Abstract
Anitra Vickery works as a teacher educator and Senior Primary Mathematics lecturer at Bath Spa University, and previously worked at South Gloucestershire and Swindon LEAs serving teachers in her role as numeracy consultant. She has a keen interest in the relationship between active issues and reflective practice.
Over the years, there have been many debates about active learning and its impact on improving outcomes, confidence and discourse in the primary classroom. As a teacher myself, I feel that Anitra Vickery’s style of writing in this book is very effective in capturing the essence of research-based teaching, answering many questions, shedding light and adding value to teaching. Her work also adds to the debate about methods of ensuring good outcomes, and teacher-led and pupil-led approaches. This book capitalizes on the argument around the extent to which pupils should be involved in their own learning and practitioner-led approach through observation or conversation. It helps to clarify the role of the effective practitioner and the facilitating role in planning next steps through understanding of the needs and interest of the children. It is a triumph for reflective teaching and improving outcomes for all. It is also a real practitioner’s handbook of relevant and inclusive methods of raising standards through observation and dialogue.
In chapter three, ‘Creating a culture of enquiry’ by Vickery, the arguments, discussions and examples add validity through the use of case studies and hands-on examples. Including the different models of and approaches to learning, relations within the classroom and physical environment, it helps practitioners to reflect on the importance of placing pupils at the centre of their own learning so that they take ownership and responsibility for the next step in their education.
I liked the fact that the book emphasized the role of well-planned and well-timed intervention to guide learning with precision, and encouraged quality interaction and discussion. Through the book, there are rich examples of how practitioners can foster learning environments that build resilience and ensure independence so that children feel enabled to investigate and enquire. This book, like many others, values the use of questioning and shows how acquiring the skill of effective questioning is an art that all good practitioners must master, because of the impact on outcomes and enabling responses from pupils to ensure reflective teachers and reflective pupils. It explores the culture and ethos of active classrooms and the impact.
Mary ffield’s contribution to the book, chapter two: ‘Active learning in the early years’, will support the work of generations of teachers in early years, which is captured by her use of John Holt’s quote, ‘Why not make schools into places in which children would be allowed, encouraged and (if and when they ask) helped to explore and make sense of the world around them … in ways that most interest them?’. This chapter homes in on the distinctive relationship and difference between education at the foundation stage (early years), the importance of observational teaching and hands-on learning built on curiosity. It explores the curious age when children are not only involved in ‘doing’ but also in seeking meaning from experiences, enabled by the practitioner’s role in stimulating ideas and make connections. It is full of tips and ideas for those new to early years and student teachers, and for consolidating the practice of the experienced teachers.
As a teacher, I think this book adds value and new learning to the reflective practitioner and enables improved use of pupil conferences to improve teaching. It is effective at bringing together methods that support better observation-based planning for effective practice. In chapter eight, ‘Thinking through mathematics’, Vickery explores the transferability of skills, the role of collaboration and discourse, the learning pyramid and mathematical language. The discussions are summed up in the quote by Voltaire, ‘One can reason with reason’. Active learning through discussion groups, practice by doing, and teaching others have depth of learning, leaving pupils with lasting memories.