High ExpectationsHigh Expectations

Katherine RichardsonKatherine Richardson

St Angela’s Ursuline SchoolSt Angela’s Ursuline School

Focus and Context:Focus and Context: The Achievement Culture The Achievement Culture

88% of pupils achieve 5A* - C at GCSE. 88% of pupils achieve 5A* - C at GCSE.

The majority of girls move onto sixth form and university.The majority of girls move onto sixth form and university.

Pupils are divided into upper and lower bands, also setted Pupils are divided into upper and lower bands, also setted in core subjects.in core subjects.

Formal (levelled) assessments occur each half-term in Formal (levelled) assessments occur each half-term in most subjects. Girls know their current level and target most subjects. Girls know their current level and target level. level.

Good progression is rewarded: commendations, Good progression is rewarded: commendations, congratulated by headmistress, reports. congratulated by headmistress, reports.

Dips in achievement or behaviour are targeted Dips in achievement or behaviour are targeted immediately. immediately.

Achievement culture . . . overload!Achievement culture . . . overload!

Enter . . . Enter . . . Miss RichardsonMiss Richardson Successful at schoolSuccessful at school ““Top graduate” waiting to emerge from her Top graduate” waiting to emerge from her

chrysalis as an “inspiring teacher”. Brett assures chrysalis as an “inspiring teacher”. Brett assures us it will happen. us it will happen.

Immediate mistakes: Immediate mistakes: (1) everyone knows what ‘high expectations’ (1) everyone knows what ‘high expectations’ means, surely? I don’t have to explain it!means, surely? I don’t have to explain it!(2) it means setting really fun impossible puzzles (2) it means setting really fun impossible puzzles and treating school like an Oxford tutorial. and treating school like an Oxford tutorial.

• (Well, actually, no. It doesn’t.) (Well, actually, no. It doesn’t.)

*Pupil names have been changed to p*Pupil names have been changed to protect privacyrotect privacy

Pupil commentsPupil comments““Miss Richardson, I am very sorry, I do not Miss Richardson, I am very sorry, I do not

understand this last question. I am sorry if it is understand this last question. I am sorry if it is wrong. Please do not give me detention.”wrong. Please do not give me detention.”

Comment in Anne’s* exercise book, November 2004Comment in Anne’s* exercise book, November 2004

““Miss, does it matter if I do really badly on this test?”Miss, does it matter if I do really badly on this test?” 8Sharman’s response to assessment, October8Sharman’s response to assessment, October

““RUBBISH!!!!!!! REALLY BAD!!!!”RUBBISH!!!!!!! REALLY BAD!!!!” Scrawled across Renita’s exam paper. Renita had progressed Scrawled across Renita’s exam paper. Renita had progressed

from Level 5 to 6 and scored above average for the set above us. from Level 5 to 6 and scored above average for the set above us.

Teacher Mind vs. Student MindTeacher Mind vs. Student Mind 3.1.13.1.1 Set challenging Set challenging

learning objectives. learning objectives.

3.2.23.2.2 Give constructive Give constructive feedback. Involve pupils in feedback. Involve pupils in reflecting. reflecting.

•“It’s too hard!”

•“I was rubbish.”

•“I knew I was rubbish – I’ve got to improve my work now.”

3.3.13.3.1 Diversity is Diversity is valued, pupils feel valued, pupils feel secure and confident.secure and confident.

3.3.33.3.3 Collaborative Collaborative group work, active & group work, active & independent learning. independent learning.

3.3.43.3.4 Differentiate to Differentiate to meet pupil needs, meet pupil needs, including those with including those with SEN.SEN.

•““What did Eleanor get? What if What did Eleanor get? What if I’m not good enough?”I’m not good enough?”

•““Did I beat everyone else?”Did I beat everyone else?”

•““Miss, you haven’t taught us.”Miss, you haven’t taught us.”

• “ “I’m no good at this.”I’m no good at this.”

How can I sort this out? - with some help from Alastair Smith and Stephen Covey.

Meet Alastair SmithMeet Alastair Smith• Physics Lecturer at Leeds. Physics Lecturer at Leeds. He seems happy.He seems happy. • Maybe because he gets to look at proteins using Maybe because he gets to look at proteins using

laser spectroscopy & microscopy.laser spectroscopy & microscopy.

• But probably because he has the same But probably because he has the same name as the guy who wrote this book [1]:name as the guy who wrote this book [1]:

• Alastair (the real one) says I need to Alastair (the real one) says I need to tune into Radio WII FM tune into Radio WII FM

• I’m sorry? Radio What?I’m sorry? Radio What?• Radio “What’s In It For Me?”Radio “What’s In It For Me?” gives us ourgives us our

motivation. In other words, *why* should motivation. In other words, *why* should my students get rid of their defence my students get rid of their defence mechanisms unless they can see a benefit?mechanisms unless they can see a benefit?

[1] Smith, Alastair (1998) Accelerated Learning in Practice. Stafford: Network Educational Press.

Meet Stephen CoveyMeet Stephen Covey

• He’s almost as happy as Alastair Smith. He’s also American. He’s almost as happy as Alastair Smith. He’s also American.

• Stephen Covey [2] says that I should:Stephen Covey [2] says that I should:““Begin with the end in mind. Begin with the end in mind. Put first things firstPut first things firstSeek first to understand, then to be understood.”Seek first to understand, then to be understood.”

• In other words, find out *why* the students choose those In other words, find out *why* the students choose those behaviours, and focus on the skills that I really care about. behaviours, and focus on the skills that I really care about.

• He also says some interesting things about character and values He also says some interesting things about character and values in the classroom. But those don’t sound-bite as easily. in the classroom. But those don’t sound-bite as easily.

[2] Covey, Stephen (1989) The Seven Habits of Highly Effective People. London: Simon and Schuster.

MissionMission Convince pupils that the benefits of success Convince pupils that the benefits of success

outweigh the risks of failure.outweigh the risks of failure.

By changing the focus of learning – what I value in pupilsBy changing the focus of learning – what I value in pupils By making ‘failure’ safe or even positive By making ‘failure’ safe or even positive By breaking down the challenge into manageable stepsBy breaking down the challenge into manageable steps By helping the students to work togetherBy helping the students to work together

Getting away from buzzwords, what did I actually Getting away from buzzwords, what did I actually dodo . . . . . . • with the Year 7s who are terrified of getting the wrong with the Year 7s who are terrified of getting the wrong

answer?answer?• with the lower band students who are convinced they are with the lower band students who are convinced they are

stupid? stupid? • with the high achievers who are never satisfied?with the high achievers who are never satisfied?

7Jackson7Jackson Using their interestsUsing their interests

Encouraging team collaboration to win competitionsEncouraging team collaboration to win competitions

Rewarding team thinking and ideas Rewarding team thinking and ideas

Concept cartoons[3] & argumentation[4] –safety and scaffolding.Concept cartoons[3] & argumentation[4] –safety and scaffolding. Rewarding pupils who ‘changed their ideas’.Rewarding pupils who ‘changed their ideas’.

‘‘Have I learnt something?’ not ‘how much do I know?’ Have I learnt something?’ not ‘how much do I know?’

Moving from ‘Level 4’ students to ‘what Level were we today?’Moving from ‘Level 4’ students to ‘what Level were we today?’

[3] Naylor, Stuart (2000) Concept Cartoons in Science Education. Crewe: Millgate House.

[4] Osborne, Jonathan (ed.) (2004) IDEAS project. London: King’s College London

How do I know it worked?How do I know it worked? Development of argumentation skills – from answers in End-of-Development of argumentation skills – from answers in End-of-

Year exam. Year exam.

Increasing ability to generate questions – eg in ’10 questions I Increasing ability to generate questions – eg in ’10 questions I have about Pluto’ homework. have about Pluto’ homework.

Pyramid plenaries consistently showed learning was taking Pyramid plenaries consistently showed learning was taking place – and focused attention on what was still to come. place – and focused attention on what was still to come.

Despite a deliberate lack-of-focus on summative assessment, Despite a deliberate lack-of-focus on summative assessment, pupils made greater progression than the national average.pupils made greater progression than the national average.

Second highest progression in the department. 7 Second highest progression in the department. 7

students out of 17 increased by a whole level.students out of 17 increased by a whole level.

8Yalow8Yalow

Planning and pitching challenge. Planning and pitching challenge.

Taking the stigma out of differentiation Taking the stigma out of differentiation through an ‘expert’ system. through an ‘expert’ system.

Valuing other achievements and skills. Valuing other achievements and skills. Many of the girls were very musical and Many of the girls were very musical and artistic, so I found a way to incorporate that artistic, so I found a way to incorporate that into the lessons.into the lessons.

How do I know it worked?How do I know it worked?

Improved quality of work and understanding. Improved quality of work and understanding. Eg pulse rate investigation. Eg pulse rate investigation.

Increased ‘asking for help’ from peers: from Increased ‘asking for help’ from peers: from almost none to 20 requests per lesson. almost none to 20 requests per lesson.

Student comments: “I learned well this Student comments: “I learned well this lesson” etc. lesson” etc.

High achieversHigh achievers ““Hi Miss Richardson! I'm sorry to be disrupting your weekend Hi Miss Richardson! I'm sorry to be disrupting your weekend

but there were a couple of questions I could not do. I know you but there were a couple of questions I could not do. I know you said not to get depressed but I can't help but panic right now said not to get depressed but I can't help but panic right now when I'm unable to ask anyone for help before the exam. Still, I when I'm unable to ask anyone for help before the exam. Still, I am trying to battle the stress, and it may help if you could help am trying to battle the stress, and it may help if you could help me with these questions. . . . ” me with these questions. . . . ” Natasha, Year 9 top set. Highest Natasha, Year 9 top set. Highest SATs mark in the school. SATs mark in the school.

• Relaxation techniques and focus strategies. Relaxation techniques and focus strategies. • Downgrading the value of assessments. Downgrading the value of assessments. • Inspiring their interest with puzzles [5] & individualised learning.Inspiring their interest with puzzles [5] & individualised learning.• Grouping bright students in pairs, providing extension work.Grouping bright students in pairs, providing extension work.• Entirely formative marking with G&T students.[6] Entirely formative marking with G&T students.[6] • Outlets for safe competition.Outlets for safe competition.

[5] Hackett, M. Aspire More Able. [Available online: www.aspire-ma.com Accessed 15/07/05]

[6] Black, P. and Harrison, C. Science inside the black box: Assessment for learning in the science classroom. London: nferNelson.

Did it work?Did it work?

Cannot evaluate as easily – model students to start Cannot evaluate as easily – model students to start with!with!

Alleviated individual worries through out-of-class Alleviated individual worries through out-of-class contact. contact.

Reduction in negative self-talk, focus on ‘learning’ not Reduction in negative self-talk, focus on ‘learning’ not ‘levels’. ‘levels’.

Student comments: less stressed and using relaxation Student comments: less stressed and using relaxation techniques.techniques.

What have I learned?What have I learned?

Celebrating ‘achievement’ depends on your Celebrating ‘achievement’ depends on your definition. Now: share my definition with all definition. Now: share my definition with all students. students.

Students learn best in a state of relaxed Students learn best in a state of relaxed excitement. Now: create a calm environment for excitement. Now: create a calm environment for learning through good classroom management. learning through good classroom management.

Find out what the ‘payoff’ for student behaviour is. Find out what the ‘payoff’ for student behaviour is.

Now: focus in understanding motivation when Now: focus in understanding motivation when talking to individual students. talking to individual students.