LEARNING TO LEARN:
SPLIT-SCREENING IN GRADE 2
During my time teaching at Zurich International School, I was introduced to
the work of Professor Guy Claxton and his belief in building learning power
in our students. “Learning Power is about knowing ourselves as learners:
consciously using and improving useful learning behaviours and gradually
turning them into habits” ( http://bit.ly/buildlrnpower). Learning behaviours
might include: how we persevere, how to ask strong questions, how we
learn with others, ways we can plan before we begin a task and so forth.
It became clear that this idea connected to the PYP transdisciplinary skills
(social skills, communication skills, self-management skills, thinking skills and
research skills) and that these skills had previously been under promoted in
my classroom. This began a personal interest in the skill set that an inquiry
style of education develops in and requires of students.
The learning power idea was further cemented by a visit to the school from
Kath Murdoch who spoke about the power of inquiry in building learning
behaviours in our students. In a blog post written in May 2013, Murdoch
asks how much we really value the HOW of learning. She wonders if it is
valued enough to raise it to the level of the ‘content’ of an inquiry, to be
inquired into and to be reported on. ( http://bit.ly/inquirehow Murdoch,
2013). I was fascinated by Murdoch and Claxton’s views and beliefs. So, in
my Grade 2 class I began trialing Claxton’s method of split-screening my
lessons/inquiries and investigating the questions posed by Murdoch.
In split screen teaching, there is a ‘content’ or concept inquiry, i.e. “What