Annelotte Hendriksen teaches physical education at the Rijnlands Lyceum in Oegstgeest ánd she is initator of the Pilot Group Formative Action in V3a. She reflects on working with Risbo during the formative action trajectory at her institution. She elaborates enthusiastically on the impact of this different way of teaching on both students and lecturers.
Why did you decide to do this trajectory with Risbo, Annelotte?
“My own section has been working with formative action for a few years now: during COVID-19, we wanted to get rid of those grades and decided to change course, looking for a better and more fun way to teach. Especially in physical education, physical and competence levels are vary greatly, so it is unfair to base grades on that. Formative action allows us to differentiate better. Besides, it focuses on development, not necessarily on the end result.”
Is the entire school already working on the basis of formative action?
“No, that still varies a lot: Every year there is a group of teachers who receive specific training and in this way we slowly spread the insights and skills. By the way, I think quite some teachers are already applying different aspects of formative action, without labelling it that way.”
What is an important insight you gained during the process?
“That formative practice doesn't have to be a big change. You don't have to throw everything under the bus; even small adjustments can make a substantial difference. And students are much more creative than I thought! They come up with fun and refreshing insights.”
Do you really notice an effect when you apply formative action?
“Definitely, yes. I give my students more freedom, with a few boundaries. This way, they are much more involved in class and they do see the point of it more. After all, they have explored and realised it themselves. It's all about their own development, and this is so challenging for everyone!"
"Formatief action doesn't have to be a big change. You don't have to throw everything under the bus, even with small adjustments you can make a real difference."
Annelotte Hendriksen
Lecturer physical education and initiator of the Pilot Group Formative Action at the Rijnlands Lyceum in Oegstgeest
So it increases ownership?
“Absolutely, they really have to get to work themselves and think for themselves: they don't get easy handouts. Sometimes that takes some getting used to for them: 'but you are the teacher, aren't you?' they say, haha. The great thing is that they also become much more solution-oriented.”
Can you give an example?
“For example in a basketball lesson, I don't start by explaining all the rules. I want them to experience for themselves and think about what they need to get to a good game. You see that the students then respond differently and more proactively, trying to shape and execute the drill themselves. In this way, I haven't changed anything about the sport or the materials, but I have given them more freedom, within a framework. That works very well.”
What is it like for the teachers who are learning how to use formative action in their classes?
“They also have to get used to it. They actually have to do less and have to let go. That is sometimes exciting or unnerving. If you keep doing everything yourself, keep sending oneway information, it may seem easy and safe. However, it only works on a short term, as it doesn't stick.”
The sweat has to be on the right back?
“Exactly. It increases students' motivation and self-regulation and makes them more engaged in the lesson.”
Would you recommend other schools to get started with a trajectory on formative action with Risbo?
“Yes definitely. The meetings are taught in a very fun way with many recognizable situations to work with. You immediately receive practical tips and methods to use in the classroom. Joost and Celine offer customized sessions for each school, but also on a individual level for teachers. The contact in between is great and the lesson visits are very valuable!”
