To explore this further and gather the evidence I will be revisiting Matrix 4 on the Evaluation Associates 'Student Capabilities Matrix': Promoting Further Learning to gauge my learner's perspectives on the shifts they feel they have or have not made in relation to their active involvement in our lessons.
What I have noticed is that my learners are now more willing to seek and implement feedback when they feel they need further clarification or guidance during learning time. My target group (along with the other members of our reading group), understand that we all make different connections to a topic and know it is these connections that we make, that inform our own perspectives, perspectives that may differ from others around us. Actively planning and scaffolding these learning situations has been an important part of this increased knowledge and confidence. I have watched rich learning conversations take place as each person tries to justify their own thinking through the language of argument. The biggest shift that I have observed is that my learners are intrinsically motivated towards our learning and feel confident enough to suggest the direction our learning might go in.
Moving forward I know I need to keep this talk going. The fast approaching assessment week will help me to see where the gaps are, but providing opportunities for genuine peer to peer modelling to take place, is what will help me to fill those gaps.