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05.10.2009 1
What kind of challengeswill I meet?
What kind of competence
will I need when growing
up?
”Building Capacity for Life Long Learning”, Andreas Holvik, PPS, Karmoey, Norway
05.10.2009 2
A competence is defined as the ability to meet demands or carry out a task successfully, and consists of both cognitive and non-cognitive dimension.”
OECD.
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I really wonder what`s
happening to the ice
The global perspective
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The global warming issue
How will my grand children look upon the refugee issue?
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An oak tree as a
metaphor for
responsible
pupil/citizen
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It all starts with the seeds
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Responsible citizen
Rights
Responsibility ParticipationRelationship
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We don’t care
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Rights
Responsibility ParticipationRelationship
Values
”The fifth root”
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Responsible citizen
RIGHTS
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Athens- The origin of Democracy
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Tiananmen Square protests of 1989
Sometimesyou have to
fight for democracy
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All students in compulsory school in Norway have rights when it comes to taking part in planning, carrying out and assessing their own school work.
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Responsible citizen
Rights
Responsibility
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European educational objectivesfor citizenship
1. To empower pupils and students for their future role as a citizen
2. To provide opportunities for democratic learning
3. To open up suitable areas or fields for active participation in the school environment
4. To encourage pupils to actively participate in social life in the larger community and to exercise their rights.
Karlheinz Dürr
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Empowerment
Empowerment is the process of enhancing the capacity of individuals or groups to make choices and to transfer those choices into desired actions and outcomes.
Have a talk about
Rights and responsibility are corner stones in a society.
What do you do at your school to provide opportunities for democratic learning ( i.e. rights and responsibilities)
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How can schools help their students
to become responsible in school and
community?
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My classroom from 1954
My teacher was Miss Theisen.
What kind of educational philosophy did she have?
What was her role as a teacher?
Only tenminutesto break
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Structure in traditional schools- the teacher centred classroom.
Fixed
timetable
Teacher-directed
learning
Fixed
workplace
Homework
from day to day
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”Andreas, I hear you have become such a good reader.”
Miss Theisen
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Too young to be
responsible ?
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•We can give children responsibility
•But we have to give them a hand rail with some poles to lean on
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Responsible citizen
Rights
Responsibility Participation
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The structure for this millennium-The flexible classroom
Structured classroom
programme / Plan of
work
Parents-student-
teacher conferences
Teacher – student
dialogue
Adapted learning
environment
Knowledge about his
own Learning Style
Learning and
thinking strategies Test/Assessment
ICT-skills
The TEACHER Student Portfolio
” Structured Classroom Program”
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A lot of schools in Norway practice an individual plan - a so called ” plan of work” or study plan.
Have a talk about…..
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”The new structure ” in the
flexible classroom
• Something you think could be of
interest in your own school ?
• What kind of
problems/possibilities do you
see ?
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The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn and relearn.
Alvin Toffler
”Rethinking the Future”
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Learning – what is it?
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Howgreen
was my valley
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”Learning is something we do. It is not something which is done to us.”
Ian Fox, Head teacher,
New Zealand
05.10.2009 35
Student centred learning
• How can we create student centred learning?
•Teachers need to focus on the student’s needs, abilities, and interests -- they need to "look at how kids learn, rather than at what there is to teach" (Aaronsohn 1996).
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Vygotskys proximale zone
Limit for
what the
pupil can do
with help
Limit for
what the
pupil can do
without help
Proximale
zone
High expectations
High competence
In addition to learning goals and
clear success criteria, you need to adjust
your teaching according to the students abilities
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05.10.2009
38Vanessa Mae
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Brain activity when Venessais playing with
her trained hand.
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What do I know from before ?
Tivoli, ItalyTivoli
Deep learning and surface learning
Deep learning approach An intention to develop personal
understanding
Active interaction with content, particularly relating new ideas for previous knowledge and experience
Linking ideas together using integrating principles
Relating evidence to conclusions
Surface learning approach An intention to be able to reproduce
content as required
Passive acceptance of ideas and information
Lack of recognition of guiding principles and patterns
Focusing learning on assessment requirements.
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Main model for learning(KWL – form )
1. What do I
know from
before
Know
2. This is what
I want to learn
Want
3. This is what
I have learned
Learned
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The meaning of knowing has shifted from being
able to remember and to repeat information - to be
able to find and use it. (Herbert Simon)
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Mind map
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Learning strategies
HOW TO IMPLEMENT LS. IN SCHOOL:
•Introduce the strategy
•Modelling by the teacher
•Practice and guidance
•Individually work
”The strategy door”reminds the students of the learning strategies they have learned.
Gulset lower secondary school,
Norway.
05.10.2009 47
Facilitate learning
How is it possible to facilitate learning to each pupil compared to :
skills
maturity
learning style
without knowing how they learn?
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Model – learning style
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At the university college I had a very good teacher in biology.
Why was he a good teacher for me?
His teaching style matched my learning style.
The chaffinch
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For discussion
If I as an external
evaluator spent a week at
your school – what would
I see of learning styles, MI
and learning strategies –
are they important at your
school? Give examples
05.10.2009 51
Responsible citizen
Rights
Responsibility ParticipationRelationship
05.10.2009 52
Building capacity is also about self-identity
Control/
capacity
Bonding/
belonging
Meaning/
purpose
Sense of control:
capability,
competence, impact
on one’s own
environment, power
over one’s self, use of
social/life skills,
power to change
one’s self and
environment
Sense of bonding: with
family/peers/community,
to feel/be wanted, to
feel/be loved, to belong,
to have basic needs met
Sense of meaning: to
feel important, to feel
relevant, self-esteem,
sense of dignity/honour,
able to accomplish tasksAfter Nancy Phillips, 1990
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The vital element
"An understanding heart is everything in a teacher, and cannot be esteemed highly enough. One looks back with appreciation to the brilliant teachers,
but with gratitude to those who touched our human feeling. The curriculum is so much necessary raw material, but warmth is the vital element for the growing plant and for the soul of the child.“
---Carl Jung
05.10.2009 54
Prof. Bill Rogers, Austrailia
It is, generally speaking the
positive relationships we develop with our
students, they remember
05.10.2009 55
For discussion
Reflect on your own time as a
student.
Did you meet any teacher who
touched your heart and who had
impact on your life?
And – what about your own
teaching/ work in the library - is
building relationship important to
you?
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What makes the difference in school?
Prof. John Hattie, The University of Auckland, New Zealand
Reducing Class Size on Achievement?
Decreased EnhancedZero
0
Hundreds of evaluations of reducing class size ….
0,20
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Rank Influences Studies Effecs ES
1 Self- reported grades 209 305 1,44
3 Providing formative evaluation 30 78 .90
6 Classroom behavioral 160 942 .80
8 Teacher clarity 0 0 .75
9 Reciprocal teaching ( pupilsteaching each other)
38 53 .77
10 Feedback 1287 2050 .73
11 Teacher-student relationship 229 1450 .72
13 Meta- cognitive strategies 63 143 .69
24 Study skills 668 2217 .59
88 Home work 71 52 .29
From prof. John Hatties’ Megastudy – Visible learning
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• Teachers as activators
• Deliberate change agents
• Directors of learning
Visible teaching
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Teacherbehaviours
Teacherbeliefs(expectations)
Teacherpersonality
Teachersubject
Studentachievement
Theoretical model of the relationsship between teacher characteristics and students learning.
Teachers behavior is the one single
factor which influence most of
students achievement
05.10.2009 61What can we learn from Finnish schools?
We have high expectation to our pupils
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For discussion
Have a talk about the
teacher’s roles. Which
factors do you think are of
most importance?
Difference from one
country to another?
05.10.2009 63
The new teacher role
Most effect in classroom management:
• Detailed planning• Clear goals• Supporting leadership
Teacher contribution to student learning
The quality of teaching – as perceived
by students
Teachers expectations
Teachers’ view on whether all
students can progress and whether
achievements for all is changeable.
Teachers’ openness – whether
teachers are prepared to be surprised
Classroom climate
Focus on teacher clarity in
articulating success criteria and
achievement.
Engagement of all students
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65
The assessment wave
05.10.2009 66
Assessment for learningImproving learning depends on five simple factors:
1. Providing effective feedback to students2. Student’s active involvement in their own learning3. Adjusting teaching to take account of the result
of assessment4. Recognising the profound influence of assessment
on student’s motivation and self- esteem – both crucial influence on learning.
5. Ensuring pupils reflection on their learning and understand how to improve.
Black and Wiliam , Kings college, London ”The black box findings”
Paul Black
Three main questions
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1. Where am I going?
2. How am I going?
3. Where to next?
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The student-teacher dialogoue is…
A tool to:
•Understand
•Plan
•Facilitate and
•evaluate
The student’s learning.
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Teacher – student dialogoue
Frequent feedback is a powerful instrument for learning.
Individual guidance gives you an opportunity to build another kind of relation – the so called knowledge –relation.
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Feedback from pupils
•11 years old Marius gets feedback from his classmates after a power point presentation.
•They have discussed his presentation in groups.
•Now their feedback must consist of one positive comment and one element he should improve.
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A key can open up…..
But a key can also close the door.
You need the key(s) which can open up
We call them ”door opener’s”
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1. Have a talk about the practice of Assessment for Learning in your school.
2. And what about the teacher-student dialogue - is it , or could it be a tool for learning in your school?
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Learning environment
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School library at Kolnes primary school, Norway
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Student portfolio
A portfolio could look like this.
But more and more a digital portfolio or a mixture between digital and traditional portfolio seems to be what schools go for.
“ What my portfolio shows about my progress as a learner”
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A positive angel
Portfolio brings into focus the strength of each student.
Clarifies possibilities.
Demonstrate what the student is able to.
Demonstrate what can be
improved. A tool for learning and
evaluation.
05.10.2009
Learning by reflection
How did my work go this week ?
How has my effort been? Did I achieve my goals? What was easy? What was difficult? How was my thinking
about…... What can I do to learn
more? Is there anything I can
do in another way?
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”The portfolio talk”
You canbe proudof this
portfolio
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And something is hidden in our ”heart portfolio.”
05.10.2009
Swallowtail
The butterfliesThank youfor seeing
me, teacher
82
05.10.2009 83
ReferencesJan Figel , Directorate of Eduation and Culture European DommisionJay Zwally , Glaciologists, NASA, ” The ice is melting much faster”Karlheinz Dürr ”Education for democratic citizenship 2001-2004”Mark Prensky, USA,”Digital and Native Speakers”The Holy Bible , Act 22 ” I am a Roman Citizen””Oslo surf Akerhus fort , OsloMaria Christina Zirella”The floor o the Student” ; BergamoSally Varnham, Mssey University New Zealand Practising citizenship in school schifts focus…Prof. John Hattie, The University of Auckland, ”Visible learning”Ian Fox, Head teacher, New Zealand , ”Learning is somthing we do…..Aronsohn (1996) Student centered learningVygotsky ” The poximale zone”California State University Chicago, ”Learning Pyramid”Carol Santa, Learning Strategies, Project CRISS (Creating Independence through Student-owned Strategies)Gulset lower secondary school, ”The strategy door”Nacy Phillips ”Citizenship and self- identity”Carl Jung ”The vital element”Rita and Ken Dunn, The learning Style ModelHoward Gardner, ”The multiple intelligences”The Norwegian Curriculum ” Adapted teaching”PD. James ”The murder room”Inge Eidsvåg. ”Thank your for seeing me, teacher from the book ”Læreren”Black and Wiliam ”The black box and assessment for learning.”ACT deprtment of Education and Training Canberra , ”Authentic AssessmentDansk Clearing house for Uddannelsesforskning, ”Lærerkompetanser og elevers læring i førskole og skole. - Et systematisk review utført for Kunnskapsdepartementet, Oslo.Andreas Holvik ” A way of putting citizenship into practice” , Article , 2008Astrid Birgitte Eggen(Bedre skole nr 2. 09 ”Hva er hensikten med elevsamtalen.”
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