"Children grow into the intellectual lives of those around them" - Vgotsky, 1978

An Introduction to TtL: What story of learning do we want to enculturate? 

In my early days as a group tutor, my student profile leaned towards students who were excelling in academic performance, and are disengaged in school for various reasons. Having the opportunity to teach students selected into our nation’s Gifted Education Programme truly reinforced my belief that the role of a teacher is not to deliver answers for their regurgitation - because these wonderful learners can make inferential leaps with the smallest clues. This belief thus influenced the questions I asked of myself as a teacher. In my mind, I did not have the question “What must I finish teaching this week?” but instead, I asked: “What prior knowledge of theirs can I tap on, to help them make their own connections to the concept on hand today?”

Gradually, as I began teaching students of all proficiency levels, I observed a significant disparity among students of the same age. Students who perform below their natural potential tend to have what I term as "barriers to learning" that inhibit their growth. These barriers may be environmental, emotional or sociological; and noticing and naming these barriers is the first step towards developing self-awareness and self-regulation. 

There are two prerequisites to solving problems; 

1. Acknowledge that there is a problem, and 

2. Define the problem correctly, for how you state the problem affects your method of solving it.

I sensed that my learners have barriers to learning. However, on reflection, I realised I struggled with defining them in a manner that allows me to understand the underlying premise that causes these superficial "symptoms" to surface repeatedly. To better define the problem I see, I begin with the question: where can I go to gain deeper insights into how humans learn?

These empirical observations thus led me to search beyond Singapore’s shores for a research-based framework to define understanding, thinking and learning - and I found Project Zero as a source of inspiration. Implementing the insights I gained from their courses, I have grown to notice and name the types of thinking that promote understanding in my classroom with better clarity. Making my students' thinking visible has allowed me to authentically identify the underlying issue that impedes their understanding of the topic, and thus help them unlearn erroneous thinking and logical fallacies before we rebuild their understanding of the world. As I grow alongside my students, what truly excites me about enculturating thinking and understanding in my classroom is the transformative change in the quality of reflections I see from my students. Initially, in my students’ reflections, I see “I know [title of the chapter], I don’t know how to solve question 3, 5 and 7”. But after weaving the principles underlying Project Zero’s Thinking Routines into my lessons, I start seeing magic happening. Below are some reflections that my learners have wowed me with over the past year.

This, is the story of learning I want to enculturate at Infinity Education.

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Things to bring

• An open mind

• A listening ear (or two!)

• Stationeries

• Jacket