Working Smarter, Not Harder James Nottingham www.p4c.com www.jamesnottingham.co.uk
Nov 29, 2014
Working Smarter, Not Harder
James Nottingham www.p4c.comwww.jamesnottingham.co.uk
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Systems & Structures
Vision
Patterns of Behaviour
Events
Mental Models
Levels of Perspective (Daniel Kim)
What Are You Focusing On?
"It's not what's happening to you now or what has happened in your past that
determines who you become. Rather, it's your decisions about what to focus on, what things mean to you, and what you're going to do about them that will determine your
ultimate destiny.”
(Stephen Covey, 2004)
John Hattie’s Visible Learning (2009)
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
Teachers average an effect of between 0.20 and 0.40 per year on student achievement
Schools should be seeking greater than 0.40 for their achievement gains to be considered above average ... and greater than 0.60 to be considered outstanding
Almost Everything Works
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Effects on Achievement (Hattie, 2009)
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
What are the ESSENTIAL CHARACTERISTICS that make our school outstanding? How can we best help and GUIDE our students in their learning? How can we CHALLENGE our students more, and encourage their parents to do the same? What ATTITUDES & SKILLS do we wish our students to possess by the time they leave our school? How can we best SHARE EXPERTISE and ideas with each other within and across the 3 areas? How can we make the most of our OPEN LANDSCAPE? What EVIDENCE should we gather to help us know how the students are progressing in every aspect of their learning? GREEN HAT THINKING – what could really make a difference to our school?
What should be happening in lessons when OUTSTANDING TEACHING is occurring? How should we COLLABORATE and COMMUNICATE with each other to ensure outstanding learning for all children? How can we make learning more relevant for ALL PUPILS? What would make our indoor/outdoor ENVIRONMENT the best possible place for students to grow physically, emotionally and intellectually? What could we do to enhance MOTIVATION and ENJOYMENT for all our students? What ASSESSMENT strategies best promote students’ growing abilities to assess their own progress and plan what to do next? What are the best ways to identify the BARRIERS TO LEARNING, especially for those with specific learning, social and personal needs? How can we continue to build on our ASSESSMENT procedures to ensure that all students make progress? What are the key skills, learning and teaching beliefs we each need as staff to ensure students leave us life-long INDEPENDENT LEARNERS?
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Systems & Structures
Vision
Patterns of Behaviour
Events
Mental Models
Levels of Perspective (Daniel Kim)
Systems & Structures
Vision
Patterns of Behaviour
Events
Mental Models
Above the line: Leadership Below the line: Management
Leadership
Management
“Mental models are deeply ingrained assumptions, generalizations, or
even pictures or images that influence how we understand the
world and how we take action”
(Senge, 1990)
Mental models determine our actions
Philosophy for Children: a wonderful system & structure
P4C has a great reputation
“No programme I am aware of is more likely to teach durable and transferable thinking skills than Philosophy for Children”
Robert Sternberg
President of the American Psychological Association
• Children gained on average 6 standard points on a measure of cognitive abilities after 16 months of weekly P4C
• Pupils increased their level of participation in classroom discussion by half as much again following 6 months of weekly P4C
• Incidents of children supporting their views with reasons, doubled over a 6 month period
• Teachers doubled their use of open-ended questions over a 6 month period
• Pupils and teachers perceived significant gains in communication, confidence, concentration, participation and social behaviour following 6 months of P4C
P4C is very well researched
P4C is why I became a consultant
Filmed by Channel 4 in 1999. Video at: www.p4c.com/video-clips
But, P4C suits some MM’s and not others
Mental Models that suit P4C
Lessons should begin with pupils’ questions
MM’s that do NOT suit P4C
Lessons should begin with “curriculum” questions
Understanding should be drawn out of pupils
Knowledge has to be introduced to pupils
Unresolved problems often lead to enhanced learning
Problems need to be resolved
Process comes first Curriculum comes first
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Systems & Structures
Vision
Patterns of Behaviour
Events
Mental Models
Levels of Perspective (Daniel Kim)
Some MM’s are wrong!
“Progress is impossible without change, and those who cannot change their minds
cannot change anything.”
George Bernard Shaw (1856 – 1950)
Storming is Necessary for Learning
MM: we should praise children frequently
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
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5.5
6
6.5
Effort Praise
Control Praise
Intelligence Praise
Number of problems solved on a 3rd test
Rewards, rewards, rewards
10/10