Grammar Gazette-Issue 1, 2020

Lessons from Literature

Lessons from Literature Sustaining learning through crises

Ms Sarah Frew Associate Dean

— ‘Plan your day out, it doesn’t have to be complicated. Just write down when you have your zoom lessons and for how long you decide to study for a particular subject—and include breaks.’ —Year 11 student — ‘Motivate each other. I found that when I remind my friends to do things or I get reminded, it is usually easier to stay on track.’ —Year 12 student — ‘Make sure you have a proper work space such as desk or table and have a water bottle nearby. Pretend it's a normal school day and you will work more. Try and get all your work done earlier so you have free time to walk your dog, go for a run, bake something or just get some fresh air.’ —Year 7 student — ‘Ensure that you are getting up occasionally and doing a bit of exercise, because it will increase your attentiveness and general happiness.’ —Year 8 student — ‘Don't put too much pressure on yourself. Discipline is good but also continue to enjoy learning even though it's a different environment to school. Also, everyone is in the same boat and there are lots of people to talk to about it.’ —Year 11 student Student tips for effective home learning

In my role as Associate Dean, I regularly reflect on how the School is building a ‘culture of thinking’. The last time I shared my reflections with BGGS families was in 2019, when I played with the motif of artisanal baking—the nourishment of it, the goodness of it, the simple joy of it. The global health crisis of novel coronavirus is rapidly unfolding with the news media reporting 24/7 about the exponential growth of a curve that communities across the globe are so desperate to flatten. That is the reality at present and nourishment, goodness, and simple joys are much needed Many schools, by necessity, are considering what educational continuity might look like for home or remote learning, based on the fundamental premise that education is liberating and learning is inherently valuable. In Fahrenheit 451 , the set text for our Year 10 Literature students in Term 1, Ray Bradbury explores the power of knowledge—of learning and ‘knowing’— against the backdrop of a hedonistic, technocratic society, consumed with triviality For many in this fictional world, it doesn’t end well. But I share this reflection for the more uplifting messages Bradbury offers readers: that books and learning are a gift; that curiosity and the act of slow looking, of spending time in meaningful ways, are to be celebrated In the novel, Bradbury alludes to Alexander Pope’s poem, 'An Essay on Criticism' (Pope, 1711, as cited in Abrams, 1993): A little learning is a dangerous thing: In these words, Pope—and Bradbury—invite us to see that taking time to ‘drink deep’ from the Pierian spring [of Macedonia]—the source of knowledge of art and science that quenched the thirst of the muses in Greek mythology—is a replenishing, satiating act that vitalises the mind in logic and rationality The metaphor is grounded in learning; in taking the time to learn deeply Drink deep, or taste not the Pierian spring: There shallow draughts intoxicate the brain, and drinking largely sobers us again

the activation of long-term memory In addition, this resource contains planning tools developed to help them to ‘space out’ their home learning and to manage their time into short, high-value and high-impact home learning sessions Fahrenheit 451 does offer some positives for those who are open and willing to learn, however challenging the learning may be Near the end of the novel, the protagonist Guy Montag dreams of simpler things … not quite artisanal bread but of natural, wholesome foods, nonetheless: ‘A cool glass of fresh milk, and a few apples and pears laid at the foot of the steps This was all he wanted now Some sign that the immense world would accept him and give him the long time needed to think all the things that must be thought. A glass of milk, an apple, a pear.’ The reference to such natural items is refreshing, and is used by Bradbury to suggest that stepping out of the noise—away from the technocracy—and taking time to nourish ourselves by slowing down, connecting meaningfully with others, and embracing deep learning and simple, wholesome things, will sustain us In a world where the language and practice of social distancing, social isolation and quarantine are ubiquitous and world leaders’ diction of war permeates the media, what could be truer, or more vital? We face many challenges in the weeks and months ahead For now, I wish all of us health and wellbeing, and hope that you find time for deep learning, wherever that may happen — References Bradbury, R (1953) Fahrenheit 451 New York: Ballantine Books Pope, A (1993) An Essay on Criticism In Abrams, M H (Ed ) The Norton Anthology of English Literature (6th ed , Vol 1, p 2221) New York: Norton

We know that such learning cannot occur only at school or in traditional school hours This would be a highly industrialised and limiting view of learning Rather, we must conceptualise the time spent by students on their curriculum endeavours at home not as home work but as home learning—now more than ever. This is a subtle shift but a powerful and important one. It is one that offers sustenance in the face of the new system of learning and assessment for senior secondary students in Queensland, and one that indeed we must now embrace in the face of the challenges COVID-19 has thrust upon the globe This type of deep learning is something we have thought carefully about in recent months It just happens to have taken on new implications with our students learning from afar We have carefully sought to build a culture of thinking and have painstakingly attended to the architecture of our students’ learning progression—what skills and attributes they might need to acquire and when, and the dispositions and academic discipline that need to be nurtured as they progress through these developmental phases These values hold fast Indeed, there is an important set of complementary skills that lie at the core of this progression, including the ability to plan home learning with purpose, and the ability to think about learning as a continuum— rather than short cycles of learning and, dare I say it, forgetting Per the didactic value of Fahrenheit 451 , it is fair to say Bradbury would agree. We can’t afford to learn and forget Instead, we must look at how we ‘space out’ our independent home learning; how we cycle back to learned concepts, and what we do to not only secure skills and conceptual understanding in long-term memory but also what we do to retrieve this consistently, and with accuracy The girls have access to carefully curated ‘study skills’ on Minerva, the School’s online learning management system, which is a repository for evidence-based strategies to support deep learning and

above Jessica Mangos (12G) completes online learning from the Research Learning Centre on the first day of Term 2

Gazette

Gazette

Brisbane Girls Grammar School

Brisbane Girls Grammar School

06

Issue 1, 2020

07

Issue 1, 2020