Developing Attitudes, Skills & Knowledge

James Nottingham www.p4c.comwww.jamesnottingham.co.uk

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“Pupils show greater motivation, are better behaved and are more likely to be independent and strategic thinkers when teachers are not obsessed by grades.”

Focusing on learning

“If there is one new thing we need in our school system right now, it is a well-developed focus on learning.”

Chris Watkins, Institute of Education, Aug 2010From an analysis of 100 international studies on how children learn

Attitudes Curiosity

Desire to succeed

Open-mindedness

Resilience

Self-Regulation

Knowledge Facts

Figures

Concepts

Ideas

Skills Intellectual

Social

Communicative

Physical

The ASK model – Attitudes, Skills & Knowledge

S

A K

Do not kill the cat!

Rules, rules, rules

Examples from 7 year olds Examples from 11 year olds Examples from 14 year olds

Trying my best Always trying hard Persevering

Being willing to be helped Being open to advice Being open to support and coaching

Concentrating hard Thinking carefully Being focused on what’s relevant

Having a go Being willing to try new things Being open to new experiences

Not giving up Never-say-die attitude Resilience

Not worrying about mistakes Learning from mistakes Treating mistakes as useful feedback

Asking questions Being curious Enquiring and being curious

A selection of attitudes

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Persistence

Standing up for what you believe

Emmeline Pankhurst1858 - 1928

Suffragette

Attention to detail

Going the extra few inches ...

Before ... After ...

The impact of core values

Söderporten school, Norrköping

The school is extremely multi-cultural, with most children having recently arrived in the country and speaking Swedish as a second language.

Our Core Values have helped to:

Achieve in 2010 the best exam results since the national grading system was introduced in Sweden in 1997

The school´s video surveillance is being switched off in autumn 2010

Creating Core Values through consensus

Parents, governors and staff speak openly about the significant impact of the current headteacher. This is reflected in better teaching, a lively curriculum, good behaviour and rising standards. The headteacher's approach is collegiate. She has generated a debate within the school about the type of school that staff wished to create and how it would meet the needs of the pupils and the community. This process was a model of good practice. It was research-based, engaged all staff and generated a strong sense of commitment and belonging; staff speak about feeling valued and able to contribute. The outcomes were a five year plan which identifies clearly the key priorities to raise standards. This process has provided a clear sense of direction to the school and a shared purpose.

Ofsted, 2008

Developed during World War II, MBTI is a personality indicator designed to identify personal preferences

In a similar way to left or right-handedness, the MBTI principle is that individuals also find certain ways of thinking and acting easier than others

Sensing

Introversion

Judging

Thinking

Intuition

Extroversion

Perceiving

Feeling

Evidence Gut feeling

Think to talk Talk to think

Definite Possible

Logic/Reason Empathy

Myers Briggs Type Indicator (MBTI)

Attitudes Curiosity

Desire to succeed

Open-mindedness

Resilience

Self-Regulation

Knowledge Facts

Figures

Concepts

Ideas

Skills Intellectual

Social

Communicative

Physical

The ASK model – Attitudes, Skills & Knowledge

S

A K

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

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Flexible, insightful and productive thinking

Bloom emphasising higher-order thinking

Lipman promoting critical, creative and caring thinking

Claxton suggesting Resilience, Resourcefulness,Reflectiveness and Reciprocity

From:

Engaging with:

Verbal acts such as saying, asserting, proposing, hinting, inferring, alleging and contending

Mental acts such as focusing, committing energy and enthusiasm, and maintaining concentration

Physical acts involving positive and interested body language

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Having the inclination to:

Wonder and inquire

Reflect upon and evaluate ideas and performances

Take responsibility as well as calculated risks

Work collaboratively as well as independently

Imagine new possibilities and be open-minded

Be resilient and tenacious

Manage emotions and impulses

Be thoughtful

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Understanding information by:

Locating relevant data

Seeking clarity and precision

Comparing and contrasting

Sorting, classifying, and sequencing

Making connections

Representing information

Seeking deeper understandings

Identifying misconceptions

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Create new ideas by:

Looking for alternatives and possibilities

Generating hypotheses

Innovating

Assembling and formulating

Suspending logic temporarily

Searching for value

Thinking flexibly

Asking ‘What if?’

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Enquire about the subject matter by:

Asking relevant questions

Defining problems

Predicting outcomes

Testing conclusions

Seeking details to give depth

Interpreting meaning 79

Developing reasoning by:

Giving reasons

Using precise language

Inferring and deducing

Applying logic

Testing assumptions

Presenting balanced arguments 79

Judging the value of something by:

Developing criteria

Checking accuracy

Identifying improvements

Testing relevance and significance

Benchmarking

Comparing with alternatives 139

The ASK model – Attitudes, Skills & Knowledge

S

A K

Lesson 3Lesson 1

Lesson 2

Learning Intentions

Lesson 1• To be curious about the rivers and the impact of them on

our lives (A)• Ask relevant questions about rivers (S)

First 5 minutes – get pupils into the pite.g. Does a river have to have water in it?

15 minutes research about rivers10 minutes in groups to collect questions, and group them into categories5 minutes to decide which is the best question and why10 minutes sharing with whole class5 minutes planning for next lesson

Learning Intentions

Lesson 3• Use 3 different types of thinking to ask and then answer

questions about rivers (S)• Check your answers firstly with another group then in the

topic books or online (K)

Select 3 skills from:• Classify• Define• Estimate• Give Reasons• Predict• Rank• Sequence

(P) Review

ReviewPreview

Completely focussedMy partner is completely absorbed in this new learning and is taking creative risks to extend their understanding DeterminedMy partner is determined to learn and is focused on making progress  InterestedMy partner is interested in the learning and is trying things to improve skill and knowledge CasualMy partner is not really interested in the learning but is having a go at it

 UninterestedMy partner shows no signs of interest in the topic as yet

ASK: Attitudes

ASK: Skills

Highly skilledMy partner displays outstanding skill, makes no significant errors and can perform almost without thinking

ProficientMy partner can perform the skill or process in a very capable manner

PractisedMy partner is well practised and able to perform the skill quite well now

DevelopingThere are some signs that my partner is beginning to learn and develop the skill

BeginnerMy partner hasn’t moved beyond the beginner/novice stage yet

ASK: Knowledge

A thorough understandingMy partner knows about and fully understands this new learning and is able to explain it’s wider significance to others A good understandingMy partner can give some good answers to the questions of what, why, when and how  A basic understandingMy partner can give a basic answer to each what, why, when and how question but with little detail One or two ideasMy partner has a bit of knowledge about the topic but cannot explain things yet No knowledgeMy partner doesn’t seem to have any knowledge about this topic yet

www.jamesnottingham.co.uk

james@p4c.com

www.challenginglearning.com

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