Growing a Learning Culture Habits of Mind – The NZ Way Andy Kai Fong Lincoln High School Christchurch [email protected] lincoln.school.nz.

Growing a Learning Culture

Habits of Mind – The NZ Way

Andy Kai FongLincoln High School

Christchurch

[email protected]

www.lincoln.school.nz/interlinc/

Key Points

• Value of shared understandings

• Changing approach to Habits of Mind

• Framework for Learning

• Tools and Strategies

Shared Understandings

Team Learning

Learning Teams

Powerful Collaboration

Personal professional development

…with students

…with parents

Shared Vision

Why School?

InformsShapes and informs

requires

is promoted by

WHY school?What is our educative purpose?What are we trying to achieve?

WHAT should students learn?

What is essential?What is desirable?

HOW do students learn?

Principles of effective learning

Learning Theory

Values and Beliefs

Context

Generic Skills and

Attributes

What practices, organisation and structures will achieve these?

- student groupings- timetable structure

- learning culture- nature of learning experience- curriculum offerings/strucutre

- assessment strategies- reporting practices

- use of learning technologies- professional development programmes

- use of resources- learning/teaching strategies

- pastoral care policy and practices

EvaluationReflective Practice, ongoing review

Curriculum

Conditions conducive to

learning

Approaches to learning

Team Learning

• 2002– Professional Learning

Group (PLG)

• 2003– PLG 2– Assessment Learning

Group– Learning Area Teams– Class Learning Teams

• 2004– PLG 3

– Action Learning Teams

– Leadership Forum• senior HOD’s

– Class Learning Teams• 4 classes at Yr 9

– Focused Study Teams• structured readings

– Assessment Learning Team (core HOD’s)

Habits of Mind- a changing approach

• from explicit instruction with common approach…..

• …to “caught not taught” with common approach

Framework for Learning

Habits of Mind

Shared Understandings / Team Learning

Tools and Strategies

Shared Vision and Why School?

Tools and Strategies

• Questioning and Problem Solving

• Thinking Flexibly

• Metacognition

Questioning & Problem Solving

• 3 Storey Intellect

• Question (Q-) Matrix

3 Storey Intellect

“There are one-storey, two-storey and three-storey intellects with skylights. All fact collectors who have no aim beyond their facts are one-storey people. Two storey people compare, reason, generalise, using the labour of fact collectors as their own. Three-storey people idealise, imagine, predict – their best illumination comes from above the skylight.”

- Oliver Wendell Holmes

Applying

Processing

Gathering

Use the ideas, solve problems or make decisions. Apply new knowledge and understanding to new situationsManipulate the information

Make connections to prior knowledge and previous experience

Develop concepts Find the facts

Understand the material

Three Storey Intellect

Applying

Processing

Gathering

Three Storey Intellect

count, match, select, recite,

define, identify

compare / contrast, explain why,

reason, classify, interpret,

analyse

imagine, predict, speculate

apply, evaluate

Applications of 3 Storey Intellect

• Unit / Lesson Plans– any subject– scaffolding learning and thinking together

• Information Literacy Model– structure for research model

• Formulating questions / assessment criteria– illustrates thinking required to answer simple vs hard questions

• Subject specific– Maths (GSA)

Mathematics is problem solving

1Gathering

2Processing

3Applying

What do I know?

Understand the problem

What tools might I use?

Compare, Research, Generalise - Keep a record

Guess and Improve

Look for Patterns

Make a table

Make a simpler problem

Work backwards

Conclude

Predict

Check results (How do you

know?)

List possibilities

Draw a diagram

Applying Past knowledge

(What do I know already)

Questioning(what do I need/want

to know)

Managing Impulsivity

(Plan before acting)

Thinking Flexibly(Look at it from a different angle)

Persevering(Try other strategies)

Thinking and Communicating

with clarity(Be precise in your

records)

Striving for accuracy and

precision(Check your findings)

Find a rule

Habits of Mind(What do we do when faced with

an unfamiliar situation)

Thinking Flexibly

• Compare and Contrast

• Thinking Maps®

Compare & Contrast

• Visual Tool designed to help students structure their thinking on a given task ie finding similarities and differences.

Applications – novel / short story / cd

Metacognition

• Thinking about one’s thinking

• Planning, Monitoring and Evaluating ones thinking

“learning occurs most readily and most effectively when whole brain processing is engaged, and in particular when the process of learning moves from experience to reflection on experience…”

- Julia Atkin

Student Reflection

• I drew this picture because I found it difficult to concentrate and get stuff written down

• It is like smelling a rose without a nose: learning without concentrating

…student reflections

• “….next term I will focus on my listening skills as they need to be improved.”

• “ I picked up some things but not others, like a magpie”