Observing for Learning
photo by Tim Fitzgerald
The Natural Way of Learning
In Africa, there is a saying, "It takes a village to raise a child". In this proverb lies the description of the environment necessary to unfold our natural way of learning - the conversations in the intimate, tender and consensual environment of the family, and the conversations of the child and others in their community. We are forming our village of conversations to support children and their families to nurture natural learning and to conserve the disposition for wonder within a space of love.
The natural way of learning is so natural within us that it is usually not recognized as a particular aspect of being human. The natural way of learning has to do with recognizing what intrigues us, what delights us, how it is we conserve our excitement in learning, wondering about each other and savouring surprise! It is about the conversations we have with each other through which we bring forth a world together.
What is Observing for Learning?
Observing for learning is a powerful concept that provides a framework for understanding how to nurture natural learning and conserve a child’s disposition for wonder. The notion of Observing for Learning is based on the concept that "Everything is seen by the observer" (from the work of Chilean scientist Humberto Maturana). We are each observers of our own inner and outer worlds as they arise. We are using observing to mean all of our perceptions not only our visual ability to see the other.
Enthusiasm and passion for learning are natural in children and such emotions must not be diminished in the name of compliance or obedient behaviour. They comprise the spirit of natural learning. Everyone has unique experiences which cannot be truly known by another. Our ability to work in language has enabled us to share our private experiences through bringing them forth in language within our conversational interactions.
In supporting our children we constantly observe them, make assessments and act on our inferences about what we think is transpiring in the inner world of the child. Are we aware of our observing for learning? How do we know what the child really wants to learn? or when the child is learning?
All parents will remember what it felt like when they realized that they had to interpret their baby’s action in order to understand what the baby wanted. Parents have been observing for learning ever since. What the SelfDesign Learning Community intends to do is to help children and parents become aware of observing for learning and, through reflection, to deepen in understanding of the natural way of learning. If we are to learn from our children and they from us, we must observe how we participate together in our daily living and learning in mutual respect and support.
Why do we Observe for Learning?
To see a child as a unique person, we must observe who our child is, what our child loves doing, and not what we think he or she should be doing or what we want to see. This is love and it is the prerequisite for learning. Love is the only emotion that expands intelligence.
What do we Observe?
Each week, parents or learners provide an Observing for Learning that highlights the learning that occurred that week. The child’s SelfDesign Learning Plan, established at the beginning of the year, provides the background guidance for the weekly observing for learning. Usually this is an on-line written report using the forms that are provided. It can also include digital images or sound files. The Learning Consultant then enters into a conversation through replying to the Observing for Learning form. The LC may provide insights, ask questions to deepen the reflection or clarify what has been observed, provide recommendations, and refer resources. The Learning Consultant then reviews the Observing for Learning for indicators of learning that may correlate with the Provincial Learning Outcomes in the 4 core areas of Language Arts, Mathematics, Science and Social Studies.
What do we report?
We want families to focus on what their child/ren were engaged in each week. Engagement can include passion, delight, concentration, wonder, frustration, excitement – each of these is an indicator of a child’s involvement. We understand that the range of interests may vary, week to week and that not all areas of the Learning Plan will be addressed each week. We do require that families provide meaningful observing that provides sufficient detail to make the Observing for Learning useful and relevant in terms of the on-going interactions with the LC and family. We also require that this is done on a timely basis and expect that families will complete the Observing for Learning each week unless there are family emergencies. Some families keep daily notes and then compile the Observing for Learning at the end of each week. It can take at least an hour each week. Challenges include providing the Observing for Learning each week regularly and providing sufficient depth and detail.
If you are new to SelfDesign please carefully review the Guidance on Observing for Learning linked above (and posted in the SelfDesign Village), so that you are well aware of reporting expectations. An acceptable or adequate report, reflecting our agreement with the Ministry of Education, contains sufficient detail about learning activities to enable a meaningful response from your Learning Consultant and, often, a subsequent conversation that also contributes to learning.
Multiple Children
Many families have successfully provided weekly observing for each of multiple children. The key is to ensure, if several children participate in the same activity, that the response of each individual child to the activity is noted. The Observing for Learning forms must be completed for each child and not on a family basis.
Unschooling Families
Many families, who do not follow a structured curriculum, successfully provide excellent Observing for Learning. The key is to focus on the process of what is being learned and the child’s reactions to the learning.
Structured Families
Families who follow a structured curriculum for some of their learning activities, such as Singapore Math or the Oakmeadows Curriculum, can provide the LC with the syllabus of the curriculum as part of the SelfDesign Learning Plan and then refer to the content and topic areas on a weekly basis so that the LC can monitor the child’s progress.
Learner Reporting
The goal of the SelfDesign Program is to encourage children to take charge of their own learning and thus to become lifelong learners. This involves reflecting on and understanding the child’s own learning process. We do encourage learners to provide their own observing for learning when they are mature enough. However, the parent is still responsible to ensure that the Observing for Learning reports are provided weekly and that sufficient information is provided. This may mean that the parent also provides an Observing for Learning report.
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