The following is John MacBeaths presentation from Tomorrows Teachers:Success Through Standards ConferenceZayed University 2002

THREE QUESTIONS Which world country has the highest standards?

What does the word standards mean to you?

What is the best way to raise standards?

A MEASURE OF LEARNING? What can tests measure and what cant they measure? What is most worth measuring? What can we deduce from aggregated data and what is its value? Is age of student a good basis for making comparisons? When is an outcome an outcome? How much are measures sensitive to context time, place, relationship, mood, motivation? Does learning follow a smooth sequential path or is a more erratic process? What are the effects of testing on learning? What are the social and peer group effects on learning? Who gets the credit for what students learn?

Bottom upTop downsupportpressureinternalexternal

Bottom up

Top down

democratic

empowering

difficult to realise in practice

almost incapable of generalisation

hard to monitor

development driven

hierarchical

disempowering

relatively easy to realise in practice

generalisable

subject to monitoring

accountability driven

16%

34%

34%

%

13.5%

2.5%

LAPSE OF TIME

Early majority

Innovators

% OF

GROUP

Early

acceptance

Late

majority

Late adopters

Measure priorlevel of attainmentAccount for input of resourceseg time

Document nature of processMeasure output and calculate value addedTHE MISSING STEPS?

attainmenttactical learningunderstandingmetacognitionlearning skills and strategies

attainmenttactical learningunderstandingmetacognitionlearning skills and strategies4Km

Learning is most effective when:

it has a purpose for the learner there is a goal, end point or target to be achieved the goal is set, understood, or owned by the learner herself it is seen as worth investing effort in it is neither too ambitious to be worth investing effort in, nor so unambitious that it can be achieved without effort (the zone of proximal development)

WHAT WE KNOW ABOUT LEARNING

But also

when it is spontaneous and surprising when it sets off for one goal but achieves another when it asks critical questions of its own premises

INTELLIGENCE DEFINEDIntelligence is knowing what to do when you dont know what to do(Jean Piaget)

What is learning?What happens when you are learning something?How do you know when you have learned something?Why do we forget things?How do we remember things?Can we unlearn?ENTRY POINTS

THE 5 W + HWHERE? do I do my best work?WHEN? do I learn best?HOW? do I learn best?WHO WITH? Who do I like to work with/without?WHAT? motivates me?WHY? am I doing it anyway?THE 5 W + HTHE 5 W + H

on the phone TV helps me relax when Im doing HWat the dining room table everyone in living room so I can feel comfortable around young people. My mum who's clevermy mummy favaourite chairmy computermusic which helps memy friends my radio my living roomstereo

THINGS THAT HELP ME LEARN

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Motivation

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InterestTeachersPersonal conditionUnderstandingGradesCompetitionFunEnvironmentSocial environmentPersonal developmentSocial successFuture job

3122131029566215526

STRENGTH

Good memory1316.04938271616.04938271616.049382716

Understanding1012.345679012312.345679012328.3950617284

Notes33.70370370373.703703703732.0987654321

Logical thinking22.46913580252.469135802534.5679012346

Persistance78.64197530868.641975308643.2098765432

Concentration33.70370370373.703703703746.9135802469

Learning fast1316.04938271616.04938271662.962962963

Making use of interest67.40740740747.407407407470.3703703704

Connections1012.345679012312.345679012382.7160493827

Time management33.70370370373.703703703786.4197530864

Audial learning11.23456790121.234567901287.6543209877

Learning by writing11.23456790121.234567901288.8888888889

Visual learning33.70370370373.703703703792.5925925926

Learning by reading22.46913580252.469135802595.0617283951

Good studying techniques44.93827160494.9382716049100

81100100

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Do you try to overcome your weaknesses?

When faced difficult schoolwork, do you tend to give up?

THE FORCE FIELD

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things that help

things that hinder

Teacher knowledge, motivationattitudes, beliefs and valuesPupil knowledge, motivationattitudes, beliefs and valuesHuman capitalTeachersplural knowledge, motivationattitudes, beliefs and valuesSocial capitalOrganisational capitalKnowledge, motivation, attitudes, beliefs and values embedded in organisational intelligencePupils plural knowledge, motivationattitudes, beliefs and valuesPupils as activists in sustaining and perpetuating organisational capitalKNOWLEDGE CREATION AND TRANSFER

8 STEPS TO STANDARDS Emphasise the important Build capacity Involve stakeholders Watch dont copy Learn from their mistakes Listen to dissent Transform through conservation Celebrate achievement