Krokane April 2012

Krokane school – is everything as it should be?

‘Disaster’ is old Greek for: ‘to lose your stars’

Krokane star

Where are we going?

How are we doing?

Where next?

Team tasks after leaving Newcastle, Feb 2011 …         

To share and reflect upon our mental models

To reflect upon our attitudes to learning and teaching

To encourage joint understanding with colleagues

Respecting each other’s opinions and standing up for yourself

Mental Models

1. Children's opinions are important

2. It's important to have self esteem to be able to express your opinions

3. We reflect to understand

What are our priorities?

PÅVERKNAD

System & strukturar

Visjon

Åtferdsmønster

Hendingar

Mentale bilete

Modell for påverknad (Daniel Kim)

900+ meta-analyses

50,000+ studies and

240+ million students

What is the typical influence on achievement?

A common scale for measuring progress in student achievement

Stanine Percentile

Reading

age

Maths level SATs, GCSE, etc

An Effect Size

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

< -1.0

1-.93

-.83

-.73

-.63

-.53

-.43

-.33

-.23

-.13

-.03

.07

.17

.27

.37

.47

.57

.67

.77

.87

.97

1.07

1.17

1.27

1.37

1.47

1.57

1.67

1.77

1.87

1.97

0

5000

10000

15000

20000

25000N

o. o

f E

ffec

ts

Visible Learning, John Hattie

Negative Positive

Assessment capable students accurately assess themselves

Assessment capable students focus on Learning Goals

Assessment capable students focus on progress

Assessment capable students have a growth mindset

Assessment capabilities begin with …

ReadyFireAim

What’s the point?

Learning Intentions

Success Criteria

Initial instruction

First attempts by children

Formative assessment and a focus on progress

Learning Intentions

o To find out what links the Vikings with North East England

What is the point of this lesson and will I make progress?

Success Criteria

o Know when and where the Vikings came from

o Identify names and places associated with the Vikings

o Ask relevant questions

Vikings Rape & pillage

Horned helmets

Longships

Norse language

AD 700 - 1100Why did they

attack Lindisfarne?

Dragon ships

Did they believe in God?

GateBairns

LadTarn

Thriding

Marzano – groups of 3 work best

Informal

Formal

Long-term

Vikings Rape & pillage

Horned helmets

Longships

Norse language

AD 700 - 1100Why did they

attack Lindisfarne?

Dragon ships

Captured Yorvik in 866

Dead warriors went to Valhalla

Eric Bloodaxe died in 954

Gods included Odin, Thor, Frigg & Loki

King Cnut ruled England

from 1016

Did they believe in God?

GateBairns

LadTarn

Thriding

Learning Detectives

Learning Intentions

o Understand the process of hazard analysis and how it applies to food

Success Criteria

o Use technical vocabulary

o Identify a wide range of types of hazard

o Communicate coherently

Year 7 – Food Unit

Setting targets

Target …

do your best!

Catherine Eccles – how much do we apply ourselves?

Application = value x expectation

Performance goal = all 10 year olds should get 75% in their language exam

Learning goal = by improving my sentence structure, I will produce higher quality work

The 3 golden feedback questions

Where are we going?

How are we doing?

Where next?

Novice Beginner ProficientCompetent Expert

The Dreyfus Model of Skill AcquisitionB

asis

for

Act

ion

Need routinesCan read the context

Need generalised rules and structures as a guide

Quality management systems can be very helpful

If something goes wrong, blame the system or senior people Little personal responsibility in this context

Novice: rule-governed behaviour

Beginner: hungering for certainty

Starting to notice patterns

Wishing things were more predictable

Looking for “the book” or “the expert” to provide the answers

Feel limited personal responsibility

Efficient and organised Can assess relative importance and urgency Can readily describe and explain actions Feel personal responsibility for outcomes

Competent: planned & analytical

Proficient: strategic and able to read context

Seldom surprised, have learned what to expect Have organised knowledge into wise sayings Sometimes forget to explain complexities of the big picture to analytical competent colleagues Rapid, fluid, involved, intuitive type of behaviour

Highly intuitive, based on huge store of wisdomGreat capacity to handle the unexpectedHighly nuanced behaviour, very context specificOften there are no words to describe expert

performance, and often it is subconscious anywayHard to fit this into quality systemsPerformance drops if generalised rules are imposedUsually does not make for good teaching of novices,

but great for teaching competent people

Expert: right thing at the right time

What P4C does is give children the intellectual,

social and emotional tools that they need to think

well, to think judiciously and reasonably and, by means of the classroom

community of inquiry, foster the care,

commitment and courage to act on their thinking.

P4C with young children – A M Sharp

A principle of P4C is to sit in a circle

Another principle of P4C

Not all of our questions answered …

… but all of our answers questioned

21

?

From The Brain RulesBy John Medina

Learning is about

making links

Socratic questions

Are you saying that …?

Can you give us an example of …?

Why do you say that …?

What reasons support your idea?

Are you assuming that …?

What would happen if …?

How could we look at this in a different way?

What alternatives are there to this?

Wouldn’t that mean that …?

What are the consequences of that?

Clarify

Reasons

Assumptions

Viewpoints

Effects

Most P4C sessions begin with a stimulus

What concepts can you spot in the video?

Identity (or being ‘me’)

Names

Indifference (‘whatever’)

The future

I think, therefore I am

Beliefs

Everything is possible

Example question starters

What is … Reality?

How do we know what is …

What if …

Always or never

When would …

What is the difference between …

Is it possible to …

Who decides what is …

Should we …

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

136

What next for Krokane school?

Disaster – lose your stars

Kantor – positions in a dialogue

Assessment capable students

Groups of 3 – informal, formal and long-term

Dreyfus model

Learning is about making links

Socratic questions

1. Start using at P4C2. Trying out the 3 groups of 33. Search for possibilities to use P4C within subjects4. Work on (success) criteria5. Preview every week using P4C questioning6. Colour-coding to show progress7. Ready – Fire – Aim8. Try micro-teaching (filming lessons and then reviewing with a friend)9. Use Socratic questions10. One lesson per week using Socratic questions11. Learning Detectives12. Different resources for different groups13. Photo students work for review during lessons14. Different kinds of voting15. Self assessment16. Peer reviews17. Learning links18. Giving “Aim” response during the work – and refer to criteria19. Feedback20. Teacher-teacher observations

challenginglearning.com

p4c.coop

[email protected]

@JamesNottinghm