Video 6: Collaborative learning

  • Key Content

    This clip describes how students work together and with teacher facilitation to support the development of each other’s learning. Teachers also reflect on how dialogue deepens relationships and how this impacts on learning.

  • Things to Think About

    Conversation framework for those new to Kia Eke Panuku:

    1. What questions does the clip raise for you as you think about student centred learning?
    2. What are the strategies used within the clip to create contexts for learning that connect with each student’s zone of proximal development?
    3. What do you currently recognise and build from students’ zone of proximal development? What else might you do to accelerate student learning?

    Note: The zone of proximal development (ZPD) has been defined as "the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem-solving under adult guidance, or in collaboration with more capable peers" (Vygotsky, 1978, p. 86).

    Conversation Framework for Kia Eke Panuku schools:

    1. What are the key messages about learning within the context of ako?
    2. What are the implications for teachers seeking to accelerate Māori student engagement with learning?
    3. How does restructuring the context for learning, so that students can learn from and with each other, open up new possibilities for formative assessment? What are the implications for your practice?

    Conversation Framework for Kia Eke Panuku Strategic Change Leadership teams:

    1. Thinking critically on your own practice as strategic change leaders, how might you recognise and engage with your learners (i.e. teachers) in their zone of proximal development. What evidence might you use to inform your praxis?
    2. What are the key messages for strategic change leaders about engaging teachers / leaders as learners within the Ako: critical cycle of learning across the school? Consider the Evidence to Accelerate Voices document.
    3. The teachers in this clip are positioned as learners. How do your current professional development and appraisal practices support ‘teachers as learners’ with a focus on Māori students? Who else in your school needs to be part of this conversation?