tmne10

Shifting the locus of control in a PBL

environment

Shifting the locus of control in a PBL environment

How many wives did Henry VIII have?


“The test of a good teacher is not how many questions he can ask his pupils that they will answer readily, but how many questions he inspires them to ask him which he finds it hard to answer.”

ALICE WELLINGTON ROLLINS


“When you get it, get up”


First Spiral – BIG PICTURE

Brush-stroke, often diagrammatic.

Will give a sketch/overview of process and content.


Second Spiral- LEARNING NARRATIVE

Rationale for learning

Will give details of process and content.

Connects to previous learning.

Offers insight into possible pathways for learning.


Third Spiral – THE “NITTY GRITTY” OR “NUTS & BOLTS”

Gives examples.

Suggest/models approaches.

Deals with protocols & logistics in detail.


Information

Thinking Tool

Notes

QUESTIONS !?!


Number of students who got up during first spiral = 28 (The whole class)

Number of questions asked by the students during the first spiral = 0


“Students too often have conceptions of learning inbred by years of shallow, fact pushing, routine-ised teachers who pride themselves on presenting the very best content, teaching from the front, sitting tests, prodding students by external cues such as exams, and valuing themselves in terms of successful imparting knowledge usually via teaching models akin to drips into empty vessels.”

JOHN HATTIE

Influences on student learning


Questions asked after everyone had got up:"Do we have to do it in our books Sir?""Can I lend a pen Sir?""Can I have one as well please?""Can I borrow some paper please Sir?""Can we work with anyone?""Can I use a PC?""Have you got my book Sir?""Can I work with x please?”"Where do you get the thinking tools again?""Can we go and use the training room?""Have we got to write it down in our books?""Where do I find the resources again Sir?""What time is it Sir?""Are we doing this all lesson?""Can I go and get a drink of water?""My PC is taking ages to do anything, can I work with x over there?""What's the title Sir?""Are we having circle time today?""Sir, do we just do one thinking tool?""How long have we got left to finish?”"Do we have to get these finished today like?""Can I finish this for project Wednesday?"


“HIGHER” ORDER Questions asked after everyone had got up:

"Would you class the thinking hats as being a thinking tool Sir?" "How can you compare a fact? I want to use double bubble?"

"Does it have to be a question?" "Can I use a different tool to my partner, I prefer comparison alley?"

"Do we have to use those resources or can we find our own information?"


Number of questions asked by the students during first spiral= 0

Number of students who got up before or during first spiral = 28 (The whole class)

Number of students that in the debrief identified independently that they had not “got it” before they get up = 18


How do we know when we have got it?

• We know what we are going to do?• We know how, where, who with, why, when we are going to do it?• When we can explain it to ourselves and to others• When we can picture in our mind the path forward• We know what resources/tools we have to/can use• Go over it in your head before you get up• When we can discuss it with others• When we’ve asked all the questions that we think need to be answered


Number of students to get up

0

5

10

15

20

25

30

Lesson 1 Lesson 2 Lesson 3

First SpiralSecond SpiralThird Spiral


Number of protocol/ logistical questions asked

0

5

10

15

20

25


First SpiralSecond SpiralThird SpiralDuring Lesson


Number of higher order questions asked

0

2

4

6

8

10

12

14

16


First SpiralSecond SpiralThird SpiralDuring Lesson


Some examples of the kind of higher order questions students ask in class now:

“But Sir is that image not stereotypical?" A student response to an editorial cartoon from the Guardian.

"Something must have happened for him to think like that mustn't it?"A student response to George Michael's shoot the dog music video.

"Was this song popular, like did many people agree with what he was saying?"A student response to George Michael's shoot the dog music video.

"Are the most important facts not going to be the ones that change our opinion the most?"A student response when being asked to synthesise their group's findings to come to a final decision on “Are we America's lapdog?'

"Surely though for any argument there is always going to be two sides so we can't just say 'Yes' or 'No' can we?"A student questioning the rest of his group when being asked to synthesise their group's findings.


Impact of 'When you get it, get up'

• Students ask more questions with less prompting

•Students ask more and increasingly complex higher order questions

• Students have autonomy in the level of support they choose to accept

• Students are learning to coach each other

• Students interact with rather than receive instructions


Impact of 'When you get it, get up'

• ALL Students can verbalise/conceptualise/map “getting it”

• There are more teachers in the classroom

•Students are motivated to listen

• Students are more engaged at the start of a lesson

• I have to repeat myself less!


Those that didn't quite “get in”

• Novice/Apprentice/Expert/Coach

• Make students bid for it

• Question Grids

• Project Wednesday

• Embracing “Informal Learning”

• Big Mistaks

P.L.U.T.O

Please let us take off!

http://www.twitter.com/saidthemachttp://teachingandlearningmusic.blogspot.com

http://www.twitter.com/saidthemac

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http://teachingandlearningmusic.blogspot.com/

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tmne10

Education