Outstanding Early Years
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Outstanding Early Years

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These slides were used by James Nottingham with the Christ Church Primary cluster in Bexley on 13th June 2011

These slides were used by James Nottingham with the Christ Church Primary cluster in Bexley on 13th June 2011

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Outstanding Early Years Outstanding Early Years Presentation Transcript

  • Outstanding Early Years Teaching
    James Nottingham james@jnpartnership.com
    www.osiriseducational.co.uk
  • Outstanding Early Years
    • What is “outstanding” EY practice?
    • How can we scaffold and stretch children’s learning?
    • What type of praise underpins outstanding EY practice?
    • What role does reviewing play?
    222
  • Focus on learning, not grades
    “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
  • A new government, a new curriculum?
    “The best schools & nurseries design learning for their pupils and then cross check against the national expectations to see they have done right by the pupils in terms of the agreedentitlement for all the nation’s children. The attainment targets give a touchstone for the expected standards and that’s it.”
    Many schools believe the myths that have been peddled about the national curriculum and some current ministers seem to believe them too. The truth is nothing can be changed by statute until 2012. Even then, it will only be the national expectations. It doesn’t really matter what comes from government; how it is packaged, what it contains. In the end, the curriculum is the one that children in schools and nurseries meet day in, day out.
  • Tickell Review Recommendations
  • Not everything counts
    Not everything that counts can be counted, and not everything that can be counted counts
    Sign hanging in
    Einstein's office at Princeton
  • Outstanding
    • Most learners make well above average progress
    • Children behave very well and are engrossed in their work
    • Teaching is based on expert knowledge, is stimulating and rigorous
    • All learners are challenged and stretched
    • Assessment successfully underpins the teaching and learners know how to improve
    Good
    • Most learners make good progress
    • Children display good behaviour and attitudes
    • Teaching is well informed, confident, engaging and precise
    • Most children are suitably challenged and can succeed
    • Assessment is accurate, regular and consistent, & informs students how to improve
  • What do these 3 have in common?
  • Challenge
    We need more stories and less facts, for narrative develops an understanding of sequence; we need more dialogue and less transmission of knowledge, for it is through dialogue that we learn most; and we need more challenge and less instruction, since it is from challenge that one grows in body, mind and spirit.
    Matthew Lipman, 1991
  • What is challenge?
  • Challenge and Learning
    Too Hard
    PA
    Potential Ability
    Learning Zone
    CA
    Current Ability
    Practice Zone
    SA
    Subconscious Ability
    Too Easy
    82
  • The Teaching Target Model (TTM)
    PA
    Learning Zone
    CA
    Performance
    Practice Zone
    SA
    Time
    85
  • A continuously improving setting will have well-qualified and experienced staff who:
    “... are committed to the development of sustained shared thinking by offering encouragement, clarifying ideas and asking open questions which support and extend children’s thinking and help them make connections in learning – while ensuring a balance between adult-led and child initiated activities” (EYFS 1.27)
  • 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
  • Philosophy with Young Children
    James Nottingham, www.jamesnottingham.co.uk
  • Outstanding
    • Most learners make well above average progress
    • Children behave very well and are engrossed in their work
    • Teaching is based on expert knowledge, is stimulating and rigorous
    • All learners are challenged and stretched
    • Assessment successfully underpins the teaching and learners know how to improve
    Good
    • Most learners make good progress
    • Children display good behaviour and attitudes
    • Teaching is well informed, confident, engaging and precise
    • Most children are suitably challenged and can succeed
    • Assessment is accurate, regular and consistent, & informs students how to improve
  • Kriticos = able to make judgments
    Critical Thinking
    Comes from the Greek, Kriticos
    Meaning: able to make judgments
    Source: www.etymonline.com
  • What do we mean by “succeed”?
    Learning Intentions
    To explore numbers 1 - 10
    Respond to others thoughts
    Investigate importance of different body parts
    Increase our awareness of different weather types
    Learning Intentions
    To know numbers 1 - 10
    To express our thoughts
    To name body parts
    Describe different types of weather
  • Pioneers of Educational Psychology
    Piaget (1896 – 1980)
    Vygotsky (1896 – 1934)
  • Piaget
    (1896 – 1980)
    Biological
    Development leads to learning
    Knowledge is constructed
    Focus on a child’s current ability (CA)
    Vygotsky
    (1896 – 1934)
    Cultural
    Learning leads to development
    Knowledge is co-constructed
    Focus on a child’s potential ability (PA)
  • The Teaching Target Model (TTM)
    PA
    Learning Zone
    CA
    Performance
    Practice Zone
    SA
    Time
    85
  • Once upon a time, there were three babies
  • Some babies get lots of stimulation
  • Are encouraged to read
  • Develop their passions
  • Whereas others have traumatic experiences
  • Or are born into abject poverty
  • By the time they start school
    Some children start school knowing 6,000 words.
    Others, just 500 words.
    Source: BBC 2009
    http://news.bbc.co.uk/1/hi/magazine/8013859.stm
  • Number of words heard by children
    A child in a welfare-dependent family hears on average 616 words an hour
    500
    A child in a working-class home hears on average 1,251 words an hour
    700
    A child in a professional home hears on average 2,153 words an hour
    1100
    Number of words spoken by the time children are 3
    Hart & Risley, 1995
  • Carol Dweck
    www.carol-dweck.co.uk
  • What matters is what you believe about intelligence
    People who believe intelligence comes mainly from nature have a ‘fixed’ mindset
    People who believe intelligence comes mainly from nurture have a ‘growth’ mindset
    Professor Carol Dweck, Stanford
  • Fixed vs Growth Mindsets
    Growth
    Intelligence is incremental
    I’ve developed talents
    My abilities change over time
    I can get better at almost anything
    Fixed
    Intelligence is innate
    I have gifts
    I’ll always be good at certain things
    I’ll never be good at other things
  • Problematic praise
    Clever girl!
    Gifted musician
    Brilliant mathematician
    Bright boy
    Top of the class!
    By far the best
  • The effects of different types of praise
    Mueller and Dweck, 1998
    In six studies, 7th grade students were given a series of nonverbal IQ tests.
  • Mueller and Dweck, 1998
    Intelligence 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 really hard.”
    Control-group praise
    “Wow, that’s a really good score.”
  • Number of problems solved on a 3rd test
  • Boys get 8 times more criticism than girls
  • The effects of praise
    Swimming
    “You do your best swimming when you concentrate and try your best to do what Chris is asking you to do”
    Ballet
    “What a brilliant ballerina you are!”
    A new Dawn (Fraser) ?
  • Number of students who lied about their score
  • Do our students want feedback?
  • We praise children when they get 10 out of 10
    10/10
  • 2
    2
    2
    Key
    2
  • Vygotsky’s definition of play
    Play involves …
    • Imaginary situations
    • Children taking roles
    • Each role has rules to be followed
    21
  • Marshmallow Experiment, 1972
  • Outstanding
    • Most learners make well above average progress
    • Children behave very well and are engrossed in their work
    • Teaching is based on expert knowledge, is stimulating and rigorous
    • All learners are challenged and stretched
    • Assessment successfully underpins the teaching and learners know how to improve
    Good
    • Most learners make good progress
    • Children display good behaviour and attitudes
    • Teaching is well informed, confident, engaging and precise
    • Most children are suitably challenged and can succeed
    • Assessment is accurate, regular and consistent, & informs students how to improve
  • Children Creating Stories Together
  • 1. Girl or boy?
    2. What is she/he wearing?
    3. What object is she/he holding?
    4. Where’s she/he going?
    5. On the way, she/he meets …?
    6. Unfortunately …
    7. Fortunately …
    8. Then the weather changed …
    9. Bringing with it …
    10. Finally …
  • Contact Details
    www.jamesnottingham.co.uk
    james@p4c.com
    www.challenginglearning.com