For some, the lessons were genuinely empowering. Pupils who were not necessarily the quickest to find the ’right’ answer in a traditional session now had the chance to contribute purposefully to discussions.
LT has influenced me in a number of ways. I worked as a Local Authority adviser, and frequently used LT lessons to model for teachers. I felt that the approach allowed many important matters to be highlighted and reflected upon – including questioning, challenge, genuine collaboration and discussion, and of course metacognition. I became really interested in metacognition and completed my own PhD looking at how this can be developed in very young children. I now work in a university. I use LT with my student teachers who can see the potential for their own classroom practices.
In Wales our curriculum is evolving, and has a strong focus on developing confident, independent and capable learners. LT could make a valuable contribution to this vision. My role in the university is to support teachers in conducting their own classroom research. I hope to work with LT practitioners who want to investigate the impact of LT in their own context, and share this across networks of practice.