Post on 24-Apr-2015
description
Outstanding Early Years Teaching
James Nottingham james@jnpartnership.com
www.osiriseducational.co.uk
Outstanding Early Years
What is “outstanding” EY practice?
How can we scaffold and stretch children’s learning?
What type of praise underpins outstanding EY practice?
What role does reviewing play?
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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.”
Focus on learning, not grades
“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
A new government, a new curriculum?
“The best schools & nurseries 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.”
Many schools believe the myths that have been peddled about the national curriculum and some current ministers seem to believe them too. The truth is nothing can be changed by statute until 2012. Even then, it will only be the national expectations. 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 and nurseries meet day in, day out.
Tickell Review Recommendations
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
Good
Most learners make good progress
Children display good behaviour and attitudes
Teaching is well informed, confident, engaging and precise
Most children are suitably challenged and can succeed
Assessment is accurate, regular and consistent, & informs students how to improve
Outstanding
Most learners make well above average progress
Children behave very well and are engrossed in their work
Teaching is based on expert knowledge, is stimulating and rigorous
All learners are challenged and stretched
Assessment successfully underpins the teaching and learners know how to improve
What do these 3 have in common?
Challenge
We need more stories and less facts, for narrative develops an understanding of sequence; we need more dialogue and less transmission of knowledge, for it is through dialogue that we learn most; and we need more challenge and less instruction, since it is from challenge that one grows in body, mind and spirit.
Matthew Lipman, 1991
What is challenge?
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Challenge and Learning
CA
SA
PA
Current Ability
Subconscious Ability
Potential Ability
Learning Zone
Practice Zone
Too Easy
Too Hard
85Time
Per
form
ance
The Teaching Target Model (TTM)
CA
SA
PA
Learning Zone
Practice Zone
“... are committed to the development of sustained shared thinking by offering encouragement, clarifying ideas and asking open questions which support and extend children’s thinking and help them make connections in learning – while ensuring a balance between adult-led and child initiated activities” (EYFS 1.27)
A continuously improving setting will have well-qualified and experienced staff who:
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)
Philosophy with Young Children
James Nottingham, www.jamesnottingham.co.uk
Good
Most learners make good progress
Children display good behaviour and attitudes
Teaching is well informed, confident, engaging and precise
Most children are suitably challenged and can succeed
Assessment is accurate, regular and consistent, & informs students how to improve
Outstanding
Most learners make well above average progress
Children behave very well and are engrossed in their work
Teaching is based on expert knowledge, is stimulating and rigorous
All learners are challenged and stretched
Assessment successfully underpins the teaching and learners know how to improve
Kriticos = able to make judgments
Critical Thinking
Comes from the Greek, Kriticos
Meaning: able to make judgments
Source: www.etymonline.com
Learning Intentions
To know numbers 1 - 10
To express our thoughts
To name body parts
Describe different types of weather
Learning Intentions
To explore numbers 1 - 10
Respond to others thoughts
Investigate importance of different body parts
Increase our awareness of different weather types
What do we mean by “succeed”?
Pioneers of Educational Psychology
Piaget (1896 – 1980) Vygotsky (1896 – 1934)
Piaget (1896 – 1980)
Biological
Development leads to learning
Knowledge is constructed
Focus on a child’s current ability (CA)
Vygotsky (1896 – 1934)
Cultural
Learning leads to development
Knowledge is co-constructed
Focus on a child’s potential ability (PA)
85Time
Per
form
ance
The Teaching Target Model (TTM)
CA
SA
PA
Learning Zone
Practice Zone
Once upon a time, there were three babies
Some babies get lots of stimulation
Are encouraged to read
Develop their passions
Whereas others have traumatic experiences
Or are born into abject poverty
By the time they start school
Some children start school knowing 6,000 words.
Others, just 500 words.
Source: BBC 2009
http://news.bbc.co.uk/1/hi/magazine/8013859.stm
Number of words heard by children
A child in a welfare-dependent family hears on average 616 words an hour
A child in a working-class home hears on average 1,251 words an hour
A child in a professional home hears on average 2,153 words an hour
Number of words spoken by the time children are 3
500
700
1100
Hart & Risley, 1995
www.carol-dweck.co.uk
Carol Dweck
What matters is what you believe about intelligence
People who believe intelligence comes mainly from nature have a ‘fixed’ mindset
Professor Carol Dweck, Stanford
People who believe intelligence comes mainly from nurture have a ‘growth’ mindset
Fixed
Intelligence is innate
I have gifts
I’ll always be good at certain things
I’ll never be good at other things
Growth
Intelligence is incremental
I’ve developed talents
My abilities change over time
I can get better at almost anything
Fixed vs Growth Mindsets
Problematic praise
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!”
A new Dawn (Fraser) ?
Intelligence Control Effort0
0.1
0.2
0.3
0.4 Chart Title
Number of students who lied about their score
Do our students want feedback?
We praise children when they get 10 out of 10
10/10
22 2
2Key
Vygotsky’s definition of play
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Play involves …
Imaginary situations
Children taking roles
Each role has rules to be followed
Marshmallow Experiment, 1972
Good
Most learners make good progress
Children display good behaviour and attitudes
Teaching is well informed, confident, engaging and precise
Most children are suitably challenged and can succeed
Assessment is accurate, regular and consistent, & informs students how to improve
Outstanding
Most learners make well above average progress
Children behave very well and are engrossed in their work
Teaching is based on expert knowledge, is stimulating and rigorous
All learners are challenged and stretched
Assessment successfully underpins the teaching and learners know how to improve
Children Creating Stories Together
1. Girl or boy?
2. What is she/he wearing?
3. What object is she/he holding?
4. Where’s she/he going?
5. On the way, she/he meets …?
6. Unfortunately …
7. Fortunately …
8. Then the weather changed …
9. Bringing with it …10. Finally …
www.jamesnottingham.co.uk
james@p4c.com
www.challenginglearning.com
Contact Details