4th Year!
It does not feel like it but a whole year has passed since my last visit to Meghalaya. Only now am I really reflecting on what a challenge it was. The seemingly simply act of travelling solo was much more of a ‘thing’ than I realised beforehand and perhaps, during. Even more of a struggle is pinpointing the exact reasons why it was so tough - it was the very same project, with all the familiar faces in Jop, Khraw and Wanlang in the same challenging geographical area. I conclude that it was all about the thinking process when I was out there. In the two years prior, myself and Tom had poured over the day each evening, examining the data from the question sets. We had spoken about the best way to engage each school whilst also holding them accountable throughout the project. Those discussions we had were paramount in making the significant progress over those 24 months. That is not to throw shade over last year’s trip - it was a success and helped to (excuse the pun) ‘springboard’ the project to the healthy position it now sits. It is however the right time for a change of tact - fresh eyes and fresh ideas. Enter Andy Done.
Andy is someone I have been aware of for some time - on purchasing LBQ for our school many years back, the landing screen for LBQ.org would prompt a video of Andy teaching enthusiastically on LBQ’s promotional material. Andy is Head of School at Masefield Primary School and has guided his school to become a really exciting hub of teaching and learning. Last year I met Andy for the first time on a trip to the Ron Clark Academy in Atlanta - within a couple of days we were both demonstrating LBQ whilst stood on top of desks in an auditorium classroom rapping to Eminem (Guess who’s back?) about some mathematical concept… If you ever needed proof that LBQ can transcend into any classroom - there it is.
The purpose of this trip is different in many ways to past visits - we are not looking to establish ourselves in more schools but rather deepen the practice of our current staff and children across the six schools we have. If there is push or hold and stick or twist - this is very much hold and stick. We have a full day of training all staff alongside visits to each of the six East Khasi schools. There is no sign of slowing or a waning of appetite for this project though - this month another 100 tablets have been ordered to support independent use across this project.
A new feature we are excited to show is the pupil-centric Wayfinder. This new feature allows teachers to track progress, engagement and coverage at a remarkable level. Perhaps the greatest feature is the ability to set follow up tasks/resources with carefully selected questions sets that either help to establish the prerequisite knowledge, cement understanding or push children to deepen their knowledge and understanding. At Ashwood Spencer, where I work, this is going to be a complete game-changer for the way that interventions speak with classroom learning. No more sourcing materials for interventions or tutoring sessions in the hope that they will meet the requirements. No. If it were a conversation, it would go like this:
LBQ: Show me what you know here, answer these questions.
Child: Okay - I don’t get how to do this though.
LBQ: Have a go!
Child: I got it wrong…
LBQ: Here’s a top tip…
Child: Thank you! I think I get it…
END OF LESSON
Teacher: How did this particular child do? Are they ready for the next area of learning?
LBQ: The question set tells us they are missing this prior learning so let’s set them these questions here and this other child is really secure and would benefit from these questions here.
Teacher: Okay - wow. Shall I tell the intervention staff that they are doing these then?
LBQ: No need, assign the intervention group to any staff member in school via the platform.
You get the picture? It’s pretty special.
Now, back to India - we want to explore this way of working in our rural schools - will it be possible? Yes, of course - everything is possible. The challenge will come back to culture and buy-in. Showing the professionals in the schools how much it will help with accuracy of assessment, feedback and reducing workload. No different from any school in the whole of the UK. Let's go!