Cultivating Schoolwide Routines for Improved Learning Outcomes: Achievements and Challenges of using Pedagogical Model for Shifting Teacher and Learner Thinking

Year: 2019

Author: Patterson, Carmel, O'Brien, Geoff

Type of paper: Abstract refereed

Research in developing teacher and learner thinking highlights the disparity in translating theoretical constructs into practice protocols and schoolwide routines when effecting professional learning across school contexts. One Australian study tracked teacher thinking in line with a professional learning program titled The Learning Thinking Scope (LTS)© across several schools over the proposed three-year implementation timeframe. The current study across government and non-government primary and secondary schools asks: How do teachers develop collective efficacy in their professional learning to modify their teaching practice and improve student learning within a schoolwide pedagogy? The LTS framed a shift in learner and teacher thinking within a pedagogical model called Gap To Got It+ (GTGI+) Learning Thinking Stages© to cultivate schoolwide routines for improved learning outcomes. Teacher and learner thinking are supported using thinking constructs and organisers, and practice protocols and classroom routines that are continually developed through the iterative action research of teaching teams. The findings drawn from different primary and secondary school contexts highlight the rewards in teachers thinking deeply about learning when conducting research on practice and the challenges of implementing new schoolwide professional learning initiatives. Importantly, the recommendations offered here may be transferred to other classroom contexts to promote thinking and action research by focusing on collective teacher efficacy, learning clarity, questioning, classroom talk, and feedback. This paper identifies achievements and challenges for the LTS that would inform improvements for other teacher professional learning programs. The research to date highlights the importance of bolstering teacher involvement in reporting their own learning and development of practice, as well as addressing the theory-practice divide with further research on teacher professional learning that enables teachers to traverse the knowing-doing gap in their practice.