From the Director of Innovative Pedagogies

The Learning Pit: Embracing Challenge as Part of Learning

With the end of term this week it is an appropriate opportunity to look back warmly at the events, and importantly the learning that has happened in our school over the last 11 weeks. A former colleague once mused that previously the school year was a marathon: You paced yourself and had moments of higher speed, and times when you consolidated and prepared for the next big push. However, schools now do not feel like this. They are a year-long sprint and we do not have the time to consolidate before pushing into the next phase. This term has felt more like the latter than the former!

I have written a lot over the last 12 months about the Odyssey program and the research and thinking that underpins it. I was reminded of an image this week as students get to the pointy end of projects and feel the complexity of learning. UK educational researcher James Nottingham calls this The Learning Pit. It shows that learning is not automatic or straightforward, but is made up of complexities and frustrations that appear contradictory and never-ending.

The Learning Pit approach helps students not just confront but embrace challenges, equipping them with essential problem-solving strategies and the ability to articulate their learning experiences. However, the benefits of wrestling with challenges, experimenting and refining strategies do not simply materialise by introducing a visual representation to students; rather, they are cultivated over time within a rich culture of learning that prioritises critical thinking, creativity, empathy, and collaboration. This is what we have worked on a lot in Odyssey this term, as well as in tutor and wellbeing programs, and Year Seven camp. By presenting students with challenging situations, and supporting them through it, we are seeing attitude improvement, greater skill development and a more robust body of knowledge. 

It is fair to say that learning is not always smooth sailing; frustrations and disappointments can accompany it. When students have been asked to engage with challenging content or attempted to improve existing skills, most have faced setbacks or contradictions in one form or another. This experience of taking steps forward and backward is akin to being in the Learning Pit. It's important for students to recognise that persistence, alternative approaches, increased effort, and organisational strategies can lead to more better solutions and a deeper understanding. Of course, this is wrapped up in support and encouragement from teachers and peers. 

Contrary to the notion that learning should always be easy, the Learning Pit encourages students to embrace the struggle. The process of grappling with challenges, failing, and then succeeding leads to more enduring learning outcomes. A very big shout-out should go to Mrs Naumann, Leader Learning Designer for Odyssey, as well as the rest of the team: Mrs Grassmayr, Miss Coote and Mr Hoffman as well as the Pursuit teachers who have played a crucial role in designing lessons that challenge students to step out of their comfort zones, encouraging sustained effort and adaptable learning. Their work has ensured that this term is has been focused on learning and growth. 

We are very much looking forward to the Odyssey showcase in May and the opportunities students will have to talk about their thinking and experiences so far this year. 

Image: https://www.learningpit.org/

Mr Christopher Sanders

Director of Innovative Pedagogies