Develop ASK


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Developing Attitudes, Skills and Knowledge - slides used by James Nottingham in workshop 2 of Hawker Brownlow conference, 21 May 2011

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Develop ASK

  1. 1. Developing Attitudes, Skills & Knowledge<br />James Nottingham<br /><br />78<br />
  2. 2. Focusing on learning<br />“Pupils show greater motivation, are better behaved and are more likely to be independent and strategic thinkers when teachers are not obsessed by grades.”<br />“If there is one new thing we need in our school system right now, it is a well-developed focus on learning.”<br />Chris Watkins, Institute of Education, Aug 2010<br />From an analysis of 100 international studies on how children learn<br />
  3. 3. The ASK model – Attitudes, Skills & Knowledge<br />S<br />Skills<br /><ul><li> Intellectual
  4. 4. Social
  5. 5. Communicative
  6. 6. Physical</li></ul>Attitudes<br /><ul><li> Curiosity
  7. 7. Desire to succeed
  8. 8. Open-mindedness
  9. 9. Resilience
  10. 10. Self-Regulation</li></ul>K<br />A<br />Knowledge<br /><ul><li> Facts
  11. 11. Figures
  12. 12. Concepts
  13. 13. Ideas</li></li></ul><li>Do not kill the cat!<br />
  14. 14. Rules, rules, rules<br />
  15. 15. A selection of attitudes<br />Examples from 7 year oldsExamples from 11 year oldsExamples from 14 year olds<br />Trying my best Always trying hard Persevering<br />Being willing to be helped Being open to advice Being open to support and coaching<br />Concentrating hard Thinking carefully Being focused on what’s relevant <br />Having a go Being willing to try new things Being open to new experiences<br />Not giving up Never-say-die attitude Resilience<br />Not worrying about mistakes Learning from mistakes Treating mistakes as useful feedback<br />Asking questions Being curious Enquiring and being curious<br />28<br />
  16. 16. Persistence<br />
  17. 17.
  18. 18. Standing up for what you believe<br />Emmeline Pankhurst<br />1858 - 1928<br />Suffragette<br />
  19. 19. Attention to detail<br />
  20. 20. Going the extra few inches ...<br />Before ...<br />After ...<br />
  21. 21.
  22. 22. The impact of core values<br />Söderporten school, Norrköping<br />The school is extremely multi-cultural, with most children having recently arrived in the country and speaking Swedish as a second language. <br />Our Core Values have helped to:<br /><ul><li> Achieve in 2010 the best exam results since the national grading system was introduced in Sweden in 1997
  23. 23. The school´s video surveillance is being switched off in autumn 2010</li></li></ul><li>Creating Core Values through consensus<br />Parents, governors and staff speak openly about the significant impact of the current headteacher. This is reflected in better teaching, a lively curriculum, good behaviour and rising standards. The headteacher'sapproach is collegiate. She has generated a debate within the school about the type of school that staff wished to create and how it would meet the needs of the pupils and the community. This process was a model of good practice. It was research-based, engaged all staff and generated a strong sense of commitment and belonging; staff speak about feeling valued and able to contribute. The outcomes were a five year plan which identifies clearly the key priorities to raise standards. This process has provided a clear sense of direction to the school and a shared purpose. <br />Ofsted, 2008<br />
  24. 24. Myers Briggs Type Indicator (MBTI)<br />Developed during World War II, MBTI is a personality indicator designed to identify personal preferences<br />In a similar way to left or right-handedness, the MBTI principle is that individuals also find certain ways of thinking and acting easier than others<br />Evidence<br />Gut feeling<br />Sensing<br />Intuition<br />Think to talk<br />Talk to think<br />Introversion<br />Extroversion<br />Definite<br />Possible<br />Judging<br />Perceiving<br />Logic/Reason<br />Empathy<br />Thinking<br />Feeling<br />
  25. 25. The ASK model – Attitudes, Skills & Knowledge<br />S<br />Skills<br /><ul><li> Intellectual
  26. 26. Social
  27. 27. Communicative
  28. 28. Physical</li></ul>Attitudes<br /><ul><li> Curiosity
  29. 29. Desire to succeed
  30. 30. Open-mindedness
  31. 31. Resilience
  32. 32. Self-Regulation</li></ul>K<br />A<br />Knowledge<br /><ul><li> Facts
  33. 33. Figures
  34. 34. Concepts
  35. 35. Ideas</li></li></ul><li>A selection of thinking skills<br />GROUP<br />HYPOTHESISE<br />IDENTIFY<br />INFER<br />INTERPRET<br />ORGANISE<br />PARAPHRASE<br />PREDICT<br />QUESTION<br />RANK<br />REPRESENT<br />RESPOND<br />SEQUENCE<br />SIMPLIFY<br />SHOW HOW<br />SOLVE<br />SORT<br />SUMMARISE<br />SUPPORT<br />TEST<br />VERIFY<br />VISUALISE<br />ANALYSE<br />ANTICIPATE<br />APPLY<br />CAUSAL-LINK<br />CHOOSE<br />CLASSIFY<br />COMPARE <br />CONNECT<br />CONTRAST<br />DECIDE<br />DEFINE<br />DESCRIBE <br />DETERMINE<br />DISCUSS<br />ELABORATE<br />ESTIMATE<br />EVALUATE<br />EXEMPLIFY<br />EXPLORE<br />GENERALISE<br />GIVE EXAMPLES<br />GIVE REASONS<br />137<br />
  36. 36. Flexible, insightful and productive thinking<br />From:<br />Bloom emphasising higher-order thinking<br />Claxton suggesting Resilience, Resourcefulness,<br />Reflectiveness and Reciprocity <br />Lipman promoting critical, creative and caring thinking <br />77<br />
  37. 37. Engaging with: <br /><ul><li>Verbal acts such as saying, asserting, proposing, hinting, inferring, alleging and contending
  38. 38. Mental acts such as focusing, committing energy and enthusiasm, and maintaining concentration
  39. 39. Physical acts involving positive and interested body language </li></ul>78<br />
  40. 40. Having the inclination to:<br /><ul><li>Wonder and inquire
  41. 41. Reflect upon and evaluate ideas and performances
  42. 42. Take responsibility as well as calculated risks
  43. 43. Work collaboratively as well as independently
  44. 44. Imagine new possibilities and be open-minded
  45. 45. Be resilient and tenacious
  46. 46. Manage emotions and impulses
  47. 47. Be thoughtful </li></ul>78<br />
  48. 48. Understanding information by:<br /><ul><li>Locating relevant data
  49. 49. Seeking clarity and precision
  50. 50. Comparing and contrasting
  51. 51. Sorting, classifying, and sequencing
  52. 52. Making connections
  53. 53. Representing information
  54. 54. Seeking deeper understandings
  55. 55. Identifying misconceptions </li></ul>78<br />
  56. 56. Create new ideas by:<br /><ul><li>Looking for alternatives and possibilities
  57. 57. Generating hypotheses
  58. 58. Innovating
  59. 59. Assembling and formulating
  60. 60. Suspending logic temporarily
  61. 61. Searching for value
  62. 62. Thinking flexibly
  63. 63. Asking ‘What if?’</li></ul>79<br />
  64. 64. Enquire about the subject matter by:<br /><ul><li>Asking relevant questions
  65. 65. Defining problems
  66. 66. Predicting outcomes
  67. 67. Testing conclusions
  68. 68. Seeking details to give depth
  69. 69. Interpreting meaning </li></ul>79<br />
  70. 70. Developing reasoning by:<br /><ul><li>Giving reasons
  71. 71. Using precise language
  72. 72. Inferring and deducing
  73. 73. Applying logic
  74. 74. Testing assumptions
  75. 75. Presenting balanced arguments</li></ul>79<br />
  76. 76. Judging the value of something by:<br /><ul><li>Developing criteria
  77. 77. Checking accuracy
  78. 78. Identifying improvements
  79. 79. Testing relevance and significance
  80. 80. Benchmarking
  81. 81. Comparing with alternatives</li></ul>139<br />
  82. 82. The ASK model – Attitudes, Skills & Knowledge<br />S<br />Lesson 3<br />Lesson 1<br />Lesson 2<br />A<br />K<br />
  83. 83. Learning Intentions<br />Lesson 1<br /><ul><li> To be curious about the rivers and the impact of them on our lives (A)
  84. 84. Ask relevant questions about rivers (S)</li></ul>First 5 minutes – get pupils into the pit<br />e.g. Does a river have to have water in it?<br />15 minutes research about rivers<br />10 minutes in groups to collect questions, and group them into categories<br />5 minutes to decide which is the best question and why<br />10 minutes sharing with whole class<br />5 minutes planning for next lesson<br />
  85. 85. Learning Intentions<br />Lesson 3<br /><ul><li> Use 3 different types of thinking to ask and then answer questions about rivers (S)
  86. 86. Check your answers firstly with another group then in the topic books or online (K)</li></ul>Select 3 skills from:<br /><ul><li> Classify
  87. 87. Define
  88. 88. Estimate
  89. 89. Give Reasons
  90. 90. Predict
  91. 91. Rank
  92. 92. Sequence</li></li></ul><li>(P) Review<br />Review<br />Preview<br />
  93. 93. ASK: Attitudes<br />Completely focussed<br />My partner is completely absorbed in this new learning and is taking creative risks to extend their understanding<br /> <br />Determined<br />My partner is determined to learn and is focused on making progress <br /> <br />Interested<br />My partner is interested in the learning and is trying things to improve skill and knowledge<br /> <br />Casual<br />My partner is not really interested in the learning but is having a go at it <br /> <br />Uninterested<br />My partner shows no signs of interest in the topic as yet<br />A<br />
  94. 94. ASK: Skills<br />Highly skilled<br />My partner displays outstanding skill, makes no significant errors and can perform almost without thinking<br />Proficient<br />My partner can perform the skill or process in a very capable manner<br />Practised<br />My partner is well practised and able to perform the skill quite well now<br />Developing<br />There are some signs that my partner is beginning to learn and develop the skill <br />Beginner<br />My partner hasn’t moved beyond the beginner/novice stage yet<br />S<br />
  95. 95. ASK: Knowledge<br />A thorough understanding<br />My partner knows about and fully understands this new learning and is able to explain it’s wider significance to others<br /> <br />A good understanding<br />My partner can give some good answers to the questions of what, why, when and how <br /> <br />A basic understanding<br />My partner can give a basic answer to each what, why, when and how question but with little detail<br /> <br />One or two ideas<br />My partner has a bit of knowledge about the topic but cannot explain things yet<br /> <br />No knowledge<br />My partner doesn’t seem to have any knowledge about this topic yet<br />K<br />
  96. 96. Contact Details<br /><br /><br /><br />
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