The Dunbar Grammar School Learning Team 2006-2007

Project summary

The Learning Team in Dunbar Grammar School in East Lothian comprised 10 teachers who agreed to develop practice through a series of collaborative activities. As well as carrying out individual class-based projects, the team organised best practice visits to schools in other authorities, met to share ideas and discuss progress, contributed to the production of an in-school video and to whole school CPD.

Individual projects explored:

• Peer assessment in S4 modern studies
• Clear learning objectives in S4 modern languages
• Clear learning objectives in CDT
• Feedback in S5 biology
• Discussion in S1 science
• Recapping prior learning in S1/S2 history
• Reflecting on learning in S3 CDT
• Questioning in S2 mathematics
• Peer assessment in S4 modern languages
• Sharing learning intentions in revision work in S2 mathematics.

Case study extract

What has been the impact on staff in the team?

They are now more reflective about teaching methods and are looking to develop that reflection further. A number of staff have also reported that they have gained increased confidence through a close focus on AifL techniques.

A general discussion around this question at our final meeting revealed a number of staff felt that the project had focused their minds on learning rather than teaching, shifting the emphasis towards pupils. Other teachers talked about improved classroom management.

What has been the impact on pupils? And what impact has there been in terms of Curriculum for Excellence?

Many reported a greater feeling of shared ownership of learning between pupils and teachers, and an increased level of engagement of pupils. Pupils seemed more motivated and took a lot more responsibility for their learning. A number of staff also talked about an increased retention of learning outcomes.

Interestingly, many staff felt their students were doing less but doing it better. Ironically, although they are engaging in much more discussion work, a number of staff felt that students were working in a more independent and quiet way because they were so engaged.

In terms of Curriculum for Excellence there was a universal sense of increased student confidence as they understood more about how to become successful learners. This, of course, also links with the greater amount of responsibility students are taking for their learning.

How do we know that the project has made a difference to learning?

Pupils seemed more confident and prepared to enter into a dialogue about learning. Pupils fed back information to staff about being better able to remember what work they had done. There was also a lot more evidence of students helping out each other. It would seem that being able to peer support someone if you understand something encouraged students to learn more quickly. This gave a much greater status to knowledge than in other learning contexts. In summary, students seemed far more focused on what they were doing.

Staff seemed absolutely certain that they would continue to work in this way in the future. This was because the process of using AifL techniques had made their job so much more enjoyable and many said that they felt more motivated and self-confident.

What did staff learn while working as part of an ASG?

Staff commented on the richer learning that took place during discussions within the group. There was some clear evidence that some members had done far less reading than they had imagined they would, but had gained an enormous amount from the discussion opportunities.
Staff involved said they had definitely become increasingly aware of the benefits of sharing experiences.

Contact details

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