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AP Program: Leading Learning, 25th July<br />www.jamesnottingham.co.uk<br />

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Too much innovation<br />“One of the most critical problems our schools face is not resistance to innovation but the fragmentation, overload and incoherence resulting from the uncritical and uncoordinated acceptance of too many different innovations”<br />Fullan & Stiegelbauer, 1991<br />

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Almost Everything Works<br />95% of all things we do have a positive achievement on education<br />When teachers claim they are having a positive effect on achievement or when a policy improves achievement, this is almost a trivial claim: virtually everything works<br />

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Effects on Achievement (Hattie, 2009)<br />

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Not everything counts<br />Not everything that counts can be counted, and not everything that can be counted counts<br />Sign hanging in<br />Einstein's office at Princeton<br />

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Levels of Perspective (Daniel Kim)<br />Vision<br />L<br />E<br />V<br />E<br />R<br />A<br />G<br />E<br />Mental Models<br />Systems & Structures<br />Patterns of Behaviour<br />Events<br />

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Levels of Perspective (Daniel Kim)<br />Vision<br />L<br />E<br />V<br />E<br />R<br />A<br />G<br />E<br />Mental Models<br />Systems & Structures<br />Patterns of Behaviour<br />Events<br />

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Primary School Vision<br /> At this school we provide a positive, caring, nurturing and stimulating environment inside and outside the classroom. Our children are encouraged to try new and different activities and to explore boundaries within safe limits. They have fun and enjoy working both independently and as part of a team.<br /> We are open to the views and opinions of every member of our school community. We invite and value their ideas. We take time to listen and communicate with each other in a respectful and open manner. This creates a rich culture of quick, effective feedback. In this way everybody feels valued and we pull together to support each other. We recognise and praise each other’s achievements in an informal way. <br /> The right to learn is respected allowing every child, including our special needs and gifted and talented children, to develop to their full potential. Every member of our learning community sets achievable goals and receives regular and positive feedback. We have high expectations for behaviour and have a behaviour management system that creates a calm environment where issues are dealt with fairly and consistently.<br />

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Teaching and Learning Vision<br />At RMGS we create critical, reflective and independent learners for life through a learning community which provides a secure and challenging environment. <br /> <br /> We believe deep learning is facilitated through outstanding teaching and occurs when all learners are actively engaged in a variety of tasks, taking responsibility for their own learning and progress, collaborating and thinking with shared expectations of success.<br /> <br /> At RMGS through innovative learning strategies and positive relationships our students enjoy learning and achieve their full potential.<br />

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Your vision is the star by which you navigate<br />

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Where do you want to go?<br />“Which road do I take?”<br />"Where do you want to go?”<br />"I don't know," Alice answered.<br />"Then,” said the cat, “it doesn't matter. If you don't know where you are going, any road will get you there.”<br />

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Curriculum – national or local?<br />“The best schools 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 agreedentitlement for all the nation’s children. The attainment targets give a touchstone for the expected standards and that’s it.”<br />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 meet day in, day out.<br />Mick Waters, Curriculum Foundation<br />

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The difference between leadership & management<br />Vision<br />Leadership<br />Mental Models<br />Systems & Structures<br />Patterns of Behaviour<br />Management<br />Events<br />

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MM: I’m here to help you to learn how to learn<br />S<br />Skills<br /><ul><li> Intellectual

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Social

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Communicative

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Physical</li></ul>Attitudes<br /><ul><li> Curiosity

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Desire to succeed

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Open-mindedness

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Resilience

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Self-Regulation</li></ul>K<br />A<br />Knowledge<br /><ul><li> Facts

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Figures

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Concepts

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Ideas</li></li></ul><li>MM: What is challenge?<br />

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MM: Let’s reward the students who get best marks<br />10/10<br />

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The dangers of new ideas<br />I wish teachers had never heard my theory – they’re all obsessed with categorizing kids!<br />Prof Howard Gardner, Multiple Intelligences<br />

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What level of plasticity do our brains have?<br />

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MM: Praise that can do more harm than good (Dweck)<br />Clever girl!<br />Gifted musician<br />Brilliant mathematician<br />Bright boy<br />Top of the class!<br />By far the best<br />

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The effects of different types of praise <br />Mueller and Dweck, 1998<br />In six studies, 7th grade students were given a series of nonverbal IQ tests.<br />

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Mueller and Dweck, 1998<br />Intelligence praise<br />“Wow, that’s a really good score. You must be smart at this.” <br />Process praise<br />“Wow, that’s a really good score. You must have tried really hard.”<br />Control-group praise<br />“Wow, that’s a really good score.”<br />

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Number of problems solved on a 3rd test<br />

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Boys get 8 times more criticism than girls <br />

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The effects of praise<br />Swimming<br />“You do your best swimming when you concentrate and try your best to do what Chris is asking you to do”<br />Ballet<br />“What a brilliant ballerina you are!”<br />

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1.Good girl; 2.How extraordinary; 3.Great effort; 4.Outstanding performance; 5.What a scientist you are; 6.Unbelievable work; 7.You’re a genius; 8.You're getting better; 9.Clever boy 10.You should be proud; 11.You've got it; 12.You're special; 13. Very talented; 14. You've outdone yourself; 15. What a great listener; 16. You came through; 17.You’re very artistic; 18.Keep up the good work; 19.It's everything I hoped for; 20.Perfect; 21.A+ Work; 22.You're a shining star; 23.Inspired; 24.You're #1; 25.You're very responsible; 26.You're very talented; 27.Spectacular work; 28.Great discovery; 29.You're amazing; 30.What a great idea; 31.Well worked through; 32.Very thoughtful; 33.You figured it out; 34.Top of the class; 35. You make me smile <br />

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Swedes talk about ‘curling parents & teachers’<br />

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The Learning Challenge<br />Concept<br />Conflict<br />Clarity<br />1<br />2<br />Confusion<br />The Pit<br />188<br />

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A selection of thinking skills<br />GROUP<br />HYPOTHESISE<br />IDENTIFY<br />INFER<br />INTERPRET<br />ORGANISE<br />PARAPHRASE<br />PREDICT<br />QUESTION<br />RANK<br />REPRESENT<br />RESPOND<br />SEQUENCE<br />SIMPLIFY<br />SHOW HOW<br />SOLVE<br />SORT<br />SUMMARISE<br />SUPPORT<br />TEST<br />VERIFY<br />VISUALISE<br />ANALYSE<br />ANTICIPATE<br />APPLY<br />CAUSAL-LINK<br />CHOOSE<br />CLASSIFY<br />COMPARE <br />CONNECT<br />CONTRAST<br />DECIDE<br />DEFINE<br />DESCRIBE <br />DETERMINE<br />DISCUSS<br />ELABORATE<br />ESTIMATE<br />EVALUATE<br />EXEMPLIFY<br />EXPLORE<br />GENERALISE<br />GIVE EXAMPLES<br />GIVE REASONS<br />137<br />

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Cognitive conflict is the key to ‘wobble’<br />Robin Hood was right<br />Stealing is wrong<br />142<br />

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Challenge with young children<br />

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Eureka moments come from challenge<br />Eureka!<br />Concept<br />Conflict<br />Construct<br />Clarity<br />1<br />Confusion<br />3<br />2<br />The Pit<br />188<br />

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Kriticos = able to make judgments<br />Critical Thinking<br />Comes from the Greek, Kriticos<br />Meaning: able to make judgments<br />Source: www.etymonline.com<br />

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Contact Details<br />www.jamesnottingham.co.uk<br />