AP Program: Leading Learning, 25 th July www.jamesnottingham.co.uk
Nov 29, 2014
AP Program: Leading Learning, 25th July
www.jamesnottingham.co.uk
Too much innovation
“One of the most critical problems our schools face is not resistance to innovation but the fragmentation, overload and incoherence resulting from the uncritical and uncoordinated acceptance of too many different innovations”
Fullan & Stiegelbauer, 1991
95% of all things we do have a positive achievement on education
When teachers claim they are having a positive effect on achievement or when a policy improves achievement, this is almost a trivial claim: virtually everything works
Almost Everything Works
0
5000
10000
15000
20000
25000
Effects on Achievement (Hattie, 2009)
Not everything counts
Not everything that counts can be counted, and not everything that can be counted counts
Sign hanging in
Einstein's office at Princeton
L
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Systems & Structures
Vision
Patterns of Behaviour
Events
Mental Models
Levels of Perspective (Daniel Kim)
L
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V
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Systems & Structures
Vision
Patterns of Behaviour
Events
Mental Models
Levels of Perspective (Daniel Kim)
At this school we provide a positive, caring, nurturing and stimulating environment inside and outside the classroom. Our children are encouraged to try new and different activities and to explore boundaries within safe limits. They have fun and enjoy working both independently and as part of a team.
We are open to the views and opinions of every member of our school community. We invite and value their ideas. We take time to listen and communicate with each other in a respectful and open manner. This creates a rich culture of quick, effective feedback. In this way everybody feels valued and we pull together to support each other. We recognise and praise each other’s achievements in an informal way.
The right to learn is respected allowing every child, including our special needs and gifted and talented children, to develop to their full potential. Every member of our learning community sets achievable goals and receives regular and positive feedback. We have high expectations for behaviour and have a behaviour management system that creates a calm environment where issues are dealt with fairly and consistently.
Primary School Vision
At RMGS we create critical, reflective and independent learners for life through a learning community which provides a secure and challenging environment.
We believe deep learning is facilitated through outstanding teaching and occurs when all learners are actively engaged in a variety of tasks, taking responsibility for their own learning and progress, collaborating and thinking with shared expectations of success.
At RMGS through innovative learning strategies and positive relationships our students enjoy learning and achieve their full potential.
Teaching and Learning Vision
Your vision is the star by which you navigate
“Which road do I take?”
"Where do you want to go?”
"I don't know," Alice answered.
"Then,” said the cat, “it doesn't matter. If you don't know where you are going, any road will get you there.”
Where do you want to go?
Curriculum – national or local?
“The best schools design learning for their pupils and then cross check against the national expectations to see they have done right by the pupils in terms of the agreed entitlement for all the nation’s children. The attainment targets give a touchstone for the expected standards and that’s it.”
It doesn’t really matter what comes from government; how it is packaged, what it contains. In the end, the curriculum is the one that children in schools meet day in, day out.
Mick Waters, Curriculum Foundation
The difference between leadership & management
Systems & Structures
Vision
Patterns of Behaviour
Events
Mental Models Leadership
Management
Attitudes Curiosity
Desire to succeed
Open-mindedness
Resilience
Self-Regulation
Knowledge Facts
Figures
Concepts
Ideas
Skills Intellectual
Social
Communicative
Physical
MM: I’m here to help you to learn how to learn
S
A K
MM: What is challenge?
MM: Let’s reward the students who get best marks
10/10
The dangers of new ideas
I wish teachers had never heard my
theory – they’re all obsessed with
categorizing kids!
Prof Howard Gardner, Multiple Intelligences
What level of plasticity do our brains have?
MM: Praise that can do more harm than good (Dweck)
Clever girl!
Gifted musician
Brilliant mathematician
Bright boy
Top of the class!
By far the best
Mueller and Dweck, 1998
In six studies, 7th grade students were given a series of nonverbal IQ tests.
The effects of different types of praise
Intelligence praise
“Wow, that’s a really good score. You must be smart at this.”
Process praise
“Wow, that’s a really good score. You must have tried really hard.”
Control-group praise
“Wow, that’s a really good score.”
Mueller and Dweck, 1998
Trial 1 Trial 34.5
5
5.5
6
6.5
Effort Praise
Control Praise
Intelligence Praise
Number of problems solved on a 3rd test
Boys get 8 times more criticism than girls
The effects of praise
Swimming
“You do your best swimming when you concentrate and try your best to do what Chris is asking you to do”
Ballet
“What a brilliant ballerina you are!”
1.Good girl; 2.How extraordinary; 3.Great effort; 4.Outstanding
performance; 5.What a scientist you are; 6.Unbelievable work;
7.You’re a genius; 8.You're getting better; 9.Clever boy 10.You
should be proud; 11.You've got it; 12.You're special; 13. Very
talented; 14. You've outdone yourself; 15. What a great listener;
16. You came through; 17.You’re very artistic; 18.Keep up the
good work; 19.It's everything I hoped for; 20.Perfect; 21.A+ Work;
22.You're a shining star; 23.Inspired; 24.You're #1; 25.You're very
responsible; 26.You're very talented; 27.Spectacular work;
28.Great discovery; 29.You're amazing; 30.What a great idea;
31.Well worked through; 32.Very thoughtful; 33.You figured it out;
34.Top of the class; 35. You make me smile
Swedes talk about ‘curling parents & teachers’
The Learning Challenge
188
Cla
rity
Con
fusi
on
The Pit
1. Concept
2. Conflict
21
ANALYSE
ANTICIPATE
APPLY
CAUSAL-LINK
CHOOSE
CLASSIFY
COMPARE
CONNECT
CONTRAST
DECIDE
DEFINE
DESCRIBE
DETERMINE
DISCUSS
ELABORATE
ESTIMATE
EVALUATE
EXEMPLIFY
EXPLORE
GENERALISE
GIVE EXAMPLES
GIVE REASONS
GROUP
HYPOTHESISE
IDENTIFY
INFER
INTERPRET
ORGANISE
PARAPHRASE
PREDICT
QUESTION
RANK
REPRESENT
RESPOND
SEQUENCE
SIMPLIFY
SHOW HOW
SOLVE
SORT
SUMMARISE
SUPPORT
TEST
VERIFY
VISUALISE
A selection of thinking skills
137
Cognitive conflict is the key to ‘wobble’
142
Stealing is wrong
Robin Hood was right
Challenge with young children
Eureka moments come from challenge
188
Cla
rity
Con
fusi
on
The Pit
1. Concept
2. Conflict
3. Construct
2
1
3
Eureka!
Kriticos = able to make judgments
Critical Thinking
Comes from the Greek, Kriticos
Meaning: able to make judgments
Source: www.etymonline.com
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