Stephen Heppell @stephenheppell threw out a comment yesterday during his keynote advocating ‘Shoeless Learning.’ On his website Stephen highlights that
many Scandinavia children learn with their shoes off. In many schools worldwide shoeless learning has taken off, despite a lot of scepticism.
I do not think the why has been formerly explored and invested, but why wait. What harm would it do if I tried it with my classes? Exactly. Yet I could not help but question whether my low ability Yr11 class go with me on this slightly odd request? So here is today’s findings and questions.
Findings
Not all students wore socks, in this class it was only girls, so those girls that were not wearing socks were less inclined to participate.
If you are going to take part, and you should, your sock choice will be interrogated. Pink toed / heeled socks were much a do about nothing.
Period 2 – Yr11a3
My Year 11 low ability class were intrigued by the request and as a result it took a little more time to settle, joking about the request and my socks. I also I took a closed jar of toffees with me – I didn’t elude to the toffees, just placed them on the desk. The suggestion was, compliance may be rewarded.
What are those toffees for Sir?
All will become clear at the end.
Period 4 – Yr7a3
Again, the initial suggestion was met with questions although the students were happy to accept the request. There seemed minimal impact on group tasks however, I do not recall much between group movement. Calmer? I can not firmly support this assertion. One student did get his shoes as he felt awkward.
Questions
Does it matter what activities you are teaching. Does shoelessness benefit some activities more than others.
Can shoelessness impede learning?
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