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

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

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  • 1. Developing Attitudes, Skills & Knowledge
    James Nottingham www.p4c.com
    www.jamesnottingham.co.uk
    78
  • 2. Focusing on learning
    “Pupils show greater motivation, are better behaved and are more likely to be independent and strategic thinkers when teachers are not obsessed by grades.”
    “If there is one new thing we need in our school system right now, it is a well-developed focus on learning.”
    Chris Watkins, Institute of Education, Aug 2010
    From an analysis of 100 international studies on how children learn
  • 3. The ASK model – Attitudes, Skills & Knowledge
    S
    Skills
    Attitudes
    K
    A
    Knowledge
  • Do not kill the cat!
  • 14. Rules, rules, rules
  • 15. A selection of attitudes
    Examples from 7 year oldsExamples from 11 year oldsExamples from 14 year olds
    Trying my best Always trying hard Persevering
    Being willing to be helped Being open to advice Being open to support and coaching
    Concentrating hard Thinking carefully Being focused on what’s relevant
    Having a go Being willing to try new things Being open to new experiences
    Not giving up Never-say-die attitude Resilience
    Not worrying about mistakes Learning from mistakes Treating mistakes as useful feedback
    Asking questions Being curious Enquiring and being curious
    28
  • 16. Persistence
  • 17.
  • 18. Standing up for what you believe
    Emmeline Pankhurst
    1858 - 1928
    Suffragette
  • 19. Attention to detail
  • 20. Going the extra few inches ...
    Before ...
    After ...
  • 21.
  • 22. The impact of core values
    Söderporten school, Norrköping
    The school is extremely multi-cultural, with most children having recently arrived in the country and speaking Swedish as a second language.
    Our Core Values have helped to:
    • Achieve in 2010 the best exam results since the national grading system was introduced in Sweden in 1997
    • 23. The school´s video surveillance is being switched off in autumn 2010
  • Creating Core Values through consensus
    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.
    Ofsted, 2008
  • 24. Myers Briggs Type Indicator (MBTI)
    Developed during World War II, MBTI is a personality indicator designed to identify personal preferences
    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
    Evidence
    Gut feeling
    Sensing
    Intuition
    Think to talk
    Talk to think
    Introversion
    Extroversion
    Definite
    Possible
    Judging
    Perceiving
    Logic/Reason
    Empathy
    Thinking
    Feeling
  • 25. The ASK model – Attitudes, Skills & Knowledge
    S
    Skills
    Attitudes
    K
    A
    Knowledge
  • A selection of thinking skills
    GROUP
    HYPOTHESISE
    IDENTIFY
    INFER
    INTERPRET
    ORGANISE
    PARAPHRASE
    PREDICT
    QUESTION
    RANK
    REPRESENT
    RESPOND
    SEQUENCE
    SIMPLIFY
    SHOW HOW
    SOLVE
    SORT
    SUMMARISE
    SUPPORT
    TEST
    VERIFY
    VISUALISE
    ANALYSE
    ANTICIPATE
    APPLY
    CAUSAL-LINK
    CHOOSE
    CLASSIFY
    COMPARE
    CONNECT
    CONTRAST
    DECIDE
    DEFINE
    DESCRIBE
    DETERMINE
    DISCUSS
    ELABORATE
    ESTIMATE
    EVALUATE
    EXEMPLIFY
    EXPLORE
    GENERALISE
    GIVE EXAMPLES
    GIVE REASONS
    137
  • 36. Flexible, insightful and productive thinking
    From:
    Bloom emphasising higher-order thinking
    Claxton suggesting Resilience, Resourcefulness,
    Reflectiveness and Reciprocity
    Lipman promoting critical, creative and caring thinking
    77
  • 37. Engaging with:
    • Verbal acts such as saying, asserting, proposing, hinting, inferring, alleging and contending
    • 38. Mental acts such as focusing, committing energy and enthusiasm, and maintaining concentration
    • 39. Physical acts involving positive and interested body language
    78
  • 40. Having the inclination to:
    • Wonder and inquire
    • 41. Reflect upon and evaluate ideas and performances
    • 42. Take responsibility as well as calculated risks
    • 43. Work collaboratively as well as independently
    • 44. Imagine new possibilities and be open-minded
    • 45. Be resilient and tenacious
    • 46. Manage emotions and impulses
    • 47. Be thoughtful
    78
  • 48. Understanding information by:
    • Locating relevant data
    • 49. Seeking clarity and precision
    • 50. Comparing and contrasting
    • 51. Sorting, classifying, and sequencing
    • 52. Making connections
    • 53. Representing information
    • 54. Seeking deeper understandings
    • 55. Identifying misconceptions
    78
  • 56. Create new ideas by:
    • Looking for alternatives and possibilities
    • 57. Generating hypotheses
    • 58. Innovating
    • 59. Assembling and formulating
    • 60. Suspending logic temporarily
    • 61. Searching for value
    • 62. Thinking flexibly
    • 63. Asking ‘What if?’
    79
  • 64. Enquire about the subject matter by:
    • Asking relevant questions
    • 65. Defining problems
    • 66. Predicting outcomes
    • 67. Testing conclusions
    • 68. Seeking details to give depth
    • 69. Interpreting meaning
    79
  • 70. Developing reasoning by:
    • Giving reasons
    • 71. Using precise language
    • 72. Inferring and deducing
    • 73. Applying logic
    • 74. Testing assumptions
    • 75. Presenting balanced arguments
    79
  • 76. Judging the value of something by:
    • Developing criteria
    • 77. Checking accuracy
    • 78. Identifying improvements
    • 79. Testing relevance and significance
    • 80. Benchmarking
    • 81. Comparing with alternatives
    139
  • 82. The ASK model – Attitudes, Skills & Knowledge
    S
    Lesson 3
    Lesson 1
    Lesson 2
    A
    K
  • 83. Learning Intentions
    Lesson 1
    • To be curious about the rivers and the impact of them on our lives (A)
    • 84. Ask relevant questions about rivers (S)
    First 5 minutes – get pupils into the pit
    e.g. Does a river have to have water in it?
    15 minutes research about rivers
    10 minutes in groups to collect questions, and group them into categories
    5 minutes to decide which is the best question and why
    10 minutes sharing with whole class
    5 minutes planning for next lesson
  • 85. Learning Intentions
    Lesson 3
    • Use 3 different types of thinking to ask and then answer questions about rivers (S)
    • 86. Check your answers firstly with another group then in the topic books or online (K)
    Select 3 skills from:
  • (P) Review
    Review
    Preview
  • 93. ASK: Attitudes
    Completely focussed
    My partner is completely absorbed in this new learning and is taking creative risks to extend their understanding
     
    Determined
    My partner is determined to learn and is focused on making progress
     
    Interested
    My partner is interested in the learning and is trying things to improve skill and knowledge
     
    Casual
    My partner is not really interested in the learning but is having a go at it
     
    Uninterested
    My partner shows no signs of interest in the topic as yet
    A
  • 94. ASK: Skills
    Highly skilled
    My partner displays outstanding skill, makes no significant errors and can perform almost without thinking
    Proficient
    My partner can perform the skill or process in a very capable manner
    Practised
    My partner is well practised and able to perform the skill quite well now
    Developing
    There are some signs that my partner is beginning to learn and develop the skill
    Beginner
    My partner hasn’t moved beyond the beginner/novice stage yet
    S
  • 95. ASK: Knowledge
    A thorough understanding
    My partner knows about and fully understands this new learning and is able to explain it’s wider significance to others
     
    A good understanding
    My partner can give some good answers to the questions of what, why, when and how
     
    A basic understanding
    My partner can give a basic answer to each what, why, when and how question but with little detail
     
    One or two ideas
    My partner has a bit of knowledge about the topic but cannot explain things yet
     
    No knowledge
    My partner doesn’t seem to have any knowledge about this topic yet
    K
  • 96. Contact Details
    www.jamesnottingham.co.uk
    james@p4c.com
    www.challenginglearning.com