>> One of the things you were talking about there, drawing on
Dylan Wiliam and Paul Black's work with the no hands up protocol, if you like.
And you say that's had a powerful kind of influence.
>> Mm-hm.
>> Is that sustained?
I think often teachers just revert back, because it's the
norm and well, it's ingrained with kids themselves, isn't it?
They find it very difficult not
to wave their hands, put their hands up and be first to be asked.
Have you found that
kind of teachers are better at sustaining this practice?
>> Yes.
Now, not not every teacher, and not in every setting.
And not all day.
Sometimes teachers will say, "In this lesson, we're
going to work with a no hands up strategy".
So, and there's always the option for the kids to put up
their hand if they have a question.
So, it's no hands up, except to ask a question.
But we encourage teachers, try it for half an hour.
>> Yeah.
>> Explain to the students why you're doing it,
and then get their feedback as a result of trying this new approach.
What we've found is that when teachers have
taken this on, they've been surprised by the voices
that they hear that they don't ordinarily hear.
>> Mm-hm.
>> And that's transformative for their practice.
>> Well, often described as the easy riders
I was one of them. Some of the subjects I did,
I could hide in the back, when the history
teacher said "Read the book", and I was
in the back row, and I could go
straight through every single history lesson and never be asked anything.
>> Yeah, yeah, I think my response to
that, in addition, would be, John, and it relates
to some of the work that you and Mary James did
in exploring, in a British context, those people who got the spirit of
the work, as opposed to the people who got the letter of the strategies,
and did more perhaps in a routine and less adaptive way.
And, I think the spirit of no hands up is that you are going to be held responsible,