Masterclasses: March - June 2007

Presenter(s)

Keir Bloomer and Alan Dunlop

Reuven Feuerstein, Rafi Feuerstein and Alex Kozulin

Tony Buzan and Brian Boyd

Art Costa, John Edwards, Bill Martin, JamesNottingham and Paul Cleghorn

Date

29 March 2007

25 April 2007

18 May 2007

14 & 15 June 2007

Title of Masterclass

The SCHOOLfor the 21st Century

The THINKERS for the 21st Century

The STRATEGIES for the 21st Century

The LEADERS for the 21st Century

Keir Bloomer Alan Dunlop

Reuven Feuerstein Rafi Feuerstein Alex Kozulin

Art Costa John Edwards Bill Martin

Tony Buzan Brian Boyd

Paul Cleghorn JamesNottingham

Introduction:This Masterclass comes about at the request of Scottish teachers. It is in response to teachers’ wishes that Keir Bloomer’s ideas on “The School for the 21st Century” be given further profile.

This Masterclass presents Keir Bloomer and Alan Dunlop’s vision for “The School as a Home for the Mind”.

Teachers’ views will be sought, ideas and contributions from the practical session will be collated and forwarded to the Scottish Urban Learning Space at The Glasgow Lighthouse.

Context:The Executive has embarked on an ambitious and welcome programme for funding new school buildings and refurbishments. Local authorities thus find themselves, for the first time since the 1970s, in a position to make serious improvements to their school buildings. Some have chosen to go down the Public Private Partnership (PPP) route while others are using more traditional methods of procurement and financing.

All of this sounds like good news. But are the results really fit for purpose in the 21st century?

Doubts have been cast on the quality of design of some schools. There are concerns about whether they are “future proof”, particularly in the light of the challenging and radical agenda set by “A Curriculum for Excellence”.

Above all, do the new schools give young people a sense of being valued and that the educational process is important?

Biography of Keir Bloomer:An honours graduate of Cambridge University, Keir was educated in Greenock Academy rising to one of the most senior positions as Depute Director in the former education department of Strathclyde Region. Teacher of history, Principal Teacher, Education Officer, Director of Education and Chief Executive, all appear on Keir Bloomer’s curriculum vitae.

He has vast experience as an educational and management consultant, which include the restructuring of the Ministry of Education in Lesotho, various consultancies on behalf of the Centre for Education Policy Development, the British Council and the Commonwealth Secretariat.

Keir has served on numerous major national forums, such as: International Futures Forum, Scottish Council Foundation, CBI Scotland and Audit Scotland, to name but a few.

He has been lead speaker at numerous conferences and has contributed to a range of education publications.

The Tapestry Partnership is privileged to have Keir Bloomer lead its “think tank” in bringing innovation, creativity and world leaders to Scottish education.

“The schools of today convey the message that young people are not valued and their education is not valued”

“Teachers must be involved in the design of the schools of tomorrow”Keir Bloomer

“Our philosophy was not to make everything too ‘safe’; to ensure that the children were challenged but also to create a secure space, where they could play and learn independently”

Alan DunlopBiography of Alan Dunlop:In 1998, Alan Dunlop was elected one of the youngest ever Fellows of the Royal Incorporation of Architects in Scotland. He was educated in London and at the Mackintosh School of Architecture in Glasgow. He has travelled extensively in the United States, taught in schools of architecture in Manchester, Liverpool and Glasgow and has lectured throughout the UK, USA and Ireland. Widely published in the architectural press and in national broadsheets, he is an established commentator on architecture, design and social issues. He is also a regular contributor to television and radio in Scotland and is an Editorial Board member of Prospect Magazine. Alan is Partner in Charge for the Executive Schools PPP Project and is lead consultant for Glasgow City Council’s Hazelwood School, a school for children with dual sensory impairment, which is currently being built in Dumbreck, on the south side of Glasgow. Hazelwood School is the first specially designed school for children with sight, hearing and mobility impairment in Europe. Alan Dunlop is a partner in Gordon Murray and Alan Dunlop Architects (gm+ad).

This practice is regarded as one of Scotland’s most dynamic practices with over thirty national and international awards for architecture, including Europa Nostra, RIBA, British Construction Industry, BCO, RIAS, RIAI and Scottish Design Awards. The ethos of the practice is to be dynamic, creative and innovative whilst being responsive to client, professional rigour and place.

P R O G R A M M E0900-0930 Registration

0930-0940 Music Young People from East Ayrshire Council

0940-0950 Welcome Councillor Charles Gray, CBE, Education Spokesperson, COSLA; Convener, Education Committee, North Lanarkshire Council; Member, Tapestry Partnership Board

0950-1100 Designing a School for What? Keir Bloomer, Chief Executive, Clackmannanshire Council and Chair, Tapestry Partnership Board This session will examine the extent to which it is possible to predict changes in education over the lifespan of new school buildings. Some clear trends will be identified. Implications for the design of school premises will be explored.

What should the school be like? - fixed or flexible - home or institute - glass or plastic - family centred or content driven

Is it for young people or robots? How will it cope with ever changing technology or ever increasing understanding of the brain?

1100-1130 Coffee

1130-1230 A Designer’s Perspective Alan Dunlop, Partner, Gordon Murray and Alan Dunlop Architects What are the key issues teachers wish to address? Alan Dunlop will describe the factors which should influence an architect setting out to design a school. He will investigate the process of translating a brief into the school design. How teachers and local authorities could hold more ownership of “The School for the 21st Century” will be discussed.

1230-1330 Lunch

1330-1445 A Teacher’s Perspective Design Your Own School - A Practical Workshop Work with Keir and Alan in a practical exercise to design The School for the 21st Century: “The School as a Home for the Mind”.

1445-1530 Plenary: The Voices of Scotland’s Teachers

1530 The Way Forward Professor Brian Boyd, Director, Tapestry Partnership

The SCHOOLfor the 21st Century

Title: Forename: Surname:

Designation:

Establishment/School:

Mailing Address:

Postcode:

Telephone: Fax: Email:

Local Authority:

Special Access Requirements:

I enclose a cheque for £110 + VAT (total £129.25) made payable to ‘Tapestry Partnership’. Alternatively, please send an invoice as detailed below.

Closing date for applications is 10 working days prior to the commencement of each Masterclass. No refunds will be made on cancellation after this date. Substitutions will be accepted. To keep costs down delegates are requested to purchase their own lunch

Please return your complete application form to: Sarah Harper/Lynn Priestley, Tapestry Partnership, c/o Learning and Teaching Scotland, The Optima, 58 Robertson Street, Glasgow, G2 8DU.

Tel No: 0141 282 5275/5276 Fax No: 0141 282 5140 Email: sarah.harper@tapestrypartnership.com / lynn.priestley@tapestrypartnership.com

Masterclass by Keir Bloomer and Alan DunlopThursday 29th March 2007Glasgow Royal Concert Hall

APPLICATION FORM

There are only 200 places available at this Masterclass. We strongly recommend that you book promptly to ensure a place. THANK YOU!

Context:Following a very successful two day Tapestry conference in Glasgow in 2004, Tapestry was convinced of the benefits of Feuerstein methodologies and approached the Scottish Executive Education Department (SEED) to discuss the funding of a partnership project. The aim of which was to pilot the methodologies of Instrumental Enrichment in Scottish schools in the context of “A Curriculum for Excellence”.

A partnership project was formed with Scottish Borders Council, Tapestry and “Future Learning and Teaching (FLaT)”. A member of staff from Scottish Borders Council was seconded to work with Tapestry in the progression of this pilot.

Scottish Borders Council teachers using Instrumental Enrichment (IE) have found that:

• there is a framework in which all learners are engaged

• childrens cognitive functions have developed

• pupils have a framework to describe their learning

• intrinsic motivation has increased

• pupils self-esteem has improved

• pupils perceptions of themselves as learners have improved

This Masterclass comes before the first session of Feuerstein training which Learning and Teaching Scotland (LTS) will host.

Several local authorities will be involved in this initiative and this training will be offered in Scotland by Professor Reuven Feuerstein’s key team from Jerusalem. It is hoped that further training will take place.

Methodology:Feuerstein has developed a system of education which takes children with learning, psychological, behavioural and medical problems and transforms them emotionally and intellectually; so that they are successfully integrated into education and society. Feuerstein’s theory - from which millions of children have benefited, currently backed by over 1500 research studies worldwide; states that learning ability can be significantly enhanced, regardless of age, nature, cause or severity of condition. Clinical observations over decades have shown that the development of thinking processes is highly dependent on the nature and quality of the interaction within which selected stimuli are mediated by parents, educators, carers and employers. At a time, when schools seem to be overwhelmed by troubled and vulnerable children and by communities and support workers who are challenged by anti-social behaviour;

Feuerstein’s curriculum and methodology for teaching children and young people to “learn how to learn and think” is an urgently needed innovation.

The Programmes - Who Will Benefit?• children and young people who do not achieve their potential due to unfavourable family, social and cultural circumstances;

• children and young people with congenital or acquired learning disabilities;

• children, young people and adults who have difficulty learning and working primarily due to emotional problems;

• children and young people who are bright or gifted underachievers;

• children, young people and adults with learning difficulties, both within mainstream schools or special settings, at college, in educational training programmes and at work.

“Wait a minute...let me think”

“Feuerstein is the greatest educator of our time” Professor Howard Gardner

P R O G R A M M E0900-0930 Registration

0930-0940 Music Glasgow Schools Pipe Band, Glasgow City Council

0940-0950 Welcome Stuart Ritchie, Director of Curriculum, Learning and Teaching Scotland

0950-1050 Structural Cognitive Modifiability: Key to Succesful Learning in the 21st Century Professor Reuven Feuerstein The Theory, the Research and the Techniques in Action •

1050-1120 Coffee

1120-1215 Learning Disabilities or Disabilities of Learning? Rabbi Rafi Feuerstein Does the quality of teaching stand up to the challenges of technological, economic, cultural and social change?

1215-1330 Lunch

1330-1430 Inside the Thinking Factory: The Set of Tools Professor Alex Kozulin

1430-1515 Beyond IQ: Dynamic Cognitive Assessment Rabbi Rafi Feuerstein The identification of a child’s path towards realisation of potential

1515-1545 Feuerstein: A Scottish Local Authority Model Anne-Theresa Lawrie and Billy O’Neill

1545 The Way Forward Professor Brian Boyd, Director, Tapestry Partnership

how the learning and adaptability of each individual may be significantly improved by producing structural changes in the brain; making it more modifiable - more able to learn from direct exposure to the environment and to new experiences

Instead of labelling students who experience difficulties, as, “learning disabled” should they be referred to as “teacher deficient”? Rabbi Feuerstein’s presentation will demonstrate the instructional means whereby the educational framework is not, “product orientated” but “process orientated”.

Does todays society demonstrate the necessity for prospective, rather than retrospective education. Prospective education equips students to formulate and solve problems, orient themselves in new materials, and self-regulate their own life-long learning process. Cognitive enrichment is the key to prospective education. The classroom should become a “thinking factory” to develop these cognitive functions to enrich the abilities of all students.

• defines learning potential• assesses cognitive and affective strengths• identifies barriers to learning• develops practical strategies for teaching and learning• evaluates and charts the ways in which an individual’s intelligence could be advanced

Biography of Professor Reuven Feuerstein:The theories and methodologies of Professor Feuerstein are recognised internationally by governments, academic institutions and education authorities. He has received honorary professorships from numerous universities and has been awarded the highest honours from governments for his groundbreaking work, these include: USA, France, Canada, Israel, Spain, Italy and Chile. His 80 books and numerous research papers have been translated into 18 languages. Born in 1921, in Romania, he studied in Switzerland under Carl Jung and Carl Jaspers and worked at Geneva University with Jean Piaget and Andre Rey. The tutor for his Doctorate was Otto Kerneberg.

Biography of Rabbi Rafi Feuerstein:Rafi Feuerstein complements his research on meta-cognitive functioning - learning how to learn and think - by working and assessing pre-school and primary children; enabling them to reach their true learning potential. He developed key cognitive tools with Professor Reuven Feuerstein and leads the Feuerstein Early Intervention Strategy. He delivers lectures worldwide and advises

governments and academic establishments in the application of Feuerstein’s theories.

Biography of Professor Alex Kozulin:Visiting Professor of Cognition at universities including Harvard; the major world figure in Vygotsky’s socio-cultural theory of the mediated learning experience, which demonstrates the importance of guided adult/child interaction to achieve maximum potential. Author of several books including “I Think, Therefore...I Read”, “A Socio-Cultural Approach to Education” and “A Biography of Ideas”.

Biography ofAnne-Theresa Lawrie:Former Depute Headteacher in Kelso High School, currently Depute Head of Learning and Teaching in Scottish Borders Council. Anne-Theresa was responsible for the co-ordination and development of the Feuerstein partnership project in Scottish Borders Council.

Biography of Billy O’Neill:Former Depute Headteacher at Kittoch School for young people with social, emotional and behavioural difficulties, he piloted Feuerstein’s methodologies in South Lanarkshire. He trained Scottish Borders teachers in the Feuerstein/Tapestry/FLaT initiative.

“Wait a minute... let me think”About Feuerstein’s Instrumental Enrichment Program

“Feuerstein’s Instrumental Enrichment Program Instrumental Enrichment (FIE) is a cognitive intervention program that can be used both individually and in the classroom format. The FIE program has been successfully used all over the world as a tool for the enhancement of learning potential and cognitive functioning of children and adults. For individuals with special needs FIE is used as a remediation program, for higher functioning learners FIE is a tool of cognitive enrichment.

FIE as a classroom curriculum is aimed at enhancing the students’ cognitive functions necessary for academic learning and achievement. The fundamental assumption of the program, based on the Feuerstein’s theory of Structural Cognitive Modifiability and Mediated Learning Experience is that intelligence is dynamic and modifiable, not static or fixed. Thus the FIE program seeks to correct deficiencies in fundamental thinking skills, provides students with the concepts, skills, strategies, operations and techniques necessary to function as independent learners, increases their motivation, develops students’ meta-cognition, in a word helps students learn how to learn.

FIE materials are organized into 14 instruments that comprise paper-and-pencil tasks aimed at such specific cognitive domains as analytic perception, orientation in space and time, comparison, classification, and more. Deliberately free of specific curricular content, the FIE tasks are intended to be more readily transferable to all educational and everyday life situations.”

“Don’t accept me as I am... intelligence is defined as a changeable state rather than an immutable trait”

Professor Reuven Feuerstein

Context:Headstrong: Developing Mind and Body in the 21st CenturyWe can say with certainty that the pace of change in the 21st century will be relentless. In Scotland, we have pledged to design a curriculum which will produce young people who are successful learners, confident individuals, effective contributors and responsible citizens. We will have to do this against a backdrop of concerns about not just their learning but about their health and wellbeing too. If we are to educate the whole child, then the Greek maxim, mens sana in copore sano, has never been more important.

Tony Buzan, originator of, and author of more than 90 books on, MindMapping® , has worked with Britain’s Olympic gold medal winning rowing team, helping them to maximise the performance of both mind and body. Sir Steve Redgrave’s foreword to Tony’s book, Headstrong, emphasises the importance of looking at the brain and the body and how they can work in synergy.

This Masterclass is relevant to Hungry for Success, the Scottish Executive Education Department’s flagship policy on health and wellbeing in schools, and on A Curriculum for Excellence. In his uniquely inspirational style, Tony will look at how we can help learners to work to their full potential, how we can help them to be healthy and how strategies such as MindMapping® can help improve their achievement.

The day will be grounded in the Scottish context by Tapestry’s Professor Brian Boyd, a member of the Ministerial Working Group which produced A Curriculum for Excellence. Brian, from his wide experience of the Scottish curriculum, will show how relevant Tony’s ideas and strategies can be for all learners and educators.

Biography of Tony Buzan:Tony Buzan graduated from the University of British Columbia in 1964, with Combined Honours in Psychology, English, Mathematics and the General Sciences. He lectured in Creative Thinking and Psychology at university before taking a Special Teacher post with the Inner London Education Authority, where he

specialised in teaching children labelled as ‘suffering from learning disabilities’, ‘delinquent’ and ‘gifted’.

Tony Buzan, world leading author and lecturer on the brain, learning and thinking skills, is an adviser to governments, business and the professions. He has authored and co-authored 92 books to

date; his books have achieved massive success in more than 100 countries having been translated into 30 languages. ‘Use Your Head’ was voted by booksellers as one of the top 1,000 books of the millennium. Tony Buzan was voted by business in America as one of the top five international lecturers. He is the originator of MindMaps® and Radiant Thinking® and for a time was editor of the International Journal of Mensa. He is a prizewinning poet, an adviser to Olympic coaches and to the British Olympic Rowing

Squad, he himself being a prizewinning athlete. Much of his work in education is devoted to helping those with disabilities.

He is a consultant and adviser to governments and government organisations including: England, Singapore, Mexico, Australia, the Gulf States and Liechtenstein.

Biography of Professor Brian Boyd:Brian is Professor of Education at the University of Strathclyde and is a co-founder, with Katrina Bowes, of Tapestry. He was a member of the Ministerial Review Group on the curriculum 3-18 which produced the report A Curriculum for Excellence. He writes frequently, and challengingly, for the educational press in Scotland and has published widely in educational journals and books. He is

currently editor for Hodder Gibson of a new series of books aimed at teachers and is author of two of the first four titles - Primary-Secondary Transition and Improving Professional Practice, published in 2005. His wife, Margo, a depute headteacher, and son, Chris, a student, keep his feet on the ground.

“Tony Buzan is one of the very few people I have met who really understands how important the brain is...”

Sir Steve Redgrave, CBE, Five Times Olympic Gold Medallist

“Tony Buzan’s MindMaps® have transformed learning for millions of people across the world. Now, Tony, at an important time for Scottish education, is looking at how the human brain and the human body can work together most effectively. If educating the whole child is our aim, then health and wellbeing must be addressed as part of A Curriculum for Excellence”.

Professor Brian Boyd

I P R O G R A M M E0900-0930 Registration

0930-0940 Music Stanley Primary School, North Ayrshire Council

0940-0950 Welcome Graham Short, Executive Director of Educational and Social Services, East Ayshire Council

0950-1105 Positive Thinking: Successful Learning Tony Buzan, Key Adviser, Tapestry Partnership Tony will explore the most successful positive thinking techniques which can transform Scottish classrooms. He will demonstrate how pupils can learn from failure and learn how to learn. - Creative Thinking - Memory and Learning - Basic Structures of Thinking and Memory

1105-1135 “Brain-Break!”

1135-1245 Your Body and How to Use it Well Tony Buzan, Key Adviser, Tapestry Partnership We want to make our pupils confident individuals by being healthy in their bodies and in their brains. “Hungry for Success” is the Scottish approach and Tony will show us how healthy children - and their teachers - are better learners. - Mind and Body - Diet for Health - Food for Learning - The “Stress” Quiz! - Stress Bursting - Autogenic Training

1245-1400 Lunch

1400-1445 Educating the Whole Child Professor Brian Boyd, Director, Tapestry Partnership A Curriculum for Excellence offers us a unique opportunity to educate the whole child. Brian will suggest new ways we can think about the curriculum to enable all pupils - and educators to fulfil their potential.

1445-1530 Your Amazing Synergetic Brain and Body Tony Buzan, Key Adviser, Tapestry Partnership Tony will show how MindMapping® can promote successful learning, and make pupils more confident in their abilities as successful learners. - The Power of MindMapping®

1530-1540 MindMapping® - The Difference it Makes Marina Mathieson, Teacher, Berryhill Primary School, North Lanarkshire Council

1540 The Way Forward Keir Bloomer, Chair, Tapestry Partnership Board

The STRATEGIESfor the 21st Century

Title: Forename: Surname:

Designation:

Establishment/School:

Mailing Address:

Postcode:

Telephone: Fax: Email:

Local Authority:

Special Access Requirements:

I enclose a cheque for £110 + VAT (total £129.25) made payable to ‘Tapestry Partnership’. Alternatively, please send an invoice as detailed below.

Closing date for applications is 10 working days prior to the commencement of each Masterclass. No refunds will be made on cancellation after this date. Substitutions will be accepted. To keep costs down delegates are requested to purchase their own lunch

Please return your complete application form to: Sarah Harper/Lynn Priestley, Tapestry Partnership, c/o Learning and Teaching Scotland, The Optima, 58 Robertson Street, Glasgow, G2 8DU.

Tel No: 0141 282 5275/5276 Fax No: 0141 282 5140 Email: sarah.harper@tapestrypartnership.com / lynn.priestley@tapestrypartnership.com

Masterclass by Tony Buzan and Professor Brian BoydFriday 18th May 2007

Glasgow Royal Concert Hall

APPLICATION FORM

There are only 200 places available at this Masterclass. We strongly recommend that you book promptly to ensure a place. THANK YOU!

Context:Tapestry is pleased to announce that Professor Art Costa has chosen to come to Glasgow - and Scottish education.

This Masterclass will link international research to effective classroom and school practice. How to realise the “leadership agenda” and, foster a climate of effective learning will be explored over the two days.

The two-day Masterclass will focus on:

• making time for leadership• enhancing leadership capacity within the school• developing a leadership ‘toolkit’ with which to work• encouraging a climate of learning dispositions for better thinking• learning to encourage and coach at the highest levels

“Learning demands for life in the 21st century are very different from those required in former times. The reality and complexity of global, social, scientific and technological change require education to provide learners with more than knowledge and understanding. Amongst the core skills with which it must equip them is the skill of learning itself.” (HMIE 2007)

Leadership is viewed as a corporate concept which relates not only to the head of establishment, but, also, to the combined impact of all those involved in any aspect of learning provision. The most powerful resource in any school is the experience, knowledge and values of the people who work there.

Over the two days, using the leadership toolkit and understanding the 11 proven teacher mindsets, this Masterclass will comprehensively reflect the HMIE description of a good leader, who:

• provides high-quality vision, direction and strategic leadership• sets and maintains high expectations• makes a strong impact on the quality of learning, teaching and achievement• creates a vibrant culture in the classroom and school and a sense of community• guides and manages change• makes connections and partnerships within the school and the wider community

Biography of Art Costa:Arthur Costa is an Emeritus Professor of Education at California State University, and co-founder of the Institute for Intelligent Behaviour

in California. He has served as a classroom teacher, a curriculum consultant, an assistant superintendent for instruction, and as the Director of Educational Programs for the NASA. He has presented and conducted workshops all over the world. He is author of numerous journal articles and books on the theme for which he is best known: Habits of Mind.

Biography of John Edwards:John Edwards has a long and distinguished career in educational research and is internationally recognised for his research on thinking and professional growth and learning. He is Adjunct Professor of Education at the University of Queensland, and is one of the few international researchers to have turned his research into award-winning practice in education.

Biography of Bill Martin:Bill Martin has won national awards as a Headteacher in the USA. On two occasions, Bill led his staff to create award-winning schools - in challenging areas. Recently, Monroe High School in Detroit, won an award as one of the top high schools in America. Bill will share his knowledge on systems thinking, forming leadership teams, and growing leadership in schools.

Biography of James Nottingham:James Nottingham is the European Coordinator of Community Designed Schools. He has a distinguished career as an innovator: firstly as a teacher in primary, middle and high schools; then as a consultant and writer developing a network of more than 1,000 Philosophy for Children practitioners across North East England.

Biography of Paul Cleghorn:Paul Cleghorn has been a Headteacher. As Development Officer, he leads Clackmannan-shire’s ‘Thinking Through Philosophy’ programme. Paul is Chair of SAPERE (Society for the Advancement of Philosophical Enquiry and Reflection in Education), and the author of several books, including the ‘Thinking Through Philosophy’ series.

“Art Costa has done more than anyone I can think of to advance the practical cause of more thoughtful education” Professor David Perkins, Harvard University

“In a school that is a home for the mind there is an inherent faith that all people can continue to improve their intellectual capacities throughout life; that learning to think is as valid a goal for the ‘at risk’, the disabled, thedisadvantaged, and the foreign-speaking as it is for the ‘gifted and talented’, and that all of us have the potential for even greater creativity and intellectual power” Professor Arthur L Costa

P R O G R A M M EThursday 14th June 2007

0900-0930 Registration

0930-0940 Music Hillfoots Music for Youth Concert Band, Clackmannanshire Council

0940-0950 Welcome Keir Bloomer, Chair, Tapestry Partnership Board

0950-1120 Mindsets that Matter Professor Art Costa, Professor John Edwards and Bill Martin How mindsets in the classroom directly affect the achievement of young people. This session presents “11 proven teacher mindsets”, which will improve focus in the classroom: • give skilled feedback • provide data for decision making • focus on actionable knowledge • know your values, beliefs and assumptions • deal with resistance • model, articulate, teach • create time • .........

1120-1150 Coffee

1150-1300 Principles of Community Designed Schools Bill Martin How shared vision and shared values shape the school community. Key topics will include: building and maintaining trust; mentoring; integrity; consistency and authenticity to promote learning in all members of the school community. • levels of perspective • vision • systems thinking

1300-1400 Lunch

1400-1410 Music Lochgelly High School Saxophone Quartet, Fife Council

1410-1520 Identifying Mental Models Professor Art Costa and Professor John Edwards What hampers good teaching? Ladders of Inference - Evidence to demonstrate the different perceptions and judgements young people place on teachers language and actions. What complements good teaching? Cognitive Coaching - A strategy for reflective teaching. An impressive tool to help with planning, reviewing and continuous meta-cognition. The Cognitive Coaching process: • goals • process • competencies

1520-1540 Speaking “Cogitare” Paul Cleghorn How the above models have been used in Scottish schools.

1540-1550 Break

1550-1645 Provoking New Mental Models James Nottingham ‘5 Steps to Outstanding Teaching’ - A Lesson Planning Strategy for Incorporating Cognitive Conflict. This session includes how to rescue the “lost learner”.

1645 End of Day One Professor Art Costa, Professor John Edwards, Bill Martin, James Nottingham and Paul Cleghorn

The team will be available to speak informally with participants until 1715.

P R O G R A M M EFriday 15th June 2007

0900-0920 Registration

0920-0930 Welcome and Reflection from Day One Paul Cleghorn, Development Officer, Clackmannanshire Council

0930-1045 Thinking Dispositions: From Theory to Practice Professor Art Costa and Bill Martin Art gives insight into ‘Habits of Mind’ and Bill talks about how he used them in practice. • resilience • questioning and problem posing • managing impulsivity • listening with understanding and empathy • thinking flexibly • thinking about your thinking (meta-cognition) • striving for accuracy and precision • persistence

1045-1115 Coffee

1115-1245 Teaching For, Of, and About Thinking: Thinking Skills for the Classroom Professor Art Costa, Professor John Edwards and Bill Martin The team discuss Thinking Skills as they pertain to student achievement and creativity, and demonstrate how some “thinking models” can be implemented in the classroom and school. • comparison of thinking models • thinking skills “tool box” • infusion of thinking skills • statements and questions that cause thinking • gathering and recalling information (input) • making sense of information (process) • applying and evaluating actions (output)

1245-1345 Lunch

1345-1445 What Students Are Thinking? Professor John Edwards Enter the minds of children through a series of research studies, which lead to a focus on the factors that “exhaust” teachers. The importance of connecting with students, in the present moment, and holding this attention during the lesson. Examine interactive strategies such as: • open, or extending responses • praise • analysing answers • silence • facilitation • clarification • distinctions between feedback and rewards

1445-1530 Making Sense of it all in Practice Professor Art Costa, Professor John Edwards, Bill Martin, James Nottingham and Paul Cleghorn How the above models have been used in schools.

1530 The Way Forward: A Reflective Practitioner Professor Brian Boyd, Director, Tapestry Partnership

Presenter(s)

Keir Bloomer and Alan Dunlop

Reuven Feuerstein, Rafi Feuerstein and Alex Kozulin

Tony Buzan and Brian Boyd

Art Costa, John Edwards, Bill Martin, James Nottinghamand Paul Cleghorn

Venue

Glasgow RoyalConcert Hall

Glasgow RoyalConcert Hall

Glasgow RoyalConcert Hall

Glasgow CaledonianUniversity

Title of Masterclass

The SCHOOL for the 21st Century

The THINKERS for the 21st Century

The STRATEGIES for the 21st Century

The LEADERS for the 21st Century

Masterclasses: March - June 2007

APPLICATION FORMThe number of places available at each of the Masterclasses is EXTREMELY limited. We strongly

recommend that you book promptly to ensure a place. THANK YOU!

Date

29 March 2007

25 April 2007

18 May 2007

14 & 15 June 2007

Price

£110 + VAT= £129.25

£110 + VAT= £129.25

£110 + VAT= £129.25

One day:£110 + VAT= £129.25

Two days:£155 + VAT= £182.13

PlacesAvailable

200

300

200

200 each day

Tick asAppropriate

Day 1 only

Day 2 only

Day 1 and 2

Title: Forename: Surname:

Designation:

Establishment/School:

Mailing Address:

Postcode:

Telephone: Fax: Email:

Local Authority:

Special Access Requirements:

I enclose a cheque made payable to ‘Tapestry Partnership’ for the Masterclass/s I wish to attend. Alternatively, please send an invoice as detailed below.

Closing date for applications is 10 working days prior to the commencement of each Masterclass. No refunds will be made on cancellation after this date. Substitutions will be accepted. To keep costs down delegates are requested to purchase their own lunch.

Please return your complete application form to: Sarah Harper/Lynn Priestley, Tapestry Partnership, c/o Learning and Teaching Scotland, The Optima, 58 Robertson Street, Glasgow, G2 8DU. Tel No: 0141 282 5275/5276 Fax No: 0141 282 5140 Email: sarah.harper@tapestrypartnership.com / lynn.priestley@tapestrypartnership.com