Bringing Learning Into Practice: The Power of Split Vision
A common challenge in teaching is how to implement theoretical practices in our day-to-day, especially as a new teacher. In the first year of the Knowles Teaching Fellowship, we support new teachers on how to overcome this common frustration by introducing what we call Split Vision – the ability to simultaneously see through two lenses: the student lens and the teacher lens.
Picture this: You’re sitting in a professional learning session, nodding along with great theoretical ideas about teaching. Then Monday morning arrives, and you’re standing in front of 30 students, wondering how to translate those abstract concepts into real classroom magic. Sound familiar?
One of the most common frustrations we hear from our teachers is this: “In the moment, it’s hard to know what to do when I’m learning or engaging with something theoretical. I’m not always sure how it’s supposed to impact my practice the next time I go into my classroom.”
This feedback often arises, when math and science teachers in their first few years of teaching begin grappling with the inquiry question, “What does it mean to do math or science in my classroom?” While this focus is grounded in teachers’ and students’ experiences, it also introduces elements of theory.
Knowing what it means to “do” doesn’t always immediately translate to more students actively engaging in math or science—or to a teacher understanding exactly what moves they used to support that doing in the first place.
With this in mind, how do we bridge the gap between theory and practice? At Knowles, we engage our Fellows in examining their own practice, introduce theoretical frameworks, and reflect on their own educational experience. At the heart of this process is a mindset we call split vision.
What Is Split Vision?
Split vision is the ability to simultaneously see through two lenses:
- The Student Lens: What am I experiencing as a learner? What actions or structures are granting me access to new insights?
- The Teacher Lens: What teacher moves or structures could I adapt and use in my own practice?
This dual perspective helps teachers draw actionable connections between their own learning and their teaching practice. By engaging in an activity from a learner’s perspective, it helps them think of ways that they can turn theoretical ideas into concrete steps they can take in the classroom. After we engage Fellows in activities, we ask them to reflect on what worked for them as learners, what could have improved their experience as learners, and how their perspective as learners in that moment can influence their approach as teachers in their own classrooms. We want to provide Fellows with the time and space to reflect as both a student and a teacher. Consider this reflection from a teacher after experiencing a challenging math task during a professional learning group activity: ‘I was very apprehensive at first, worried about keeping up with my peers – just like many of our students feel. But through this experience, I discovered how collaboration could transform anxiety into engagement.’ This teacher was simultaneously processing their own learning experience while gaining insights about classroom strategies – split vision in action.
In the moment, it’s hard to know what to do when I’m learning or engaging with something theoretical. I’m not always sure how it’s supposed to impact my practice the next time I go into my classroom.”
When theory feels abstract, Monday can feel daunting. The key is to focus on actionable steps: How can I use what I’m learning in class on Monday?
1. What are you noticing in your classroom?
Reflect on small but significant moments:
- Are there students hesitating to engage?
- What structures might help them feel more included?
- How has your experience as a learner in this space influenced your thinking about students in your own space?
2. What teacher moves can you borrow?
Think back to your own learning experiences:
- What helped you access new ideas or feel capable of trying something challenging? How can you replicate those structures for your students?
- What new teacher moves can you introduce?
- Which of your own teacher moves are you reconsidering?
3. How can you be your own coach?
One strategy that many teachers forget is constantly at their disposal is the ability to be their own coach. We often struggle with coming up with solutions to our own problems but are often quite adept at helping students or other teachers when it comes to problem-solving. This was highlighted beautifully for Josh when he recently worked with a teacher. He was encouraging the teacher to share their knowledge at an upcoming conference. The teacher responded with self-doubt, sharing “I know you want me to present, but I don’t know that I have anything important to share.” He replied, “Imagine a brilliant student coming to you with self-doubt. What would you say to them? How would you help them see their potential?” The teacher got teary-eyed as they responded that they would encourage the student to embrace their unique perspective, reminding them that they have something valuable to offer. In the moment he held up an imaginary mirror to the teacher and said, “Do you hear yourself? You have the answer…you know how to do this…you help students do this every day. Be as kind and generous to yourself as you are to your students”.
With that in mind, when you are feeling stuck or unsure about how to apply new learnings, think of the ways in which you are able to coach your own students daily and apply those approaches to yourself.
- What are your go-to coaching moves with students?
- How do you help a student get unstuck?
- How do you help a student who is currently in the midst of a struggle?
Split vision is a tool that is useful beyond your first years as a new teacher. As you embark on your next professional learning session, we encourage you to engage your split vision:
- What are you noticing through your student lens?
- What’s a teacher move you experienced that you’d like to adapt for your classroom?