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AHDS Conference November 2014 - Keynote by Alistair Smith

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AHDS Annual Conference November 2014 'Teaching Scotland's Future: What you need to know and do.' Keynote by Alistair Smith.

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AHDS Conference November 2014 - Keynote by Alistair Smith

  1. 1. Learning Together: focusing on what matters most AHDS November 2014
  2. 2. “You just kinda dae stuff…”
  3. 3. Learning Together: focusing on what matters most AHDS November 2014
  4. 4. “If I had to reduce all of educational psychology to just one principle, the most important single factor influencing learning is what the learner already knows...” David Ausubel, 1968
  5. 5. 1.Connect 4. Consolidate 2. Activate 3. Demonstrate
  6. 6. Content – this is what we will learn We will learn more about effective learning and teaching, about staff development, what works in classrooms and how we can lead learning Process – this is how we will learn We will learn through formal input, discussion and reflection, practical experience and transfer Benefits – this is why we will learn We will be able to use our new ideas and insights to further improve our professional practice
  7. 7. Where would you take me? What would you tell me?
  8. 8. Own your own story
  9. 9. Culture is different to climate: culture shapes the everyday preoccupations and determines the limits of possibility; climate is the emotional state which prevails as this occurs
  10. 10. Culture Poor schools talk about Coping and Administering Good schools talk about Teachers and about Teaching Great schools talk about Learners and about Learning World Class schools talk about Re‐inventing
  11. 11. What are the everyday preoccupations? Do they work to your advantage? Shift the everyday preoccupations and secure exceptional gains
  12. 12. Environment
  13. 13. Environment
  14. 14. Environment
  15. 15. Environment
  16. 16. Environment
  17. 17. Environment
  18. 18. Environment
  19. 19. Environment
  20. 20. Environment
  21. 21. Modelling
  22. 22. Modelling
  23. 23. Modelling
  24. 24. Modelling
  25. 25. Each space within the school provides an opportunity to reinforce what you value about the experience of learning and the behaviours of learners
  26. 26. Great Learner Behaviours Noticing Explaining things Asking good questions Learning something new Practising hard till you get it right Thinking carefully Listening carefully Trying different ways of doing things Being a learning friend who helps others learn Making someone else happy Becoming better at sharing Reading every day
  27. 27. Challenge the casual assumptions which kill aspiration ‘It won’t work with our children…’ ‘We already do that…’ ‘My staff aren’t ready for this…’ ‘We are winding down for …’ ‘Our staff are already working flat out…’ ‘I’d love to do that but…’ ‘Our members…’
  28. 28. Social Capital Advance systems rely more and more on peers as their source of innovation and deep improvement. How the World’s Most Improved School Systems Keep Getting Better, McKinsey and Company, 2012 The most abused educational research finding these days is this: “the quality of the teacher is the single most important determinant in the learning of the student” … Success in any innovation is determined by the degree of Social Capital in the culture of your own school. Professional Capital, Transforming Teaching in Every School, Hargreaves and Fullan, 2014
  29. 29. Social Capital Behaviour is shaped more by groups much more than by individuals. Cohesive groups with less individual talent often outperform groups with superstars who don’t work as a team. Professional development does not have much impact on student learning when it relies on individual learning and does not focus on follow‐through support for teams of teachers to learn together. Success in any innovation is determined by the degree of social capital in the culture of your own school. Professional Capital, Transforming Teaching in Every School, Hargreaves and Fullan, 2014
  30. 30. Agree and Align what Impacts Shared Planning of Learning Episodes (You Plan, We Practice, I Teach) Peer Observation Trios Coaching and Live Coaching Focused Learning Walks Learning Improvement Group(s) Embedding Agenda Items Solution Space and Briefing Butterflies Needs and Offers Classroom Tours Define and Enshrine what Works
  31. 31. “Focus relentlessly on what matters most – learners and learning”
  32. 32. Core Purpose Clarity Coherence Consistency Community
  33. 33. Fitness test Find what, for you, fits your context and put it to the test
  34. 34. 1. 2. 3. 4. 5.
  35. 35. Prairie Schools Precipice Schools Valley Schools * * * Summit Schools Slope Schools
  36. 36. Pass the fitness test • Is it right for you? Is it right for your school? Your learners? • Is there someone with whom you can share it and test it? • Will it improve learning? • Is the improvement in learning significant? • Will it still be improving learning in three years time?
  37. 37. Core Purpose Clarity Coherence Consistency Community
  38. 38. focusing on what matters most
  39. 39. Authenticity test Find what, for you, feels authentic and real and make it your own
  40. 40. Pass the Authenticity Test • Judgments about authenticity and ‘impact’ are too subjective • Observers are often ‘seduced’ by the elements and do not see the whole. We are ‘unduly optimistic about our powers of observation’ (Coe 2014) • Too often we focus on ‘proxies’ for Learning (Coe 2014) • We are heavily influenced by the judgments of others around us (Milgram 1969)
  41. 41. Which recent educational ideas could your school track? • Drafting and Re‐drafting based on peer feedback ‐ Ron Berger • Interleaving and Desirable Difficulties ‐ Robert Bjork • Applications of neuroscience – Sarah Jayne Blakemore • Highly structured lesson observation – Robert Coe • Metacognition and Learning to Learn ‐ Guy Claxton • Nurturing Growth Mindsets ‐ Carol Dweck • Developing Social Capital – Hargreaves and Fullan • Evidence Based Interventions ‐ John Hattie • Co‐Operative Learning – Spencer Kagan • Peer Influence in Classrooms ‐ Graham Nuthall • Purposeful Formative Assessment ‐ Dylan William • Applying Cognitive Science ‐ Daniel Willingham • SOLO taxonomy and Constructive Alignment – John Biggs
  42. 42. focusing on what matters most intentionality
  43. 43. Intentionality test Find deliberation and purpose in what you choose to do
  44. 44. Which individual, amongst your colleagues, would you consider to be the ‘best’ teacher and why?
  45. 45. • Is confident in the content to be taught • Is confident in how the content taught will be assessed • Knows the existing and target Performance Levels of all individuals within the class • Knows which students have special or particular needs • Knows or has accessed the reading ages of the class • Has adapted or differentiated the lesson to suit needs of all in the class • Has a lesson plan in some form and has prepared in advance of the lesson • Engages the class from the outset • Accesses what class already knows or can do • Shares the learning outcomes and refers to them throughout • Provides or directs to key information • Asks compelling questions • Invites contributions and ideas • Checks for understanding • Provides specific feedback with time to improve • Reviews progress regularly
  46. 46. Pass the Intentionality Test • Is your design of learning and the lessons which deliver learning based on an understanding of learner need? • Is the process of design, or the thinking which shapes that process, deliberate? • Do you ‘own’ the process of design and the thinking which shapes that process? • Is there flexibility in your professional approach?
  47. 47. focusing on what matters most intervention
  48. 48. £25,000 £5,000 £250 £50
  49. 49. Intervention Impact 1. High Teacher Expectations High Medium Low 2. Purposeful Intensity High Medium Low 3. Improvement Feedback and Marking High Medium Low 4. Peer Tutoring and Collaboration High Medium Low 5. Sharing and Revisiting Learning Outcomes High Medium Low 6. Interactive Learning Environment High Medium Low 7. Metacognition High Medium Low 8. Spaced Rehearsal and Review High Medium Low 9. Teacher Subject Knowledge High Medium Low 10. Reduced Group Size High Medium Low 11. Improving Pupil Questioning High Medium Low 12. Growth Mindset in Pupils High Medium Low
  50. 50. Influence Impact 1. Growth Mindset in Pupils High 2. High Teacher Expectation High 3. Improvement Feedback and Marking High 4. Metacognition High 5. Spaced Rehearsal and Review High 6. Sharing and Revisiting Learning Outcomes High 7. Peer Tutoring and Collaboration High 8. Interactive Learning Environment Medium 9. Purposeful Intensity Medium 10. Improving Pupil Questioning Medium 11. Teacher Subject Knowledge Low 12. Reduced Group Size Low
  51. 51. Impact vs cost Most promising for raising attainment Summer schools After Cost per pupil Effect Size (months gain) Collaborative £0 8 0 £1000 Meta‐cognitive Peer tutoring Homework 1‐1 tuition Early Years (Secondary) Teaching assistants Mentoring school ICT Performance Aspirations pay Smaller classes Setting May be worth it Small effects / high cost Feedback Phonics Homework (Primary) Small gp tuition Parental involvement Individualised learning Behaviour Social www.educationendowmentfoundation.org.uk/toolkit
  52. 52. The classroom interventions which I think have most impact… • Accessing Prior Knowledge and Utilising Prediction • Authentic Engagement • Reinforcing and modelling High Expectations • Differentiated Challenge • Enquiry and High Quality Questioning • Finding Excellent Solutions or Products • Metacognition • Land‐Marking Progress against agreed Outcomes • Purposeful Assessment and Feedback • Pragmatic Rehearsal, Consolidation and Transfer
  53. 53. Learning Together: focusing on what matters most AHDS November 2014
  54. 54. Learning Together: Focusing on What Matters Most twitter: alatalite al@alistairsmithlearning.com www.alistairsmithlearning.com

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