My Assumptions about Learning

In Better Conversations, Jim Knight briefly talks about the power of assumptions. We all have different core beliefs and assumptions, and often disagreements that we have are based on differing assumptions that we hold. This is true in all aspects of life, including our views on education.

The problem with assumptions is that we tend to defend them aggressively when we feel they are being attacked. By sharing our underlying assumptions we can help each other see why we disagree, which should help conversations be more constructive.

If we do not know the assumptions our conversation partner holds, then we are liable to think they are stupid for what they are saying, as we are judging their comments against our own assumptions.

These assumptions (or beliefs, values, opinions) feed into everything we say and do, so helping others to understand them will help others to understand our points. Similarly, by finding out the underlying assumptions of others, we are in a better position to understand their points.

So, here are some assumptions I hold about education.

1. Conversations should focus on the learning
​There are a lot of things going on in a school, but the primary purpose is to give students the best learning opportunities that we can. For this reason, conversations we have in schools should focus on the learning of the students as much as possible. By keeping a relentless focus on learning within meetings, we don't waste precious time talking about things that will not affect student learning.

Just like Willingham suggests we plan by thinking about what students will be thinking at each stage, when in meetings we should always be thinking about how this will impact student learning. If the answer is "Not Much", then we need to consider if we could be talking about something more impactful.

I get frustrated when conversations become focused on details that have little impact on student learning, and I will always try to bring it back to what I think is the most important thing for us to be discussing. Of course, that doesn't mean we should agree on everything about learning, but focusing our discussions on this will give us the biggest chance of having the best impact we can.

2. Learning is a change in long term memory
The definition offered by Kirschner, Sweller and Clark (2006) is regularly used for learning, but there are also many who argue it does not encompass the whole of learning. For me, this simple definition includes all kinds of changes in our long term memory, and is not only about factual knowledge but also includes behaviours ans skills, and as such, it is a simple yet powerful idea.

This assumption means I do not think students have learned something just because they can answer a question on it when I have just taught it. Rather, they need to show competence at a later date to convince me they have learned something. 

This goes against the idea of measuring progress in a single lesson (or even unit), as just because students can do it now does not mean they have learned it.

3. Everybody can improve
By this I mean both students and teachers. In terms of students I work on the principle that every child can achieve if they work hard enough and are given the right support. In my mind there are no 'weak' or low ability kids, but rather those who need a bit more time, or have a lack of background knowledge. If these needs are addressed, then all students can succeed. I believe that all students, with the exception of the few with very severe SEND, can pass GCSE Maths, for example.

In terms of teachers, I believe that every teacher, no matter how good or how bad they are, can improve. They can be a better teacher by focusing on small changes to their teaching and implementing high impact strategies. This is why I have decided to start acting as an instructional coach: to help all teachers at my school improve.

Many hold a different assumption here, believing that each individual has a fixed cap on their abilities. Some students can't achieve in a particular subject. Some teachers are just bad at teaching. I don't believe any of these things. However, I do think there is an element of 'talent' and some things come easier to certain individuals. But this does not stop others achieving the same results. 

4. Knowledge is the foundation of learning
We learn new things based on what we already know. And this knowledge goes through stages of inflexibility to fully transferable. This is a natural progression. Skills, such as critical thinking, are domain dependent and rely heavily on knowledge. For example, to be able to analyse the causes of World War 2, you need to know a lot about the lead up to World War 2. With this knowledge in place, you can develop the skill of analysing Historical events. 

Teaching generic skills that students can apply to all the classes is the opposite assumption here. That is, we can teach students to be better critical thinkers, problem solvers, communicators, and then they will take these skills into all their classes and hence learn those subjects better.

5. Learning is hard work
​As much as I believe that everybody can learn, and that they will be more motivated to learn if they are successful, I also believe that learning anything is hard work. Nothing that is worth anything in life comes easy and there is little else that is more worthwhile than learning new things.

It requires a lot of effort, and deliberate focus which is not a natural way to work for many people. It requires a strong discipline to actually do what needs to be done instead of procrastinating. As Daniel Willingham says, "Memory is the residue of thought", and as my assumption above implies changes in memory are linked to learning, it is through thinking hard that we learn.

This also relates to my third assumption above, that everyone can improve (and the Growth Mindset ideology), as if we see learning is hard work, but that we can all improve, the hard work is worth it. If we believe in natural abilities, then hard work is a sign of being "stupid", and so should be avoided.

6. The best way to improve learning is to improve teaching
Of course we all learn things without being taught (through exposure, or more indirect methods of teaching, such as reading), but high quality teaching is the best way to improve the education of large populations of children. This assumption is independent of beliefs about effective pedagogies, because if you believe in constructivist theories, there is an important role for the teacher in guiding the students and if you believe in a more explicit approach, then improving explanations and other aspects of instruction are important. Good teaching in any model of education will be better than bad teaching of any other model.

Building on my third assumption, that everyone can improve, this suggests that it is our professional duty to always be improving (as we can improve, and improving will lead to more student learning). This is why I do the job I do. Being a classroom teacher allows me to impact the learning of maybe 50-100 kids a year. But as T&L Coordinator, running CPD and distributing research, and now leading a coaching programme, I can impact the learning of many more children, across many different subjects.

7. Introverts do not need fixing
This is a more subtle assumption than the others in terms of education, but the reality is that schools are designed for extroverts, and when there is a quiet child they are often encouraged to 'participate more' or be more active in group work.

But this is just not how introverts work. We work better by ourselves where we can focus our attention on the task at hand. And we do not need to be more like extroverts. Of course, all students need to be able to work in a group effectively, but equally, all students need to learn to work individually.

We should not be aiming to change introverts (or, indeed, extroverts), but rather enable them to play to their strengths. As Susan Cain discusses in Quiet, there is a quiet power in introverts that enables them to focus for extended periods of time, and we should make use of this in education, rather than try to change the kids.

8. Success leads to motivation
​We are motivated by, and enjoy, subjects that we are good at. On a personal level I always enjoyed Maths as I was good at it. Similarly swimming. But I hated music as I wasn't very good at it (although I now believe I could have been if I had put in the effort, as I talk about above).

When we feel successful in a subject, for whatever reason, we feel good about ourselves, and this motivates us to do more of that subject. In this sense, my job as a teacher is to make students feel successful in Mathematics, so they can be motivated to do more work (and so experience more success). 

Many in education hold the opposite assumption: that we should motivate kids so they can be successful. This comes in many guises, such as fun hooks in lessons, pep talks, real world connections, etc. Whilst I am not against these per se, I do think a focus on making kids successful first will make these experiences more interesting for students.

9. Novices require instruction
We all require instruction when we are learning something new (that is we are a novice in that domain). From a teacher, a video, by reading a book. There are lots of ways to receive that instruction, but it is necessary. Learning through discovery is incredibly inefficient for the novice learner, and prone to creating misconceptions. 

But as we develop expertise in an area, we become more able to apply what we know to learn new information. Our schema is more developed so there are more connections to connect new information to. We become able to learn from solving problems, and eventually, instruction becomes a negative on our learning. 

This assumption leads me to adopt methods of explicit instruction when introducing new ideas to students. This often makes them immediately more successful (and hence more motivated as seen above). But as they develop in the area, the training wheels are slowly removed giving them more independent work.

The opposite assumption, that students learn best when discovering things, is the basis of constructivist theories of education. In this assumption, the teacher robs a teacher of an opportunity to learn more deeply if they tell them something.

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In all these assumptions, it is important to point out that I am not saying that I am right. I am saying these are the things I believe (at this point in time) and they inform what I do and say. 

I have deliberately not included links to research for these ideas as I do not think that would add anything to my point. On the contrary, there are arguments against all pieces of research in education. And including it can give the impression of a "better than thou" piece where I claim to know more than others.

Of course, these assumptions are based on ideas I have read, but also on my own experiences. That is how assumptions work: we create them (usually subconsciously) based on a variety of inputs.

I am not looking to argue with people about whether I am right or wrong. But I am willing to engage in discussion with people who hold different assumptions. And I think that making these base assumptions clear from the outset would enable that discussion to be much more fruitful.