Supporting Smart Children in Smart Contexts · Supporting Smart Children in Smart Contexts With Mike Fleetham, Thinking Classroom @miketweetham Linking the Learning Will you have

www.thinkingclassroom.co.uk @miketweetham www.thinkingclassroom.co.uk

Supporting Smart Children in Smart Contexts

With Mike Fleetham, Thinking Classroom

www.thinkingclassroom.co.uk @miketweetham

Linking the Learning

Will you have the opportunity to: • Create? • Meta-Think? • Reason? • Link? • Analysing?

Are the activities:

• Mindset-Shifting? • Enquiry-based? • Mastery-infused? • Practised? • Offer feedback? • Engaging (of parents)? • Done with you not to you?


•Try out effective learning activities for MAGT learners. •Explore and apply Mastery learning. •Adapt activities / curriculum for your own subject/ class. •Consider learning beyond the classroom (what else can we provide?) •Take away resources to use in class immediately.


Mike Fleetham learning designer & educational consultant

• Ex-electronics design engineer.

• Teacher for 8 years, then assistant headteacher.

• Bestselling book 14,148th.

• Teacher (FS – Yr13), learning designer for 14 yrs, Video Coach.

• Life goal:enrich the life, work and learning of 1,000,004 people every year.

• Author, Father.

• www.thinkingclassroom.co.uk – free & premium resources.

@miketweetham thinkingclassroom Mike Fleetham



http://www.amazon.co.uk/exec/obidos/ASIN/0439965438/wwwaspirocouk-21

http://www.ldalearning.com/webapp/wcs/stores/servlet/Product_95_10451_-1_197020_


www.thinkingclassroom.co.uk @miketweetham Which image best represents Talent?


Line up in order of journey time to

this venue today.

1 minute,

stayed over.

Over 60 minutes.

London, right?

Familiar facts, ordered, allow pupils to focus on the task more

than the content.


Line up in order of how able you are.

?

?

Subjective thoughts and opinions with unclear criteria take

longer but cause more thinking and talking.


Line up variations

Learning

Objective

• Point to a part of the room. • Signal your point on the line. • Draw the line and mark your place.


6 Take-Away Ideas

• Use Visual Thinking. • Embed SOLO Learning Prompts. • Use Ranking. • Use Grit language. • Use Mastery Planning & Questions. • Take Think Sheets home.


6 Take-Away Ideas



On your own write down one or two questions about this photograph. 60 seconds.


Working in pairs share your questions then create a better one, but keep it to yourselves. 120 seconds.


In your group share the ‘better’ questions then agree on and write down an ‘even better’ one. 120 seconds.






List as many similarities, differences, connections as you can.


6 Take-Away Ideas



SOLO Similarities and Differences

Pre-Structural Can identify X and Y

Unistructural Can identify one relevant similarity/difference between X and Y

Multistructural Can identify several relevant similarity/difference between X and Y

Relational Can identify several relevant similarity/difference between X and Y with reasons

Extended Abstract

Can identify several relevant similarity/difference between X and Y with reasons and make a general, summarising statement


SOLO Similarities and Differences

Pre-Structural Can identify X and Y

Unistructural Can identify one relevant similarity/difference between X and Y

Multistructural Can identify several relevant similarity/difference between X and Y

Relational Can identify several relevant similarity/difference between X and Y with reasons

Extended Abstract Can identify several relevant similarity/difference between X and Y with reasons and make a general, summarising statement


The Army welcomed miners with open arms. Courtesy of their work at the coal face, colliers were physically strong, were familiar with discipline, were used to teamwork and already had a shaking-hands acquaintance with Death. The British…had a ready supply of trained tunnellers in its ranks in its miner volunteers. Thus thousands of men from the nation's coalfields found their new military duty was the same as their old civvy job: digging away through the planet's innards.

Daily Express Website


6 Take-Away Ideas



These words are in order. What order is it? Order them in a different way. Which way of ordering is best?


These words are in order. What order is it? Order them in a different way. Which way of ordering is best?

Your list here!


6 Take-Away Ideas



Grit

Grit = Focus +

Persistence+ Resilience.


Growth Mindset Fixed Mindset Growth Mindset


Growth Mindset

Fixed Mindset

Growth Mindset

ME ME

ME


Grit & Growth Mindset Language

This is not just for children, we all can find ourselves in these

various states. Recognition is a precursor to change.

.


Grit & Growth Mindset Language


Grit & Growth Mindset - Language


Grit & Growth Mindset - Language

Tom Hoerr, New City School, St Louis

…sharing your own vulnerabilities and examples of grit can be a powerful lesson for your students…


6 Take-Away Ideas





1. Choose what to think about, for example a completed piece of work,

a list of keywords, an artefact, an image, a book or a series of facts.

In this example, the thinking prompt is a significant quotation from a

novel. It could be used before or during study of the book.

You never really understand a person until you consider things from his point of view... Until you climb inside of his skin and walk around in it.”

― Harper Lee, To Kill a Mockingbird


2. Choose two of these prompts – the one you think is easiest for you

and the one that’s hardest.

In relation to the previous quotation, H has been selected as easiest

and D most difficult. Choices will vary between individual pupils.

A: How could you make it much better? B: What is it most like/unlike? C: How would you teach it to someone much older? D: Why is it so important? HARDEST E: Connect it cleverly/interestingly to three other things. F: Split it into 9 pieces. What do you get? G: Put in order or group or rank. H: What if it spoke or flew? EASIEST


2. Choose two of these prompts – the one you think is easiest for you and the one that’s hardest – then do them!

In relation to the previous quotation, H has been selected as easiest

and D most difficult. Choices will vary between individual pupils.

D: Why is it so important? HARDEST This could be viewed as challenging because to fully answer the question requires knowledge and understanding of the whole book. The quote, in a way, summarises the whole plot and many character interactions. H: What if it spoke or flew? EASIEST This could be viewed as easiest because speaking the quote is simply hearing the words out loud and sticking it to a kite gets it flying.


3. Create and share your own prompts using these starters:

These are the generic stems of the Mastery Q prompts.

A: How could you…? B: What…? C: How would you…? D: Why…? E: Connect it to… F: Split it into… G: Put it… H: What if…?


3. Create and share your own prompts using these starters:

Here are some examples developed from the generic prompts.

A: How could you change it to a different form? B: What is its history/back story? C: How would you destroy it completely? D: Why is it in existence? E: Connect it to 3 things totally unlike it F: Split it into its best and worst pieces G: Put it next to a famous painting. What happens? H: What if it doubled in size?


Example using an image

Prompt Response

A: How could you make it much better? By carefully wrapping it in newspaper and binning it

B: What is it most like/unlike? Like: smashed ice / Unlike: Butter

C: How would you teach it to someone much older? By using the maths and physics of shattering

D: Why is it so important? Because it’s dangerous / the building is windowless

E: Connect it cleverly/interestingly to three other things. Ice; Daggers; Explosions / Pain; Dreams; Sky

F: Split it into 9 pieces. What do you get? Different kinds of similar shape

G: Put in order or group or rank. Group by type of shape; order by size

H: What if it spoke or flew? It would scream; it would be lethal


6 Take-Away Ideas



©Mike Fleetham. Think Sheets - a Premium Resource from www.thinkingclassroom.co.uk For use by Premium website members. Not for copy or distribution

Green Seeds Tall House Hanging Jewels Stacking Dolls

Mix up the nouns and adjectives to create objects for a fantasy story

Which one of these images is the most puzzling and why?

Using exactly two verbs, one or two conjunctions and two of the above, create a puzzling sentence

Which one is your favourite after adding an ellipsis? Why?

Order by number of syllables

www.thinkingclassroom.co.uk

ThinkSheet #43: Literacy: Grammar 2 Thinking Classroom ideas for engaging pupils with aspects of grammar

Connect Thinking Connect these 2 sentences in 7 different ways in less than 5 minutes: (e.g. both have an ellipsis)

Home Task Put these 7 terms in order of how much you understand what they mean. 1st is the one you understand the most, 7th the least. Be ready to explain the 1st in class. Find out about 7th.

Home Task Put these 7 language terms in order of how much you understand them. 1st is the one you understand the most, 7th the least. Be ready to explain the 1st in class. Find out what you can about the 7th.

Fronted adverbial, Subordinate clause, Adverb, Noun, Conjunction, Antonym, Tense


ThinkSheet #60: Values: Trust Thinking Classroom ideas applied to help understand trust and develop it as a value

Arrange into two groups

Rank in order of ‘needs trust’

Choose an Odd One Out

Which involves most trust?

Which involves least trust?

Link each one to something less

Trust

Is better than Is worse than

Is more risky than Is less risky than

Is opposite to

Is Is not

Complete this:

Which one of these shapes best expresses trust and why?


6 Take-Away Ideas



Linking the Learning

Did you have the opportunity to: • Create? • Meta-Think? • Reason? • Link? • Analysing?

Were the activities:

• Mindset-Shifting? • Enquiry-based? • Mastery-infused? • Practised? • Offering feedback? • Engaging (of parents)? • Done with you not to you?


Mike Fleetham

• Phone: +44 (0)1962 840885 / +44 (0)7983404086

• Facebook: Thinking Classroom group

• Twitter: @miketweetham

• E-mail: [email protected]


• Sign up for free membership and new resources each month

• Upgrade to premium membership £24/year

• Powerpoints, Think Sheets, Discounts and offers


mailto:[email protected]


Fostering autonomous learning through effective whole school strategy

With Mike Fleetham, Thinking Classroom


• Explore the characteristics of autonomous learners • Discover how your can leadership support a whole school

strategy for autonomy: • Explore research around effective teacher

professional learning. • Perform a quick audit on school capacity for

change. • Apply an effective change leadership tool to your

unique context. • Take away resources to use for leadership.


Mike Fleetham learning designer & educational consultant

• Ex-electronics design engineer.

• Teacher for 8 years, then assistant headteacher.

• Bestselling book 14,148th.

• Teacher (FS – Yr13), learning designer for 14 yrs, Video Coach.

• Life goal:enrich the life, work and learning of 1,000,004 people every year.

• Author, Father.

• www.thinkingclassroom.co.uk – free & premium resources.

@miketweetham thinkingclassroom Mike Fleetham


http://www.amazon.co.uk/exec/obidos/ASIN/0439965438/wwwaspirocouk-21

http://www.ldalearning.com/webapp/wcs/stores/servlet/Product_95_10451_-1_197020_



www.thinkingclassroom.co.uk @miketweetham Which image best represents Autonomy?


Line up in order of anticipated

journey time home today.

1 minute,

staying over.

Over 60 minutes.

London, right?

Familiar facts, ordered, allow pupils to focus on the task more

than the content.


Line up in order of your leadership

experience.

?

?

Subjective thoughts and opinions with unclear criteria take

longer but cause more thinking and talking.


Ofsted Latest

Groups of learners

1. Inspection is primarily about evaluating how well individual children and learners benefit from the education provided by the school or provider. Inspection tests the school’s or provider’s response to individual needs by observing how well it helps all children and learners to make progress and fulfil their potential. In making judgements, inspectors will pay particular attention to the outcomes for the following groups:

disabled children and learners and those who have special educational needs

children and learners in specialist provision

boys/men

girls/women

the highest and lowest attaining children and learners


Ofsted Latest

children and learners for whom English is an additional language

children and learners from minority ethnic groups

Gypsy, Roma and Traveller children and learners

lesbian, gay and bisexual children and learners

transgender children and learners

young carers

children and learners attending alternative provision

children and learners with medical conditions

disadvantaged children and learners

children looked after and care leavers

older learners

children and learners of different religions and beliefs

ex-offenders

teenage mothers

other vulnerable groups.


Ofsted Performance (2014)

• 34% of inspection reports addressed the school’s most able learners explicitly in the report’s main findings and the recommendations respectively.

• 52% did not mention the most able in either the main findings or the recommendations.

• Only one of the 87 reports failed to make any mention of the most able whatsoever.

• Reports on medium-sized schools tend to be significantly less likely to feature the most able in both main findings and recommendations and significantly more likely to feature it in neither.

https://giftedphoenix.wordpress.com/2014/05/03/how-well-is-ofsted-reporting-on-the-most-able/


5 Ideas to Take Away

1. Do an Autonomy Audit. 2. Ask 4 Development focus question. 3. Do Bagel Thinking. 4. Use Changing Minds Planner. 5. Describe Effective Teaching.





'Autonomy is the ability to take charge of one's own learning' (Henri Holec )


Autonomy – The Herron Scale

Level of Enquiry Teacher chooses

problem Teacher chooses

procedure

Solution known

in advance

0 Confirmation P P P 1 Structured P P - 2 Guided P - - 3 Open - - -


Autonomy Progression

• EYFS “My dog is not pink”. (Similarity game) • Yr 2 “What would you say to....” (Thinking

Bag) • Yr 6 “I used my grit today.” (Embedded

autonomy) • Yr 12 “What is the Strong Nuclear Force?”

(Physics Homework) • UG “We’ve got 50M broadband”

(Autonomous living)


©2015 www.thinkingclassroom.co.uk

Skills

Communication

Interpersonal

Digital Literacy

Intrapersonal

Thinking

Creative

Analytical

Critical

Abstract & Applied

Grit

Focus

Determination

Persistence

Resilience

Attitide

Self-Directed

Curious

Confident

Motivated

Intelligence

Dynamic

Diverse

Multi-facetted

Fluid/Flexible

Leadership

Step forward

Take responsibility

Trusted

Credible

Mindset

+ve Self-Talk

Self-Belief

Can’t do yet

Use setbacks

Enabling

Factors for

Autonomous

Learning

_________

_________

_________


_________

What do autonomous learners

do? What do they believe?

How do they act?





Effective Professional Learning

TDT, 2014

• What do we want to be different for our pupils? • What do we need to do/learn for this to

happen? • How are going to work together, regularly, over

at least 2 terms, to make it happen? • Are we positive? Do we believe in this?


Effective Professional Learning

TDT, 2014

• What do we want to be different for our pupils? • What do we need to do/learn for this to

happen? • How are going to work together, regularly, over

at least 2 terms, to make it happen? • Are we positive? Do we believe in this? • What one thing will you do. Now!?





Bagel Thinking

• Prompt • Individual response • Sharing responses • Evaluation • Decision


Bagel Thinking – set up

• Set up a large piece of paper like this so that everyone can write on it at the same time.

• Make sure each person is sitting by their edge space.

Edge Space


Bagel Thinking – individual response

Individually, write down: 1. Examples of how you have

successfully fostered autonomy in your class/school.

2. Barriers you face fostering autonomy.

3. Possible ways to overcome the barriers.

• It’s important not to talk to anyone yet.

• These have to be your own ideas. • You’ll get a chance

to share them soon.

Write or

draw here


Bagel Thinking – sweep share

• In turn sweep round the group, sharing your responses to the prompt.

• Sweep: no interruptions at all while speaking.

Write your name here and

add comments, questions,

ideas as you listen.


Bagel Thinking – evaluation

• After everyone has shared, discuss your written comments to evaluate ideas.

Comments, questions,

ideas


Bagel Thinking – decision

• Distil out interesting ideas and potentially effective actions.

Distillation





©Mike Fleetham www.thinkingclassroom.co.uk Source J.Mahil

Thinking Classroom Training Programme: Levers of Change (Gardner, 2006)

Leading Change The change I want to make happen is…

Reasoning Provide a logical, rational argument.

Research Provide trustworthy and relevant evidence.

Resonance Appeal to emotions and intuition.

Rewards & sanctions Provide appropriate tools and materials and design in implicit and explicit rewards.

Rights & Responsibilities Link to moral authority with a call to value-led and ethical actions.

Real World Events Connect what’s happening in here to what’s out there.

Representational Redescription Present information in a form that matches learning style.

Resistance Target the blockers to change.





Defining Effective Teaching

• What do we specifically want to see/hear when we are growth mindset/gritty teachers?


I know…

…the theory of Grit and Growth

Mindset

…how to make my teaching and

learning gritty

…that grit drives success as much as

IQ

…the 3 key features of Grit

…where/how to find information

on Grit

…how to talk about Grit to my

pupils

… … …


I can…

…create Grit and Growth Mindset

resources

…use my mistakes, failures and

setbacks

…see if a pupil is frustrated with a

task

…praise effort not ability when I need

to

…recognise challenge, failure, impossible tasks

…plan supported frustration in class

…use suggestions without taking

personally

…appreciate that grit can be learned

…


I am…

…a ‘just keep swimming’ person

…able to accept failure and

complaining

…calm, measured, sensitive to others

…successful, hard working

…reflective and use my setbacks

…able to celebrate my successes

… … …


I believe…

…that there is always a choice

…that everyone can do more than

they think

…setbacks make us stronger

…that children need to learn to

overcome setbacks

…that all children can progress

…that children can change and grow

…that EI is essential to

success

…that actions are not immediately

reciprocated …





Mike Fleetham

• Phone: +44 (0)1962 840885 / +44 (0)7983404086

• Facebook: Thinking Classroom group

• Twitter: @miketweetham

• E-mail: [email protected]


• Sign up for free membership and new resources each month

• Upgrade to premium membership £24/year

• Powerpoints, Think Sheets, Discounts and offers

mailto:[email protected]

Supporting Smart Children in Smart Contexts · Supporting Smart Children in Smart Contexts With Mike Fleetham, Thinking Classroom @miketweetham Linking the Learning Will you have

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