2016
1. The core purpose of education is to prepare young people for life after school. 2. We believe that this is a goal that is valuable for all young people. 3. We think this aim is particularly relevant in societies, like ours, that are full of change, complexity, risk, opportunity, and individual responsibility for making your own way in life. “Not just for a life of tests, but for the tests of life.” Professor Art Costa
https://www.youtube.com/watch?v=WlYRhoWtoiM
• James Nottingham’s Learning Pit • Carol Dweck’s GROWTH Mindset GRAPH • Project Zero’s Visible Thinking Routines DIAGRAM • IB Learner Profile • Mindfulness PICTURE • Inductive Instruction • Cooperative Learning CHART • Flipping • Goal setting VIDEO • Formative feedback • Problem-solving
1. Ability to work in a team structure 2. Ability to make decisions and solve problems (tie) 3. Ability to communicate verbally with people inside and outside an organization 4. Ability to plan, organize and prioritize work 5. Ability to obtain and process information 6. Ability to analyse quantitative data 7. Technical knowledge related to the job 8. Proficiency with computer software programs 9. Ability to create and/or edit written reports 10. Ability to sell and influence others The National Association of Colleges and Employers (NACE) from Forbes Magazine
1. Notice and comment on children’s developing learning muscles. 2. Focus ‘feedback’ on aspects of learnable power. 3. Get students talking and writing about the ‘how’ of learning. 4. Model inquisitive and fallible learners. 5. Display learning images and work in progress. 6. Plan activities that deliberately stretch various learning muscles. 7. Encourage extended, difficult learning projects. 8. Involve learners as resources, teachers and co-designers. 9. Look for links with the outside world.
Stimulus bombs • Communication collaboration • opportunities Challenging teacher • Stepping back – observe/read • then nudge through questioning Highlighter audits of writing • Jigsaws • Student created resources • Everything framed around its • learning potential Why do you think we are doing • this/should do this? Student led feedback meetings • Feedback - ‘What next?’ • Create the culture. •
How did you do that? • How else could you have done that? • Who did that a different way? • Which are the tricky bits? What ’ s tricky about them? • What could you do when you are stuck on that? • What would have made that easier for you? • What else do you know that might help? • How could you help someone else do that? • How could I have taught that better? • Where else could you use that? • How could you make that harder for yourself? • How could you further challenge yourself with that? • What next? •
• I am happy to face a challenge and do more… out of my comfort zone … to think outside the box & try new ways to solve particular things. • I was scared but now that I’ve experienced them I don’t mind ( like going into an assignment without discussing in detail how to do it.) • Any difficult challenges simply require perseverance …challenges can be overcome simply by continued effort and perhaps adjusting perspective or methodology…
• I used to think that making mistakes was a bad thing and being lost was always negative. However, this year I have learned that it is often good to be lost and it is also…normal to make mistakes, especially when you do something for the first time. I am now much more open to making mistakes in English, I used to be • very worried about making mistakes, but now realise that these are only learning experiences. 18 months ago, I was more conscious about making mistakes as I • would have preferred to get better marks compared to actually making progress in my English ability.
• Recently I have begun persevering and setting small goals for myself to keep going and not give up and then after completion being able to do something that I enjoy and this has meant that I have been able to get more work done and handed in on time. • Absorption – I used to be very unproductive in my work, but I have found that now I am able to make much better use of my time and be more mindful in what I am doing and focus much more effectively. • Noticing - it has allowed me to pick up and small things that could change my perspective and lead to different conclusions… - picking up small details makes me consider things I wouldn't have before.
Capitalising on outside resources is something I needed to work on more, and when I did • push myself to explore them, the variety of perspectives that they provided were incredibly useful... Questioning – I am starting to question not only what I am being taught, but also my ideas • about things, and why I think them. I have used more critical reasoning …and have increased in making links between ideas • and techniques that we learn in different classes. As a learner I have increased my independence in making sure that if I don’t understand a • concept I ask questions about it, and taking my own learning into my own hands. Through this, I have tried to capitalise on all my resources including my peers, my teacher and online resources.
• Focus on learning process, not just outcome. • Expectations of students’ behavior as learners changed. • Teacher role was reconsidered. • The value of mistakes to improving learning. • The culture of the classroom changed; embedded values were challenged.
Curriculum • Planning tool for changing teacher thinking about learning. • Small steps towards recalibrating classroom culture. BLP Learning - Planning • Focusing on the learning Framework for teachers process, not just end results. • Adopting ‘Learnish’ principles BLP focus Challenge into your thinking as a teacher.
• Many students demonstrated some change in self-management & self-awareness as learners. • More monitoring of their own learning behaviours and those of others in the classroom. • BLP language trigger from teacher rather than the teacher giving a direct instruction as to what a student must do to change their learning behaviour. • Overall, BLP did impact learning culture positively.
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