Krokane April 2012
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Transcript of Krokane April 2012
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Krokane school – is everything as it should be?
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‘Disaster’ is old Greek for: ‘to lose your stars’
Krokane star
Where are we going?
How are we doing?
Where next?
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Team tasks after leaving Newcastle, Feb 2011 …
To share and reflect upon our mental models
To reflect upon our attitudes to learning and teaching
To encourage joint understanding with colleagues
Respecting each other’s opinions and standing up for yourself
Mental Models
1. Children's opinions are important
2. It's important to have self esteem to be able to express your opinions
3. We reflect to understand
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What are our priorities?
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PÅVERKNAD
System & strukturar
Visjon
Åtferdsmønster
Hendingar
Mentale bilete
Modell for påverknad (Daniel Kim)
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900+ meta-analyses
50,000+ studies and
240+ million students
What is the typical influence on achievement?
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A common scale for measuring progress in student achievement
Stanine Percentile
Reading
age
Maths level SATs, GCSE, etc
An Effect Size
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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
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< -1.0
1-.93
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-.53
-.43
-.33
-.23
-.13
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.17
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.37
.47
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.67
.77
.87
.97
1.07
1.17
1.27
1.37
1.47
1.57
1.67
1.77
1.87
1.97
0
5000
10000
15000
20000
25000N
o. o
f E
ffec
ts
Visible Learning, John Hattie
Negative Positive
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Assessment capable students accurately assess themselves
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Assessment capable students focus on Learning Goals
Assessment capable students focus on progress
Assessment capable students have a growth mindset
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Assessment capabilities begin with …
ReadyFireAim
What’s the point?
Learning Intentions
Success Criteria
Initial instruction
First attempts by children
Formative assessment and a focus on progress
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Learning Intentions
o To find out what links the Vikings with North East England
What is the point of this lesson and will I make progress?
Success Criteria
o Know when and where the Vikings came from
o Identify names and places associated with the Vikings
o Ask relevant questions
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Vikings Rape & pillage
Horned helmets
Longships
Norse language
AD 700 - 1100Why did they
attack Lindisfarne?
Dragon ships
Did they believe in God?
GateBairns
LadTarn
Thriding
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Marzano – groups of 3 work best
Informal
Formal
Long-term
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Vikings Rape & pillage
Horned helmets
Longships
Norse language
AD 700 - 1100Why did they
attack Lindisfarne?
Dragon ships
Captured Yorvik in 866
Dead warriors went to Valhalla
Eric Bloodaxe died in 954
Gods included Odin, Thor, Frigg & Loki
King Cnut ruled England
from 1016
Did they believe in God?
GateBairns
LadTarn
Thriding
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Learning Detectives
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Learning Intentions
o Understand the process of hazard analysis and how it applies to food
Success Criteria
o Use technical vocabulary
o Identify a wide range of types of hazard
o Communicate coherently
Year 7 – Food Unit
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Setting targets
Target …
do your best!
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Catherine Eccles – how much do we apply ourselves?
Application = value x expectation
Performance goal = all 10 year olds should get 75% in their language exam
Learning goal = by improving my sentence structure, I will produce higher quality work
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The 3 golden feedback questions
Where are we going?
How are we doing?
Where next?
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Novice Beginner ProficientCompetent Expert
The Dreyfus Model of Skill AcquisitionB
asis
for
Act
ion
Need routinesCan read the context
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Need generalised rules and structures as a guide
Quality management systems can be very helpful
If something goes wrong, blame the system or senior people Little personal responsibility in this context
Novice: rule-governed behaviour
Beginner: hungering for certainty
Starting to notice patterns
Wishing things were more predictable
Looking for “the book” or “the expert” to provide the answers
Feel limited personal responsibility
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Efficient and organised Can assess relative importance and urgency Can readily describe and explain actions Feel personal responsibility for outcomes
Competent: planned & analytical
Proficient: strategic and able to read context
Seldom surprised, have learned what to expect Have organised knowledge into wise sayings Sometimes forget to explain complexities of the big picture to analytical competent colleagues Rapid, fluid, involved, intuitive type of behaviour
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Highly intuitive, based on huge store of wisdomGreat capacity to handle the unexpectedHighly nuanced behaviour, very context specificOften there are no words to describe expert
performance, and often it is subconscious anywayHard to fit this into quality systemsPerformance drops if generalised rules are imposedUsually does not make for good teaching of novices,
but great for teaching competent people
Expert: right thing at the right time
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What P4C does is give children the intellectual,
social and emotional tools that they need to think
well, to think judiciously and reasonably and, by means of the classroom
community of inquiry, foster the care,
commitment and courage to act on their thinking.
P4C with young children – A M Sharp
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A principle of P4C is to sit in a circle
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Another principle of P4C
Not all of our questions answered …
… but all of our answers questioned
21
?
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From The Brain RulesBy John Medina
Learning is about
making links
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Socratic questions
Are you saying that …?
Can you give us an example of …?
Why do you say that …?
What reasons support your idea?
Are you assuming that …?
What would happen if …?
How could we look at this in a different way?
What alternatives are there to this?
Wouldn’t that mean that …?
What are the consequences of that?
Clarify
Reasons
Assumptions
Viewpoints
Effects
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Most P4C sessions begin with a stimulus
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What concepts can you spot in the video?
Identity (or being ‘me’)
Names
Indifference (‘whatever’)
The future
I think, therefore I am
Beliefs
Everything is possible
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Example question starters
What is … Reality?
How do we know what is …
What if …
Always or never
When would …
What is the difference between …
Is it possible to …
Who decides what is …
Should we …
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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
136
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What next for Krokane school?
Disaster – lose your stars
Kantor – positions in a dialogue
Assessment capable students
Groups of 3 – informal, formal and long-term
Dreyfus model
Learning is about making links
Socratic questions
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1. Start using at P4C2. Trying out the 3 groups of 33. Search for possibilities to use P4C within subjects4. Work on (success) criteria5. Preview every week using P4C questioning6. Colour-coding to show progress7. Ready – Fire – Aim8. Try micro-teaching (filming lessons and then reviewing with a friend)9. Use Socratic questions10. One lesson per week using Socratic questions11. Learning Detectives12. Different resources for different groups13. Photo students work for review during lessons14. Different kinds of voting15. Self assessment16. Peer reviews17. Learning links18. Giving “Aim” response during the work – and refer to criteria19. Feedback20. Teacher-teacher observations