Eric Hoffer ‘In times of change the learners will inherit the earth, while the knowers will find themselves beautifully equipped to deal with a world that no longer exists’ Eric Hoffer
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Eric Hoffer
‘In times of change the learners will inherit the earth, while the knowers will find themselves beautifully equipped to
deal with a world that no longer exists’
Eric Hoffer
Learning, seven BIG messages
Intelligence is not fixed Effort is as important as ability Learning is strongly influenced by emotion We all learn in different ways Deep learning is an active process Learning is messy We learn from the company we keep
word smart
There are lots of ways to be cleverlogic smart
nature smart
picture smart
music smart
body smart
self smart
people smart
word smart
There are lotsof ways to be
cleverlogic smart
nature smart picture smart music smart
bodysmart
self smart
people smart
MAN
WOMAN
Intelligence is knowing what to do when you don’t know what to doJean Piaget
QuickTime™ and aQuickDraw decompressor
are needed to see this picture.
‘80% of the jobs that current P 1 pupils will do, do not exist yet’
Our children’s future
By the age of sixteen, the average pupil
has done 75% of the writing they will do
in their lifetime!
Oxford University Research
The 5 r’s
In a changing world 5 dispositions are worth securing:
Resilience
Responsibility
Resourcefulness
Reasoning
Reflectivity
Formative Assessment
FORMATIVE furthers learning How could I improve this? How could I better understand this?
SUMMATIVE determines what has been learnt I can………. I know that……..
Formative Assessment
Sharing Learning Goals Effective Questioning
Effective Feedback Pupil Self and Peer Evaluation
Formative Assessment
The active involvement of pupils in their own learning.
What do you do?
Pupil Perspective
Self and peer evaluation Talking partners Making decisions and choices Feeling confident to question, challenge, seek
help Being allowed to think about and articulate
ideas and opinions
Teacher Perspective
Involving pupils in initial planning Sharing learning goals Negotiating success criteria Planning questions which further learning Using strategies which maximise pupil thinking
and articulation
Teacher Perspective
Modelling ideas by using real examples Making evaluation and analysis of these
examples part of the lesson Using such assessments as models for pupils
analysing their own attempts Focussing feedback on success and
improvement against learning objectives
Teacher Perspective
Train pupils to make and suggest improvements
Make self and peer evaluation integral to lessons
Teacher Perspective
Not…..How can I fit all
this in?
But…..How can I think
the whole format of a lesson?
Learning Objectives
Success Criteria
Learning Objectives
Balance skills, concepts and knowledge with applications
The breakdown of long and short-term objectives needs to be planned and shared
Separate the content from the objectives Link success criteria with the objective
Taught specifics long & short term
Closed Skillsdirect speechusing a multiplication grid
Open Skillsdrawing conclusionsusing effective adjectives
Knowledgekey events of WWIIangles of a triangle=180
Conceptseffects of exerciseunderstand a healthy diet
Sharing unit coverage
Display coverage as: flip chart wall display A3 cards fixed sheets in pupil’s
books
Write coverage as: complete learning
objectives abbreviations questions mind maps with
vocabulary
Success criteria
Step-by-step
or
Ingredients
Remember to…….. OR
Choose at least 3………..
Any Age
Learning objectives
Context Success Criteria
To write a complete story
Story title
an effective openingan effective endingeffective characterisationseries of eventsPowerful verbs, adjectives, similes, and/or metaphorsCheck grammar, spelling, etc
Primary 1
Learning Objectives
Context Success Criteria
To be able to count reliably a set of random objects to 10
Buttons
count by onemove each one as you countput them in a line to check
Primary 3
Learning objectives
Context Success Criteria
To be able to use direct speech
To draw conclusions reflecting results
Excerpts from the a class novel
Put “ “ at the beginning and end of spoken words
Use a capital letter at the beginning of speech
Primary 5
Learning
objectives
Context Success criteria
To be able to use direct speech
An interview with
a famous person
put speech marks before and after first and last words spokenuse a capital letter for the first word spoken each timestart each person’s speech on a new line use a comma before “said” etc.
Primary 7
Learning objectives
Context Success criteria
Write persuasively using different techniques
Letter to local MP regarding pollution
statement of your viewpointa number of reasons for this with evidencea number of reasons from an alternate standpointattempt at empathy with recipientsuggest alternative actionsa summaryreasoning connectives
Process Success Criteria
reminder of steps or ingredients
ensure focus, not quality
create a framework for formative dialogue
Create a framework for formative dialogue
clarify understanding identify success/best aspects determine difficulties with reasons discuss strategies for improvement reflection
Generating and Writing up Success Criteria
ask for children’s words before they work or as you go along
What do you need to remember? generate form a given example What has been included in this stories opening? generate after children’s first attempts What did you have to do first…next? Keep/print/share success criteria for future use
Management Strategies
wait time
no hands up
talking partners
Talking partners training
set pairs/change regularly Check pairs for each lesson/day Model good/bad talking, listening Create class ground rules Magic spots
Management strategies
snowballing envoying jigsaw statements game information gap De Bono’s thinking hats
Good teaching matters more
than anything else
Source: Sanders, William L. and Rivers, Joan C; “Cumulative and Residual Effects of Teachers on Future Student Academic Achievement,” 1996, Figure 1, p.12
The effect of different teachers on low achieving students
14
53
010
203040
5060
Least effective teachers Most effective teachers
Low achieving students
Aver
age
gain
s ov
er
one
year
Series1
Source: Boston Public Schools, “High School Restructuring,” March 9, 1998.
Effects on student reading scores
76
42
01020304050607080
Very effective teachers 3years in a row
Very ineffective teachers 3years in a row
Ave
rage
rea
ding
sco
res
3 ye
ars
late
r
Series1
Source: Heather Jordan, Robert Mendro, & Dash Weerasinghe, “Teacher Effects On Longitudinal Student Achievement” 1997.
Effects on pupil maths scores
76
27
01020304050607080
Very effective teachers 3years in a row
Very inefective teachers 3years in a row
Aver
age
scor
e 3
year
s la
ter
Series1
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