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Curious minds for staff
 

Curious minds for staff

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    Curious minds for staff Curious minds for staff Presentation Transcript

    • Building the foundations of learning for life through Enquiry Based Learning Curious Minds 1 ©Tara Bell and Darryl Bedford
    • 2
    • 3 Skills for first activity.
    • Activity: What is the most important ingredient in a learning experience? Teacher Focus Pupil Focus 1 2 4
    • Knowledge versus Skills 5
    • 6
    • 7 And how you manage it…….
    • 8
    • ‘Life isn’t about finding yourself. Life is about creating yourself.’ George Bernard Shaw 9
    • 10
    • “Education is a self-organising system, where learning is an emergent phenomenon.” 11
    • We pride ourselves on creating a curriculum which grows the gifts in our learners and unearths talents previously unrecognised. 12
    • Term Title Trigger/ inspiration Professional Links Finale/ Showcase 1 Identity London Tour Royal Academy of Dance and Animator Performance 2 People on The Move Aboriginal Art Handprint Theatre Christmas Performance 3 Myths and Legends BRIT School Performance The Brit School Performance at the BRIT School 4 Freedom and Rights Museum of London PM:African Drumming Animation 5 City of Culture The Lion King Handprint Theatre Performance 6 Discoveries and Inventions The War Horse & The Imperial War Museum Puppeteer and Theatre director: Thierry Lawson Performance 13 2 Year Project Cycle: 4 Vital Ingredients
    • Why Create and perform? “Perform and Create” require the highest form of processing and synthesis of concepts. 14
    • What we learned from the pupils in Year 1: •Assumptions •Language FAST TRACK • Passion • Underestimation • Inclusion •Raising expectations • Empowerment 15
    • „Normally in this assessment what I would get is „dog‟, „cat‟, „fish‟ but this year I also got „ lion‟, „warthog‟, „gnu‟ „antelope‟. I thought, hold on a minute what‟s this. Not only did pupils have a much wider vocabulary but they were using catagorisation which is a much higher level skill. The real life exposure to this language has led to much more complex conversations.‟ Judy Lamprecht Speech and language Therapist St Georges Hospital Language Fast Track 16
    • "Young people united in a shared commitment and passion for creating art can overcome all difficulties of communication to create theatre of the highest quality." Simon Stephens Assistant Director of Theatre - Brit School Passion 17
    • Experiential learning helps our students build a better understanding of the world.18
    • Participating in project work builds a sense of community and encourages inclusion. Tamar Community Project 19
    • "Oak Lodge enables its students to access information as directly as possible. The students express their opinions really clearly, they are engaged. And when OLS staff work with the students I was really impressed at how they stretch them and expect only the best." Jonathan Huxley - Artist 20
    • 'Innovation is the fuel that drives the global economy and it must be fostered in our nation's schools'. 'School of tomorrow‟ www.mmiweb.org.uk 21
    • Teachers say that there is now more….. Experimental approaches Active learning Shared observations Risk taking Peer learning Motivation Collaboration Innovation Learning from professionals 22
    • "I feel that because I‟m part of the Enquiring Minds Team….I feel more confident in being able to apply the “Enquiring Minds” approach to my own teaching. If I wasn't part of Enquiring Minds I would never be able to do this. So Thank you for putting me in Enquiring Minds." Karthik Vijayanandam (Maths Teacher) 23
    • "All were involved in the creative process. It proved a great source of inspiration for creative writing and thinking and was a fantastic way of extending the pupils' vocabulary. Students were extremely motivated and it improved their self-confidence. The acting motivated the students during literacy sessions to read more Greek stories. They then planned, created and wrote their own creative story. The pupils were empowered in their own learning." Ben Turner, English Co-ordinator Let's Create- Brit School collaboration 24
    • Pupils demonstrate....... Improvisation Peer Learning Drama and Music! Free thinking Historical and geographical understanding Communication Cultural awareness Collaboration Language applicationProblem solving Role play Resilience Spontaneous thinking and learning Contextual understanding Teamwork 25
    • The considerable breadth and balance of the curriculum adds significantly to pupils‟ experience of school.” (OFSTED 2012)26
    • Enjoyment = Involvement = Achievement 27
    • Assessment for Learning Personal Learning and Thinking Skills, we've all got them! 28
    • 29 PLTS ….a great idea but impractical So we made them into……
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    • Working with others allows ideas to grow in unexpected and challenging ways. 37
    • S is a very good teacher, he always asked for our ideas and asked how we felt. I liked answering his questions, they were hard, I didn‟t always get them right. DL Year 7 Oak Lodge 38
    • Working thematically provides a springboard for creative thinking and allows teachers to experience success in delivering content in new ways. 39
    • Previously Present Rigid Flexible and Personalised Knowledge focused Skills focused Narrow Broad Limited choice Choice Limited external tuition Regular professional tutoring Age dependent Ability led, placing pupils according to potential Offered limited OOCL opportunties Utilises local and national cultural and sports opportunities Met pupils‟ learning difficulties Meets pupils learning difficulties and abilities Teacher led learning: Reflected teacher styles and skills Pupil led independent learning, reflects pupils learning styles and interests Limited opportunity to apply skills and knowledge across different contexts. Uses cross curricular learning to develop application of skills and knowledge Developed language in isolation Uses real-life experiences to engage learning language Developed a range of knowledge based subjects in which literacy and numeracy appear Places pupil numeracy and literacy competency at it‟s heart. Was complicit in pupils’ passivity to learning Encourages pupils as independent enquirers/learners Origins and Metamorphosis of the Curriculum 40 ©Tara Bell
    • Knowledge Skills 41
    • If you are going ahead with 'Project Based Learning„ or „Enquiry based Learning‟ WARNING: Do not proceed into this curriculum without first agreeing on whole school value and understanding of: •Collaborative learning •Assessment for learning •Team teaching •Delivering to large groups •Pupil led enquiry •Professional Respect Staff involved should show resilience, ingenuity, initiative, flexibility and a desire to learn. Give these staff planning time and support them to work together •It will also help to start from a great trigger, involve pupils in planning and record the process 42
    • Planning process.... 43 Establish these things In Place? Professional respect Topics Curriculum areas(leaders?) Professional link Trigger Showcase Curriculum objectives/outcomes .....I can & I understand statements pupil led learning Communication Storage Documentation Timetable ©Tara Bell and Darryl Bedford
    • Keep in mind • Real life experience and application is most effective, either as the topic or trigger or showcase. • Ask pupils at first opportunity what they know about this topic/ what questions they already have/what they might be interested in knowing • Allow pupils to explore their own interests and leads within the topic and at times ask them to think about their own success criteria for their work. 44
    • Ideas to peruse • Guy Claxtons's 8 Magnificent Qualities for Learning from ' What's the Point of School„ • Questioning Skills, teacher and learner. blooms Taxonomy see diagram. • Project based learning( International Primary Curriculum, Enquiring Minds from Future Lab, the Engaging Schools Program from the Innovation unit, The Power of Projects (Guy Claxton) • The New Primary Curriculum • TASC Wheel for Planning • WALT & TIBS 45
    • Architecture Award Wandsworth Dragons Den The highest national contextual value-added score between Key Stage 2 and GCSE. Achievements 46
    • 47
    • References: „Building Learning Power: Helping Young People Become Better Learners‟ by Guy Claxton 'The G & T Pocketbook', Barry Hymer 'A Fair Deal for Gifted Children' Carrie Winstanley 'How to change your mindset', Carol Dweck „5Minds for the Future‟ Howard Gardner National G&T Resources „What‟s the Point of School‟ Guy Claxton „Changing Paradigms‟ Ken Robinson „The Whole in the Wall‟ Sugata Mitra „Enquiring Minds‟ Future Lab www.ability-hub.com www.projectict.com Tara Bell: tbell@oaklodge.wandsworth.sch.uk Darryl Bedford: dbedford@oaklodge.wandsworth.sch.uk 48 ©Tara Bell and Darryl Bedford