When you have more able learners they instinctively look deeper at the learning. I realise now that my own bias is what put obstacles in the way. I did not consider that my learners might need to first make connections to the new learning by tapping into their prior knowledge. I did not consider that they might want to consider both sides of the argument by synthesising the information in the current text with information previously uncovered in alternative texts, and I definitely did not consider that by asking my learners to 'compare' and 'make a decision' that I needed to allow more time for these connections to be made. Johnsen and Goree (2009) state that 'An interest cannot always be “turned on” .... some flexibility must be built into the process so that students have choices of what, when, how, and how much they want to explore a topic.'
My next step:
- To have a conversation with my learners and take time to really listen to how they think they learn best then adapt and embrace the changes I am sure I need to make.'Effective pedagogy requires that teachers inquire into the impact of their teaching on their students.' (NZC)