Your SlideShare is downloading. ×
Revised Loen slides
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×
Saving this for later? Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime – even offline.
Text the download link to your phone
Standard text messaging rates apply

Revised Loen slides

432
views

Published on

Published in: Education, Technology

0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
432
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
13
Comments
0
Likes
0
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide

Transcript

  • 1. School improvement is all about beliefs
    www.jamesnottingham.co.uk
  • 2. Levels of Influence (Daniel Kim)
    Vision
    L
    E
    V
    E
    R
    A
    G
    E
    Mental Models
    Systems & Structures
    Patterns of Behaviour
    Events
  • 3. Your vision is the star by which you navigate
    A vision is shared by the people who created it
    A vision is a vivid description of where you want to be next
  • 4. Modell for påverknad (Daniel Kim)
    Visjon
    PÅVERKNAD
    Mentalebilete
    System & strukturar
    Åtferdsmønster
    Hendingar
  • 5. Some differences in mental models are very well known
  • 6. Other mental models are obvious as soon as we meet them
    Outdoor Learning at Torvmyrane vs. Steve McLaren (the Wally with the Brolly)
  • 7. Some mental models take a lot more research to find
    Education in Finland
    Every child shall reach an agreed level
    There are no excuses
    Teacher assessment is the most important
  • 8. Which mental models are getting in our way?
    Finland comes out top in Pisa; therefore we should do what they do
    We all have gifts and weaknesses, and that’s just how it is
    Students need to hear a lot of praise to help them learn
  • 9.
  • 10. Some dearly held mental models create problems
    Clever girl!
    Gifted musician
    Brilliant mathematician
    Bright boy
    Top of the class!
    By far the best
  • 11. 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.
  • 12. Mueller ogDweck, 1998
    Roseintelligensen
    “Wow, detereinveldig god poengsum. Detteer du flinktil.”
    Roseprosessen
    “Wow, detereinveldig god poengsum. Du må ha prøvdhardt.”
    Rosikontrollgruppa
    “Wow, detereinveldig god poengsum.”
  • 13. Number of problems solved on a 3rd test
  • 14. Gutarblirkritiserte8 gongermeirennjenter
  • 15. 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
    “You’re the best ballerina in the world!”
  • 16. 1.Good girl; 2.How extraordinary; 3.Great effort; 4.Outstanding performance; 5.What a scientist you are; 6.Unbelievable work; 7.You’re a genius; 8.You're getting better; 9.Clever boy 10.You should be proud; 11.You've got it; 12.You're special; 13. Very talented; 14. You've outdone yourself; 15. What a great listener; 16. You came through; 17.You’re very artistic; 18.Keep up the good work; 19.It's everything I hoped for; 20.Perfect; 21.A+ Work; 22.You're a shining star; 23.Inspired; 24.You're #1; 25.You're very responsible; 26.You're very talented; 27.Spectacular work; 28.Great discovery; 29.You're amazing; 30.What a great idea; 31.Well worked through; 32.Very thoughtful; 33.You figured it out; 34.Top of the class; 35. You make me smile
  • 17. Modell for påverknad (Daniel Kim)
    Visjon
    PÅVERKNAD
    Mentalebilete
    System & strukturar
    Åtferdsmønster
    Hendingar
  • 18. Which mental models do teachers wish to encourage?
    We want our students to think of themselves as independent learners
    We want everyone (staff and students) to be outstanding learners
    We really want learning to last
  • 19. Designing structures to change mental models
    Concept
    Conflict
    Clarity
    1
    2
    Confusion
    The Pit
    188
  • 20. What is …. ?
  • 21. 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
    136
  • 22. Recent Demo Lesson Concepts
    What is a toy? (5 year olds)
    Was the mouse telling lies?(7 year olds)
    What happens when you die? (11 year olds)
    What’s the difference between tragedy and romance? (14 year olds)
    What is culture? (15 year olds)
    Is zero the same as nothing? (17 year olds)
  • 23. More videos at www.jamesnottingham.co.uk
  • 24. Being in the pit represents cognitive conflict
    Robin Hood was right
    Stealing is wrong
    142
  • 25. Eureka moments come from challenge
    Eureka!
    Concept
    Conflict
    Construct
    Clarity
    1
    Confusion
    3
    2
    The Pit
    207
  • 26. Kriticos = able to make judgments
    Critical Thinking
    Comes from the Greek, Kriticos
    Meaning: able to make judgments
    Source: www.etymonline.com
  • 27. Self-fulfilling prophecies
  • 28. Too much innovation
    “One of the most critical problems our schools face is not resistance to innovation but the fragmentation, overload and incoherence resulting from the uncritical and uncoordinated acceptance of too many different innovations”
    Fullan & Stiegelbauer, 1991
  • 29. Almost Everything Works
    95% of all things we do have a positive achievement on education
    When teachers claim they are having a positive effect on achievement or when a policy improves achievement, this is almost a trivial claim: virtually everything works
  • 30. Effects on Achievement (Hattie, 2009)
  • 31. Decision-making process
    Shared Vision
    Action Research
    H
    A
    C
    B
    E
    D
    G
    F
    Task Analysis
    E
    A
    Implementation Plan
    C
    Long-Term Plan
    G
    Stewardship Conferences
    D
    F
    H
    B
  • 32. Contact Details
    www.jamesnottingham.co.uk
    james@jnpartnership.com