If you don’t know where you are going you’ll end up

somewhere else . “

" Planning fit for the future “.

Learning intention:

To identify key features of planning for learning which better meets the needs of pupils and staff .

13th November 2008

Alison KiddQuality Improvement Officer

Towards a Curriculum for Excellence

My progress with planning for learning for feels like :

The Forth Rail Bridge

Electric Brae

The runway at Edinburgh airport.

The Berlin Wall.

How good is our planning for learning ?

How good can we be?

How do we get there?

“Curriculum for Excellence’

• Successful learners:• Enthusiasm, determination, open minds

• Confident individuals• Self-respect, well-being, values, ambition

• Responsible citizens• Respect for others, commitment to participate

• Effective contributors• Enterprising, resilient, self-reliant

Principles Challenge and enjoyment Breadth Progression Depth Providing individual choice Coherent Relevant

“Curriculum for Excellence’

Learning and learners at the centre.

Planning for learning

The big picture: HMIe“Improving our curriculumthrough self evaluation “www.hmie.gov.uk/documents

Page 12 theme 3

Improving achievement:Raising attainment

“Curriculum for Excellence’ What will this mean for schools?

Learning will take place through planned experiences linking different ‘subject’ areas

Experiences focussed on achieving specific outcomes in terms of knowledge, skills and understanding

What’s in it for us?

Celebrating success.

The school that I’d like

“A place where people...learn to reason, learn to understand and above all learn to think for themselves.”Judith, age 13 years in “Teaching Children to Think” by Robert Fisher

connecting contrasting rehearsing inducing arguing convicing generating analysing

capitulating relating composing retracting associating sequencing suggesting sorting

imagining comparing intuiting predicting projecting questioning reconciling suspending

wondering rejecting hazarding modifying including inventing extending accommodating

proving hypothesizing refining improving testing clarifying reflecting judging disrupting

cooperating synchronizing harmonizing speculating contradicting assimilating

empathizing compromising refuting internalizing abstracting approximating selecting deducing

generalizing alluding solving matching probing soliciting soliciting recalling calculating

formulating

Points of viewPurpose of thinkingImplications & consequencesAssumptionsConceptsInterpretation & inferenceQuestion at issue

ClarityAccuracyPrecisionRelevanceDepthBreadthLogicSignificanceFairness

Unreflective thinkerChallenged thinkerBeginner thinkerPracticing thinkerAdvanced thinkerMaster thinker

InterpretationAnalysisInferenceExplanationEvaluationSelf regulation

DetachmentInvolvementDefermentSpeculationAutonomy of object

KnowledgeComprehensionApplicationAnalysisSynthesisEvaluation

Systematic searchPrecise language

Eliminate trial & errorRestrain impulsivity

Clear visual transportRemembering

Imagining what to do nextUsing sources of info

Decision makingProblem solvingComparing & contrastingClassificationParts–whole relationshipSequencingUncovering assumptionsGenerating possibilitiesCreating metaphorsDetermining reliabilityCausal explanationPredictionGeneralisationReasoning by analogyConditional reasoning

Attributing ComparingClassifyingSequencingPrioritisingDrawing conclusionsDeterming causes & effectsAnalysing for biasAnalysing for assumptionsSolving analogiesEvaluatingDecision makingBrainstormingVisualisingPersonifyingInventingAssociatingInferringGeneralisingPredictingHypothesisingMaking analogiesDealing with amabiguityProblem solving

Gather & organiseIdentifyGenerateDecideImplementEvaluateCommunicateLearn from experience

Accelerated learning

EFFECTIVELEARNING

EFFECTIVETEACHING

Assessment is forlearning programme

(AifL)

Brain basedlearning

Cooperative learning

Creative learning

Critical skillsprogramme

Direct interactiveteaching

e-learningFormative assessment

Leading and learning the emotionally

intelligent/literate way

Learning styles/learning

preferences

Learning to learn

Mapping forlearning

Philosophicalenquiry

Teaching forunderstanding

framework

Thinking skills

CEC strategic plan .Learning and teachingSummary 2003 - 2011

Priority

1. Consolidate effective practice of direct interactive teaching.

2. Consolidate effective practice of formative assessment strategies.

3. Continue to develop personal learning planning and local moderation.

4. Pilot and support practice in learning and teaching which develops pupils’ thinking.

5. Pilot and support practice which develops an emotionally literate approach to learning and teaching.

6. Pilot and support practice which develops cooperative learning.

7. Pilot and support practice which develops the teaching for understanding framework.

16

ASSESSMENT AS LEARNING

ASSESSMENT FORLEARNING

ASSESSMENTOF

LEARNING

What is an AifL School?

A Place Where Everyone is Learning Together

Curriculum Learning and Teaching

Assessment

Our pupils and staff help to set their own learning goals

Our pupils and staff practise self- and peer-assessment

Our pupils and staff identify and reflect on their own evidence of learning

Staff use a range of evidence from day-to-day activities to check on pupils’ progress

Staff talk and work together to share standards in and across

schools

Staff use assessment information to monitor their establishment’s provision and progress, and to plan for improvement

Our pupils, staff and parents are clear about what is to be learned and what success would be like

Our pupils and staff are given timely feedback about the quality of their work and how to make it better

Our pupils and staff are fully involved in deciding next steps in their learning and identifying who can help

Our classroom assessment involves high quality interactions, based on thoughtful questions, careful listening and reflective responses

Using evidence as feedback

to informimprovement

Formative Assessment…Key Ideas

• Sharing learning intentions, discuss success criteria

• Effective feedback

• Peer/self evaluation

• Effective questioning and quality discussion

The review phase andpersonal learning planning

How am I doing?

How do I know?

What do I need to do next?

How will I do it ?

Process NOT Product!

The big ten classroom factors?• having a positive attitude • the development of a pleasant social /

psychological climate in the classroom • having high expectations of what pupils

can achieve • lesson clarity • effective time management • strong lesson structuring • the use of a variety of teaching methods • using and incorporating pupils’ ideas • using appropriate and varied questioning

[Reynolds]

HMIe

prior learning

steps to success

learning outcomes

skills development

learners’experiences

next steps

context forlearning

assessment is for

learning

PLANNINGFOR

LEARNING

DRAFTPLANNING FOR THE FUTUREThe purpose of all plans is to provide high quality learning experiences which develop the capacities for successful learners, confident individuals, responsible citizens, effective contributors.

STAGE (This will be Early, First, Second, Third, Fourth, Senior)

Curricular area (eg Health and well being, Languages, Maths, Sciences, Social Studies, Expressive Arts, Technologies, Religious and Moral Education)

Prior learning Learningoutcome .

Development of skills

Steps to Success

Context(*real life whenever possible)

Learners' Experiences, including methodology .

Assessment is for Learning

Next Steps

This will be informed by pupils personal learning planning and the “Next Steps” from previous plan.

This is the “can do” statement for learners.

Links to other curricular outcomes noted here.

This will highlight key skills being developed through the PLAN eg thinking, problem solving.

The steps learners require to work towards the “can do” statements.

This describes the type of context which will enable the learning to take place.

The types of experiences which will engage the learners.

Using formative/ summative strategies to evaluate the extent to which the PLAN for learning has enabled the learners to achieve the learning outcome .

The next level and next steps identified with the pupils from their personal learning planning and assessment of the learning achieved by the PLAN.

Outcome Steps to success Learner’s Experiences Assessment is for learning .

What’s at the top of your mind?

What squares with your thinking?

What’s going round in your head?

For reflection…..

Interdisciplinary projects and studies …. .

Curriculum for chaos ?....., Brian , Edinburgh

Or Context for learning

CfE Experience/OutcomeCfE Experience/Outcome

CfE Experience/Outcome CfE Experience/Outcome

CfE Experience/Outcome CfE Experience/Outcome

Links to CfE Experiences and

Outcomes

Why is it important to remember?

How do conflicts affect communities?

How can we support Poppy Scotland?

Why do conflicts arise,

how do they develop and how are

they resolved?

What is the significance of

the poppy?

Successful Learnerswith:Enthusiasm and motivation for learningDetermination to reach high standards of achievementOpenness to new thinking and ideasand able to:Use literacy, communication and numeracy skillsUse technology for learningThink creatively and independentlyLearn independently and as part of a groupMake reasoned evaluationsLink and apply different kinds of learning in new situations

Confident Individualswith:self-respecta sense of physical, mental and emotional well-beingsecure values and beliefsambitionand able to:relate to others and manage themselvespursue a healthy and active lifestylebe self-awaredevelop and communicate their own beliefs and view of the Worldlive as independently as they canassess risk and make informed decisionsachieve success in different areas of activity

Responsible Citizenswith:respect for otherscommitment to participate responsibly in political, economic, social and cultural lifeand able to:develop knowledge and understanding of the World and Scotland’s place in itunderstand different beliefs and culturesmake informed choices and decisionsevaluate environmental, scientific and technological issuesdevelop informed, ethical views of complex issues

Effective Contributorswith:an enterprising attitude resilience self-relianceand able to:communicate in different ways and in different settingswork in partnership and in teamstake the initiative and leadapply critical thinking in new contextscreate and developsolve problems

CfE Experience/OutcomeCfE Experience/Outcome

CfE Experience/Outcome CfE Experience/Outcome

CfE Experience/Outcome CfE Experience/Outcome

Links to CfE Experiences and

Outcomes

Drummond cluster

Celebrating Burns .

DRAFTPLANNING FOR THE FUTUREThe purpose of all plans is to provide high quality learning experiences which develop the capacities for successful learners, confident individuals, responsible citizens, effective contributors.

STAGE (This will be Early, First, Second, Third, Fourth, Senior)

Curricular area (eg Health and well being, Languages, Maths, Sciences, Social Studies, Expressive Arts, Technologies, Religious and Moral Education)

Prior learning Learningoutcome .

Development of skills

Steps to Success

Context(*real life whenever possible)

Learners' Experiences, including methodology .

Assessment is for Learning

Next Steps

This will be informed by pupils personal learning planning and the “Next Steps” from previous plan.

This is the “can do” statement for learners.

This will highlight key skills being developed through the PLAN eg thinking, problem solving.

The steps learners require to work towards the “can do” statements.

This describes the type of context which will enable the learning to take place.

The types of experiences which will engage the learners.

Using formative/ summative strategies to evaluate the extent to which the PLAN for learning has enabled the learners to achieve the learning outcome .

The next level and next steps identified with the pupils from their personal learning planning and assessment of the learning achieved by the PLAN.

Outcome Steps to success Learner’s Experiences Assessment is for learning .

Opportunity ?

•Pupils are more involved in the planning for learning .

•Planning is collaborative and shared electronically .

Strength ? Weakness ?

Threat ?

Planning, Assessment and Reporting

.

. .

.

Personal learning planning process

How am I doing? How do I know? What do I need to

do next? How will I do

this?

Mentoring Recording Pupil progress files Transition documents

Tracking and reporting systems

“All Joined Up”

Forward planning informed by personal learning planning, planning to meet additional support needs and next steps.

Maximising overview and review phases in

direct interactive learning Assessment is for learning strategies

~ Assessment for learning ~ Assessment as learning ~ Assessment of learning

Teaching for better thinking Learning skills and effective home learning

Reporting for

learning

Only those who will risk going too far can possibly find out how far one can go

T S Eliot

Next Steps ?