Something that interests me is our obsession in education on assessing children, assessing them for their progress, but also assessing them for their knowledge gaps. Then filling these gaps with focused teaching of the knowledge we believe will fill this gap.
Very rarely do we look beyond the knowledge that may be needed to fill this gap and think about why the child is having difficulty making our perceived 'expected' level of progress in the first place.
I have been just as guilty of this and used to cycle Number Agents through a two week cycle of knowledge focus so that I was 'covering' what I thought I needed to.
In writing I would focus in on that specific thing the child was not doing to try and ensure that on their next sample they showed me they could indeed do it.
And so it went on, I was constantly filling up gaps in the knowledge that in doing so I could 'accelerate' their progress to a level that would prove I had 'taught' them something.
The last 18 months have been transformative for me. Challenging my own assumptions and being open to change and flexible enough to change has opened up a whole new viewpoint on learning.
Firstly I stopped seeing everything that was missing as a gap that needed to be filled. I folded right back and did some learning about the brain. The work of Nathan Wallis really resonated with me and the diagram of brain development was one that really helped to make it all make sense. Nathan talked about the brain developing sequentially. Like a house the floor needed to be put on along with the walls and then the roof, the roof being academic learning.