Wednesday, May 03, 2006

Radio NZ - Eva Radich interviewed Michael Fielding Tues 2nd May 2006

Michael Fielding is from the University of Sussex in the UK and is Director for Innovation Education .
He strongly believes that we should be involving students in their own learning and that listening to and valuing childrens' voices has to be a priority for classes of the future. He says that in order to do this teachers need to take on a facilitating role!!!!

So, all you teachers out there doing Discovery Time you are right on target!

This interview is 18 minutes long and can be heard on
Bring up the web page, go to live audio streaming, then nine to noon, select Tues, 02 May.
If you left click you can listen to it
If you right click you can save it with - save target as (and then listen to it later)
The Role of the Teacher in Discovery Time
Last term I was working with the Junior Syndicate at Windley School in Porirua. They felt that teachers needed to adopt a different role in Discovery Time. That they needed step back and let the children take charge of their own learning.

These are their thoughts on the role of the teacher in Discovery Time

A facilitator
Helping children extend themselves
Helping children take responsibility for their own learning.
Setting up situations where learning can happen
Setting a safe secure environment so that children feel they can take risks
Setting rules and boundaries for listening & speaking, so that children feel safe.
Organising the room so that children can access equipment and work independently

A prompter of ideas – asking open ended questions
What might happen if…?
Can you try that another way?
Where do we go next?
Why did you do it like that?
Tell me about it?
What are you going to need next?
How do you think it will work?
What do you think might happen if…?
I’d like to do that. What do I have to do?

An observer
Notice successes
Notice strengths and weaknesses
Notice different personalities
Notice different interactions
Gather information for further planning
Gather information for meeting individual specific needs

A role model
Model specific behaviours that you want to target – looking after equipment, sharing, taking turns etc

A participator
Joining in as one of the kids rather than as the teacher

A listener
Taking time to really hear what children are saying

Thank you to Jamie, Shona, Marion, Bev, Kylie and Vanessa for this valuable contribution.