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OUR Education Network, Varberg

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Slides used by James Nottingham, Bill Martin, Bitte Sundin and Ragnhild Isachsen on 2nd Nov 2011

Slides used by James Nottingham, Bill Martin, Bitte Sundin and Ragnhild Isachsen on 2nd Nov 2011

Published in: Education
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  • 1. Leading Learning – OUR Education Network www.oureducationnetwork.com
  • 2. Too much innovation“One of the most critical problemsour schools face is not resistance toinnovation but thefragmentation, overload andincoherence resulting from theuncritical and uncoordinatedacceptance of too many differentinnovations” Fullan&Stiegelbauer, 1991
  • 3. Effects on Achievement (Hattie, 2009)2500020000 No. of Effects15000100005000 0
  • 4. Levels of Perspective (Daniel Kim) Vision L E Mental Models V ESystems & Structures R APatterns of Behaviour G E Events
  • 5. The difference between leadership & management Vision Mental Models Leadership Systems & Structures Patterns of Behaviour Management Events
  • 6. A vision is shared by the people who create it
  • 7. Hogsnes School & Kindergarten, Tønsberg, NorwayHogsnes school is a learning organisation. We share experiences and are working with things we are good at. We have a shared and living vision and are in a developing process, in which everybody is participating and is going in the same direction. We have an engaged, motivated staff who are willing to learn. We seek new understanding and knowledge. We have staff with positive values, humour and a glint in our eyes! We see possibilities and take challenges. We have a culture for giving feedback to each other, across the whole organisation. We see each other. We respect each other. We are good role models for the students. We collaborate positively with the parents and see them as an important resource. At Hogsnes School and Kindergarten the child is central. All children and students grow both socially and academically through individual learning plans with appropriate targets. We visualize and document results. The parents and children understand the progress that students are making, and understand the process of learning. The working environment motivates and energises staff and children. Children and staff support and strengthen each other. We build self-confidence and self esteem in our children and help them to be independent. Our students want to learn and collect evidence to show their progress. They use different learning strategies.
  • 8. Your vision is the star by which you navigate
  • 9. Teaching and Learning VisionAt RMGS we create critical, reflective and independent learners for life through a learning community which provides a secure and challenging environment. We believe deep learning is facilitated through outstanding teaching and occurs when all learners are actively engaged in a variety of tasks, taking responsibility for their own learning and progress, collaborating and thinking with shared expectations of success. At RMGS through innovative learning strategies and positive relationships our students enjoy learning and achieve their full potential.
  • 10. Levels of Perspective (Daniel Kim) Vision L E Mental Models V ESystems & Structures R APatterns of Behaviour G E Events
  • 11. A mental model that gets in the way: praise, praise, praise Clever girl! Gifted musician Brilliant mathematician Bright boy Top of the class! By far the best
  • 12. The effects of different types of praiseMueller andDweck, 1998In six studies, 7thgrade studentswere given aseries ofnonverbal IQtests.
  • 13. Mueller and Dweck, 1998Intelligence praise“Wow, that’s a really good score. You must be smart at this.”Process praise“Wow, that’s a really good score. You must have tried reallyhard.”Control-group praise“Wow, that’s a really good score.”
  • 14. Number of problems solved on a 3rd test6.5 6 Effort Praise5.5 Control Praise 5 Intelligence Praise4.5 Trial 1 Trial 3
  • 15. Boys get 8 times more criticism than girls
  • 16. We are positive, enthusiastic and show joy
  • 17. We celebrate each other’s differences
  • 18. We treat each other with respect
  • 19. The impact of core valuesSöderporten school, NorrköpingThe school is extremely multi-cultural, with most children having recentlyarrived 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 systemwas introduced in Sweden in 1997 The school´s video surveillance is being switched off in autumn 2010

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