I'm back after not posting for awhile I feel the need to move on again thanks to a link that Jo sent re MLE & MLP via Twitter.
Daniel Birch's reflective post succinctly puts into words what many of us, who are moving in this direction, grapple with...what is MLE or MLP? Are they mutually exclusive? Yes. One is environment (MLE), the other is our practice (MLP) or a way of teaching. To change our physical environment, e.g. single cell classroom vs purpose built MLE classrooms (or even knocking holes into the classroom next door) takes money and so does buying furniture to fit this new environment but does that mean we cannot embrace or adapt MLP into our current practice? NO is the short answer. Practice is working with the teacher(s) within your team and saying "What or how can we best support our students' learning?" It is no longer about just 'your' class. I'm learning that the 'power of 2 ' or how many you have in your team has a huge influence on their learning. What proof is there that this is the right way to teach children? More research is available around this. I love Daniel's thinking...
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To me MLP is the process of re-designing learning based on sound research and thinking."
Re-designing learning - that does it for me as that is exactly the direction we are heading. He
also talks about the 'industrial way of learning' - control and outcome, which is how we teach at the moment.
"MLP is a change in the traditional mental model of control and outcomes in schools, based on an industrial model of years ago." I agree with his statement, that change is hard and challenging. It is all of that but we can't keep doing the same thing over and over again expecting different results. We have to change. I have already seen a shift within my own class when given the opportunity to drive their own learning. Yes, the students' still require guidance (or scaffolding) but their thinking or thought processes can be expanded. It is much easier to enthuse their learning when they are in the driving seat with you at their side.
