AP Program: Leading Learning, 25th July

www.jamesnottingham.co.uk

Too much innovation

“One of the most critical problems our schools face is not resistance to innovation but the fragmentation, overload and incoherence resulting from the uncritical and uncoordinated acceptance of too many different innovations”

Fullan & Stiegelbauer, 1991

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

Almost Everything Works

0

5000

10000

15000

20000

25000

Effects on Achievement (Hattie, 2009)

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

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Systems & Structures

Vision

Patterns of Behaviour

Events

Mental Models

Levels of Perspective (Daniel Kim)

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Systems & Structures

Vision

Patterns of Behaviour

Events

Mental Models

Levels of Perspective (Daniel Kim)

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

Your vision is the star by which you navigate

“Which road do I take?”

"Where do you want to go?”

"I don't know," Alice answered.

"Then,” said the cat, “it doesn't matter. If you don't know where you are going, any road will get you there.”

Where do you want to go?

Curriculum – national or local?

“The best schools design learning for their pupils and then cross check against the national expectations to see they have done right by the pupils in terms of the agreed entitlement for all the nation’s children. The attainment targets give a touchstone for the expected standards and that’s it.”

It doesn’t really matter what comes from government; how it is packaged, what it contains. In the end, the curriculum is the one that children in schools meet day in, day out.

Mick Waters, Curriculum Foundation

The difference between leadership & management

Systems & Structures

Vision

Patterns of Behaviour

Events

Mental Models Leadership

Management

Attitudes Curiosity

Desire to succeed

Open-mindedness

Resilience

Self-Regulation

Knowledge Facts

Figures

Concepts

Ideas

Skills Intellectual

Social

Communicative

Physical

MM: I’m here to help you to learn how to learn

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A K

MM: What is challenge?

MM: Let’s reward the students who get best marks

10/10

The dangers of new ideas

I wish teachers had never heard my

theory – they’re all obsessed with

categorizing kids!

Prof Howard Gardner, Multiple Intelligences

What level of plasticity do our brains have?

MM: Praise that can do more harm than good (Dweck)

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

5

5.5

6

6.5

Effort Praise

Control Praise

Intelligence Praise

Number of problems solved on a 3rd test

Boys get 8 times more criticism than girls

The effects of praise

Swimming

“You do your best swimming when you concentrate and try your best to do what Chris is asking you to do”

Ballet

“What a brilliant ballerina you are!”

1.Good girl; 2.How extraordinary; 3.Great effort; 4.Outstanding

performance; 5.What a scientist you are; 6.Unbelievable work;

7.You’re a genius; 8.You're getting better; 9.Clever boy 10.You

should be proud; 11.You've got it; 12.You're special; 13. Very

talented; 14. You've outdone yourself; 15. What a great listener;

16. You came through; 17.You’re very artistic; 18.Keep up the

good work; 19.It's everything I hoped for; 20.Perfect; 21.A+ Work;

22.You're a shining star; 23.Inspired; 24.You're #1; 25.You're very

responsible; 26.You're very talented; 27.Spectacular work;

28.Great discovery; 29.You're amazing; 30.What a great idea;

31.Well worked through; 32.Very thoughtful; 33.You figured it out;

34.Top of the class; 35. You make me smile

Swedes talk about ‘curling parents & teachers’

The Learning Challenge

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Con

fusi

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The Pit

1. Concept

2. Conflict

21

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

137

Cognitive conflict is the key to ‘wobble’

142

Stealing is wrong

Robin Hood was right

Challenge with young children

Eureka moments come from challenge

188

Cla

rity

Con

fusi

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The Pit

1. Concept

2. Conflict

3. Construct

2

1

3

Eureka!

Kriticos = able to make judgments

Critical Thinking

Comes from the Greek, Kriticos

Meaning: able to make judgments

Source: www.etymonline.com

www.jamesnottingham.co.uk

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