powerful learning presentation
DESCRIPTION
Here is the presentation presented to Pt England School cluster.TRANSCRIPT
Promoting Deep Learning & Thinking the development
of a Powerful Learning
Process...a glimpse of one school’s Journey
Online Bridges ICT Cluster Jan 2010
our Powerful Learning Process
Agenda - Learning Intentions
To learn …• where the RBS Powerful Learning Process fits in
the big picture• why/how the Powerful Learning Process
evolved.• how thinking is embedded as part of the
Powerful Learning Process and can be activated at different levels
• How are learners (teachers and students) supported in the development of PL?
Thinking Big Picture
Imagine the learners world like this
So What – to make a difference
It– has lots of knowledge, understandings and concepts to explore
We – situated in a community
I – learner sits at the centre
Key competencies?
So What – applying key competencies meaningfully
It– Using symbols, language and texts Thinking
We – relating to othersParticipating and contributing
I – Managing self
Connecting to the NZ Curriculum
The thinking required in such a world?
So What – design, problem solve, innovate and create the unknown
It – Thinking with, in and about knowledge and understandings
We – Caring thinking, emotional intelligence
I – Metacognition, thinking about my thinking
Red Beach School Vision
Change Fundamental – Creating a vision
Ensuring the vision lives
3 Keys to Change - Keeping it Simple
Vision - Collective direction and purpose
Student Profile- What will the student leave the school being able to do as a result of the vision principles
Teaching Practice – What pedagogical practices are required to ensure that each student will leave after 6 years as the profile outlines
Student Profile
Student voice
Detailed Student Profile Concepts and Competencies
Effective Teaching Practice
How am I going? Where am I going? Where to next?
Align Practice with Belief
Powerful Learning where in the big picture does it fit?
RBS Vision
Powerful Learning
Developed to help learners deal with the ‘IT’ thinking - that is to make sense of and deal with a multitude of knowledge and understandings
Learning Intentions
I am learning …• where the Powerful Learning Process fits in the
big picture
• why/how the Powerful Learning Process evolved.
• how thinking is embedded as part of the Powerful Learning Process and can be activated at different levels
• How are learners (teachers and students) supported in the development of PL?
There are no easy answers to future problems.
Art Costa
One of the core functions of 21st century education is
learning to learn in preparation for a lifetime of change.
David Miliband, 2003
We need to produce people who know how to act when they are faced with situations for which they were not specifically prepared.Seymour Papert, 1998
Learning Intentions
I am learning …• where the Powerful Learning Process fits in the
big picture
• why/how the Powerful Learning Process evolved.
• how thinking is embedded as part of the Powerful Learning Process and can be activated at different levels
• How are learners (teachers and students) supported in the development of PL?
Unpacked LLL
Embed/Abandon
Vision
What does the teaching practice look like?
05
05
Interviewing students
Strategic direction
Student profile clarity
Using images
Collective
AFL Context PL lead teachers 07
Power of student voice
Inquiry team06
08Lead teachers
continued with PL
Science
Split screen thinking
One process not linear
Being selective – thinking tools
Thinking embeddedBased on Solo same as NCEA
More than inquiryCross curricular
Creating a shared language
09
PL school wide focus
Change influences
Change fundamentals
Our steps
Ahas
Going deep – using the hub
Our Audience
PL Pedagogical understanding
The test of successful education is not the amount of knowledge that pupils take away from school, but their appetite to think, know and their capacity to learn.Sir Richard Livingstone, 1941
Pedagogy should at its best be about what teachers do that not only helps
students to learn but actively strengthens their capacity
to think and learnDavid Hargreaves, 2004
To survive, thrive and learn
successfully in the predicted future one needs to be able to
think!
Take a minute to share with the people sitting next to you what tools, strategies, techniques you use in the classroom to promote thinking.
Let’s Share
Thinking – What’s out there?Caring, Critical, Creative
Michael PohlEmotional Intelligence
ColemanHabits of Mind
Art Costa
Learning muscles
Guy Claxton
Thinking Maps
David Heryle
Organisers
Venn
Double Bubble
T-chart
Matrix
Define square
Part-whole
Analysis
Sequence
Association
Thinking Hats
De BonoMultiple Intelligences
GardenerWhole Brain Thinking
Hermann
Learning to Learn
Thinkers Keys
Tony Ryan
Questioning Toolkit
Jamie MacKenzie
Creative Thinking
Scamper
BAR
SCORT
Attribute Modification
Bloom’s Taxonomy
3 story Intellect
Solo Taxonomy
Anderson’s Revised Bloom’s
Wiederhold’s Questions Matrix (1991)
Inspiration
Kidspiration
Strategies
KWHL
Think Pair Share
Donut
5 senses
PMI
SWOT
Y chart
BrainstormingExtended brainstorming
Short, long term memory
Brain Theory
How the brain learns
Sensory, auditory, kinesthetic
Mapping
Memorising
Visualising
Philosophy for kids
What should one cling on to?
Where to start?
Learning Intentions
I am learning …• where the Powerful Learning Process fits in the
big picture• why/how the Powerful Learning Process
evolved.• how thinking is embedded as part of the
Powerful Learning Process and can be activated at different levels
• How are learners (teachers and students) supported in the development of PL?
HubReflectDialogueQuestionImagine
Get ItDefineDescribeIdentifyObserveRecallScanSelectListFindRecordCheck source
Get ItFindDefineDescribeObserve
Use ItCreateDebateDesign/make/evaluateEvaluateFind a better solutionGeneraliseImagineApplyPredictProblem solveSynthesize“What if?”
Use ItDebateGeneraliseImaginePredictJustify“What if?”EvaluateFind a better solutionSynthesize
Sort ItAnalyseClassifyCompareContrastPull apartExplain (why)UnderstandOrderSolveSummariseConnectCollaborate
Sort ItOrder (sequence)OrganiseClassify
CompareContrastPull Apart (Part-whole)
SolveSummarise ConnectAnalyse(Cause and effect)(Analogy)
Being selectiveSolo embedded
Where does the thinking fit?
Being selective
•Thinking skills
•Thinking tools
•Thinking strategies
Shared language
Kid friendly
Not Linear
Science Investigation
Cross Curricular
More than inquiry
Pedagogical Understanding
What do you understand by the phrase
More than Inquiry?
Gather it, find it, observe it, describe it, experience it
Make sense of it, organise it, analyse it, classify it, compare it
Apply it, make use of it, generalise
How does it look in Practice?
Rm 2 - Year 1
Moving knowing to understanding
The hub
The hub is central to deepening knowledge
As much time should be spent reflecting, imagining, questioning and dialoguing about a learning experience as was spent doing the actual learning experience
We must move away from a hoop hopping mentality of doing a whole lot of activities one after the other.
Dialogue clip rm 15
Shift in Thinking
Developing Progressions
• Key Competencies – showing growth• Acknowledging Complexity of Learner, not linear • Shallow, Deep, Profound – John West Burnham• Motivating Learners
Answering
How am I going?
Where am I going?
Where to next?
Progression photos
Where are our students on the
progression ?
Is there a hierarchy of thinking?
HubReflectDialogueQuestionImagine
Get ItDefineDescribeIdentifyObserveRecallScanSelectListFindRecordCheck source
Get ItFindDefineDescribeObserve
Use ItCreateDebateDesign/make/evaluateEvaluateFind a better solutionGeneraliseImagineApplyPredictProblem solveSynthesize“What if?”
Use ItDebateGeneraliseImaginePredictJustify“What if?”EvaluateFind a better solutionSynthesize
Sort ItAnalyseClassifyCompareContrastPull apartExplain (why)UnderstandOrderSolveSummariseConnectCollaborate
Sort ItOrder (sequence)OrganiseClassify
CompareContrastPull Apart (Part-whole)
SolveSummarise ConnectAnalyse(Cause and effect)(Analogy)
Lower vs higher thinking?
Deepening thinkingMy brainstorm has one relevant idea
My brainstorm has several relevant ideas
My brainstorm has several relevant ideas and I can explain why they are linked to the main idea
My brainstorm has several relevant ideas, I can explain why they are linked to the main idea
My definition has one relevant idea
My definition identifies several relevant ideas
My definition has several relevant ideas and links these to the whole
My definition has several relevant ideas and links these to the whole and looks at the idea in a new way
My timeline has two sequenced idea
My timeline has several ideas sequenced correctly
My timeline has several ideas sequenced correctly and I can explain why they are linked in this order
My timeline has several ideas sequenced correctly I can explain why they are linked in this order, and predict what might happen next.
My Matrixidentifies several relevant comparisons or contrasts
My matrix identifies several relevant comparisons or contrasts and explains why these are relevant
My matrix identifies several relevant comparisons or contrasts, explains why these are relevant and makes a generalisation about the comparison
Using Solo
Emergent Shallow 1 Shallow 2 Deep Profound
Prestructural Unistructural Multistructural Relational Extended Abstract
Get itGather information together
I cannot gather information on my own
I can get relevant information from a single
source
I can locate and get information from a range
of sources
I can locate and gather relevant information from a range of sources and show how it links to the topic by starting to use
the hub
I can locate and gather relevant information from a range of sources and show how it links to the topic. I reflect, dialogue
and question the information
Sort itCompare and contrast findings.Make sense of it
I cannot ‘sort it’ information on my own
I can sort information using a thinking tool e.g a
matrix or venn
I can sort information using a range of thinking
tools e.g matrix, venn, part-whole
I can sort information using a variety of thinking tools and can explain why I have chosen a particular
tool
I can sort information using a variety of thinking
tools and explain why I have chosen a particular
tool and reflect upon/ evaluate my choice of
tool
Use itApply it
I cannot ‘use it’ on my own. I need support, prompts or scaffolds. I can use the thinking verbs at the use it stage
to explain my new learning.
I can use the thinking verbs at the use it stage
to explain my new learning and I think
beyond what I know and create new ideas and
understandings {generalise, predict,
Evaluate etc}
Student Self Assessment
The HUB – Moving ‘knowing something to understanding it’
I use the hub to ‘make meaning’ and ‘make sense’ of new ideas, knowledge and facts
Reflect I cannot reflect and am unsure of what it means.
I am starting to reflect on my learning with support or prompts e.g. question starters
What am I learning?How am I going?
I know reflection is an important and helpful part of the learning process. I
can talk about when, what and how I reflect.
Understands reflection will help learning. Uses it
continuously across a range of situations to
advance understandings and learning
Question I cannot ask a question on my own
I can ask a ‘skinny’ question
I can ask a ‘skinny’ question to ‘get’
information
I can use a wide range of questions, ‘skinny’ and
‘deep’ to get and connect information.
I can use a wide range of questions, ‘skinny’ and
‘deep’ to get and connect information. I reflect upon evaluate the
effectiveness of the questions I use
Dialogue I cannot share what I have found out
I can talk about I few things I found out
I can talk about lots of things I found out and
listen to what others say in response
I can talk about lots of things I found out and listen to what others say in response and explain how these responses will or will not change my thinking
I can talk about lots of things I found out and
listen to what others say in response and explain how these responses will
or will not change my thinking and generalise about what I have found out from dialogue with
others
Imagine I am not sure what it means to imagine
I can imagine many ideas about what might be
(fluency)
I can imagine many ideas about what might be (fluency) from many
different perspectives (flexibility)
I can imagine many ideas about what might be (fluency) from many different perspectives (flexibility) and I can elaborate these ideas (elaboration)
I can imagine many ideas about what might be (fluency) from many
different perspectives (flexibility), I can
elaborate these ideas (elaboration) and come up with an original idea
(originality)
Connect I am unable to make connections or links
I can sometimes make connections with support or modelling.
I sometimes have an ‘aha’ and I see a link or connection.
I make more links and connections between pieces of knowledge to create new ideas or deeper understandings.
I make more links and connections between
pieces of knowledge to create new ideas or
deeper understandings and look at these
connections in a new way. – generalise predict
evaluate
Learning Intentions
I am learning …• where the Powerful Learning Process fits in the
big picture• why/how the Powerful Learning Process
evolved.• how thinking is embedded as part of the
Powerful Learning Process and can be activated at different levels
• How are learners (teachers and students) supported in the development of PL?
Our Resources
Where to from here?
•Continue to experiment and use PL in all curriculum areas
•Dialogue whether we use the term Powerful Learning correctly
•Deepen depth of thinking
•Further develop student self assessment in PL
•Exemplify use of process out of school context
•Parent education
•Continue to expand Teacher and Student resource on KN
Promoting Depth of Learning
Time to get Practical
Workshop and Discussion
Tawa ICT Cluster Jan 2010
Workshop Intentions
• to clarify any questions, wonderings, thoughts, areas you would like expanded from the previous session.
• to encourage you to reflect on current practice• to begin to think about and intentionally design
learning experiences for students that activate deep and engaging thinking and learning.
Take a moment to record your questions and wonderings from this morning?
Warming up - Have a Think
How do you currently design learning so that it promotes deep engaging learning and thinking?
• In Maths?• Reading?• Key competency?
Break into groups of 4 and share an example of a task that you feel extended and stretched students thinking?
Defining
Thinking about the hub
• Where would you take the learning next with these students?
• What strategies do you use in your classroom to maximise participation and engagement
The hub
Reflecting on a recent experience
Moving beyond busy work, surface learning, sit down colour in, cr-p!!
HubReflectDialogueQuestionImagine
Get ItDefineDescribeIdentifyObserveRecallScanSelectListFindRecordCheck source
Get ItFindDefineDescribeObserve
Use ItCreateDebateDesign/make/evaluateEvaluateFind a better solutionGeneraliseImagineApplyPredictProblem solveSynthesize“What if?”
Use ItDebateGeneraliseImaginePredictJustify“What if?”EvaluateFind a better solutionSynthesize
Sort ItAnalyseClassifyCompareContrastPull apartExplain (why)UnderstandOrderSolveSummariseConnectCollaborate
Sort ItOrder (sequence)OrganiseClassify
CompareContrastPull Apart (Part-whole)
SolveSummarise ConnectAnalyse(Cause and effect)(Analogy)
Promoting what kind of thinking?
Scenario
• Take a reading lesson for example – students are working independently of the teacher – what learning experience could they be involved in that encourages learners to engage in ‘Sort it’ or ‘Use it’ thinking?
Your focus
• Think about the major conceptual understandings (topic) you are wanting to promote in students in the next couple of terms? (e.g. Citizenship)
• What powerful learning/thinking do you want to develop in your learners?
• How are you going to design learning to develop students ability to think and develop the necessary conceptual understandings?How might you integrate literacy with your Social Science or Science focus?
Designing Learning
• Get it(Input)
• Sort it(process)
• Use it(Output)
Less is more - what will you go deep with?
Pedagogical Understanding
• Framing QuestionsAs you ______ (e.g. compare) the textures on the different slopes what conclusions are you starting to form about friction?
• As you… - presupposition
• Thinking Verb (Compare) - type of thinking being reinforced
• Take thinking beyond ‘Get it’ knowledge recall
Framing Questions
• Guy Claxton shared some research - outlining that 98% of teachers questioning remains at a surface level.
• What questions are required to take students thinking and learning to deep levels? What questions spark depth of student reflection, questioning and dialoguing?
The hub
Our Resources