moving towards a student-centred classroom: self assessment and self evaluation
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Moving towards a student-centred classroom: Self assessment and self evaluation. Professor John MacBeath. Title Text. Why children fail How children learn Why schools fail How schools learn. Title Text. - PowerPoint PPT PresentationTRANSCRIPT
Moving towards a student-centred classroom: Self assessment and self evaluation
Professor John MacBeath
Title Text• Why children fail
• How children learn
• Why schools fail
• How schools learn
Title Text Imagine yourself on a ship sailing across an unknown sea, to
an unknown destination. An adult would be desperate to
know where he is going. But a child only knows he is going
to school...The chart is neither available nor understandable
to him... Very quickly, the daily life on board ship becomes all
important ... The daily chores, the demands, the inspections,
become the reality, not the voyage, nor the destination.
(Mary Alice White, 1971)
Title TextWhy children fail• Low self efficacy• Labelling• Forms of marking and grading• Peer pressure• Lack of prior learning• Misconception• Lack of appropriate tools• Context specificity• Lack of social capital
Children and young people live nested lives, so that when classrooms do not function as we want them to, we go to work on improving them. Those classrooms are in schools, so when we decide that those schools are not performing appropriately, we go to work on improving them, as well. But those young people are also situated in families, in neighbourhoods, in peer groups who shape attitudes and aspirations often more powerfully than their parents or teachers.
David Berliner, 2005
LEARNING IN THE UNFAMILIAR
tasks/problems
contexts/situationsfamiliar
unfamiliar
familiar problems infamiliarcontexts
novel problems infamiliarcontexts
unfamiliar problems inunfamiliarcontexts
tasks/problems
contexts/situationsfamiliar
familiar problems infamiliarcontexts
novel problems infamiliarcontexts
unfamiliar problems inunfamiliarcontexts
familiar problems innovelcontexts
unfamiliar
Does learning last? Does it transfer?
LEARNING IN THE UNFAMILIAR
tasks/problems
contexts/situationsfamiliar
unfamiliar
familiar problems infamiliarcontexts
novel problems infamiliarcontexts
unfamiliar problems inunfamiliarcontexts
tasks/problems
contexts/situationsfamiliar
familiar problems infamiliarcontexts
novel problems infamiliarcontexts
unfamiliar problems inunfamiliarcontexts
familiar problems innovelcontexts
unfamiliar
Does learning last? Does it transfer?
Title TextIntelligence is knowing what to do when you don’t know what to do(Jean Piaget)
Title Text
Why do schools fail?
Images of School
Learning disabilities are tragic in children but they are fatal in organisations
Peter Senge , 1996
Title TextOrganisational learning disabilities
• I am my position
• Nothing fails like success
• The enemy is out there
• The parable of the boiled frog
Title Text
anxiety over coverageanxiety over coverage internal competitiveness internal competitiveness emphasis on markingemphasis on marking parental pressuresparental pressures being judgedbeing judged being overdirectedbeing overdirected not being listened tonot being listened to being misunderstoodbeing misunderstood
TOXINSTOXINSWhy do teachers fail?Why do teachers fail?
Title Text
How do children learn?
1. Cognitive conflict (Piaget)
2. ‘Bandwidth’ (Qvotrup)
3. Mediation of emotional centres (Damasio)
4. Attention to the learning moment (Perkins)
5. Leverage (Dewey)
6. A social activity (Vygotsky)
7. Flow (Czikzentmihalyi)
7 key ideas in learning theory
FLOW
APATHYBOREDOM
ANXIETY
Title Text“I teach my teddy what I’m learning in class. He is now the smartest teddy in the street.”
And she is now the smartest girl in the class
• Embedded in relationships• Contextualised• Learner-centred• Concerned with skills and dispositions• Supportive but challenging• Enjoyable but risky• Relaxed but alert• Age blind
Teaching and learning in the wild
Measured Attainment
Lifelong Learning
Individual Pupil
Community of Learners
Passive Consumption
Multiple Avenues of Inquiry
The School Day Opportunistic Learning
The Natural and Social World
The Classroom Seat
Learning How to Learn
Reproduction of the curriculum
WHY
HOW
WHERE
WHO
WHAT
WHEN
WHY
WHO
WHAT
WHERE
WHEN
HOW
students decide adults support
adults decide
adults and students take joint decisions
adults consult on minor matters
adults decide with students as ‘decoration’
adults decide based on student views
The ladder ofparticipation
students decide adults support
adults decide
adults and students take joint decisions
adults consult on minor matters
adults decide with students as ‘decoration’
adults decide based on student views
The ladder ofparticipation
decoration
invitation
participation
manipulation
Title TextHOW DO TEACHERS LEARN?
• Peer observation • Lesson study• Co teaching• Mentoring, coaching and critical friendship• Learning from and with students• Collaborative lesson planning• Learning conversations• Sharing and discussing students’ work• Structured practice-focused meetings• Learning walls
Title TextThe teacher conducts a lesson, purpose and plan in
made explicit
Colleagues observe with a research question they want to explore
Group meets to discuss their observations and offers critique
Another teacher implements revised lesson, again observedThe teacher
The teacher conducts a lesson, purpose and plan is made explicit
Colleagues observe with a research question they want to explore
Group meets to discuss their observations and offers critique
Another teacher implements revised lesson, again observed
Reflective diarying
Title Text
• Bullet point
• Bullet point
• Multi task
• Read the context
• Listen to the silences
• Tune into the right bandwidths
• Create a climate for learning
• Find time for what matters
• Balance task, individual and group
What do teachers do?
The TIG principle Individual
Task Group
The TFD principle Thinking
Feeling Doing
Ass
essm
ent O
F le
arni
ngA
ssessment FO
R learning
Assessment AS learning
Setting learning goals
Giving and getting feedback about progress
Using assessment data to monitor and plan next steps
Thoughtful questions, careful listening, and reflective
responses
Is thinking visible here? Are pupils explaining things to one another? Are they offering creative ideas? Are they using the language of thinking? Am I? Are students debating interpretations? How is assessment enhancing thinking/feeling? Is this an environment conducive to learning?
Questions of visibilityQuestions of visibility
MYST routine
Me: How do I model thinking? How do I make my own thinking visible?
You: How do I make my students’ thinking visible?
Space: How is the environment of the classroom organized to help facilitate thinking?
Time: How can I give thinking more time in my classroom? How does thinking change over time?
1. What makes you say that?2. Connect, extend, challenge3. What do you think you know? 4. What puzzles you? 5. What do you wonder about? 6. Think Pair Share 7. I used to think…now I think
7 classroom routines
What works best for me?
What are my strengths and weaknesses?
How am I smart?
What helps and hinders my learning?
Where and when do I learn best?
What do I know about learning?
Who do I learn best with?
Title Text
• Delivering the curriculum
• Discussing purposes and objectives of learning
• Pupils devising indicators of achievement
• Pupils as assessors their own and others’ work
• Pupils as determiners of learning
• Pupils as learning partners
From delivery to learning partnerships
Lui Chiu Yee, Kylie (Tai Po Old Market [Plover Cove] Public School)
“When we get older, teachers don’t tell us the answers. They ask questions, and let us find the answers by ourselves. We may surf the Internet, and go to the library to find some books. When we do it in this way, we can learn how to learn. We will be more interested in the things we learn. We also think that if teachers just stand in the classroom and talk and talk, it will be so boring. This is active education and we like it very much. Teachers always ask us to do some projects, and before they teach us they ask us to find some information, so we can learn by ourselves. They would tell us more, so we can remember it well.”
• Seeks out opportunities to learn
• Acts with integrity
• Adapts to differences
• Is committed to making a difference
• Seeks broad based knowledge
• Brings out the best in other people
• Is insightful - sees things from new angles
• Has courage to take risks
• Seeks out and uses feedback
• Learns from mistakes
• Is open to criticism
WHO GETS THE JOB?
Student learning
Professional learning
Organisational learning
Leadership
Student learning
Professional learning
Organisational learning
Leadership