Develop ASK
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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
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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
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Do not kill the cat!
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Rules, rules, rules
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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
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Standing up for what you believe
Emmeline Pankhurst1858 - 1928
Suffragette
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Attention to detail
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Going the extra few inches ...
Before ... After ...
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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
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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
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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)
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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
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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:
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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
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Developing reasoning by:
Giving reasons
Using precise language
Inferring and deducing
Applying logic
Testing assumptions
Presenting balanced arguments 79
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Judging the value of something by:
Developing criteria
Checking accuracy
Identifying improvements
Testing relevance and significance
Benchmarking
Comparing with alternatives 139
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The ASK model – Attitudes, Skills & Knowledge
S
A K
Lesson 3Lesson 1
Lesson 2
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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
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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
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(P) Review
ReviewPreview
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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
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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
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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