it like this.

Learner:

You learn the basics in the classroom and then you can extend your vocabulary in the independent learning.

Teacher:

The student can actually learn outside of the classroom on their own, and bring back their experience of learning independently which then creates discussions in the classroom.

What's in it for you?

Teacher:

Teaching has to be exciting for the lecturer as well as for the student.

Teacher:

I think it's actually quite energising, it certainly makes you think a lot more about the kind of activities you could integrate into your teaching.

Teacher:

It also allows, you know, the tutor, to some extent, to stand back and allow the students to experiment.

Teacher:

If you're no longer the centre of attention, then you can go round, you can help people, you can actually achieve differentiation within your classroom.

Learner:

If you're unsure yourself, you let someone else take the lead and you'll learn from what they're doing.

Learner:

When I teach a fellow student, it gets stuck in my head.

Teacher:

It makes my job easier, I have to say, and I think it makes my classes easier to teach too.

Where next?

Teacher:

It's rippled through the organisation and people have heard of this and they want to get involved.

Teacher:

It's all about spreading good practice, taking away what you learn from the programme and showing other people how they could develop new materials.

Teacher:

The Subject Learning Coaches take a particular responsibility to share - not just in their own curriculum area, but also across the college.

Teacher:

It's good to see other resources because it gives us ideas. We might see an activity or a resource and think, "Oh, I could adapt that. That would be great for this." Or "That'll be great for that."

Teacher:

It's about basically taking on that idea, implementing it and making it known for everyone to use.

What's stopping you?

Teacher:

Have a go at it and see how the learners actually respond and it does work well.

Teacher:

Fear not, you know. Just go for it.

Teacher:

Try it out, because I think you'll find it's rewarding.

Teacher:

It's a model that's worked for us.

Teacher:

We started at a particular point where we thought we could do better and this programme has undoubtedly helped us make that journey.

Teacher:

It does enhance learning and that's the name of the game.

Teacher:

Just have a go, just try something once and see the difference in your learners' faces.

Teacher:

A good teacher will just go, "I can see how that would work."

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Making waves describes the National Teaching and Learning Change Programme, celebrating its impact and success so far.