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TLT15 Presentation: Getting Attitudes Right

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Slides from Chris Hildrew's presentation at #TLT15 at the University of Southampton 17th October 2015

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TLT15 Presentation: Getting Attitudes Right

  1. 1. DOES YOUR ATTITUDE DETERMINE YOUR ALTITUDE? #TLT15
  2. 2. ASSUMPTION #1: ATTITUDE MATTERS
  3. 3. IT’S NOT ABOUT SELF-ESTEEM “…building self-esteem is a red herring… building self-discipline is much more important.” Joe Kirby https://pragmaticreform.wordpress.com/2014/05/17/rewards/
  4. 4. CAROL DWECK Recently, someone asked what keeps me up at night. It’s the fear that the mindset concepts, which grew up to counter the failed self-esteem movement, will be used to perpetuate that movement. In other words, if you want to make students feel good, even if they’re not learning, just praise their effort! Want to hide learning gaps from them? Just tell them, “Everyone is smart!” The growth mindset was intended to help close achievement gaps, not hide them. It is about telling the truth about a student’s current achievement and then, together, doing something about it, helping him or her become smarter." http://www.edweek.org/ew/articles/2015/09/23/carol-dweck-revisits-the-growth-mindset.html?cmp=SOC-SHR-TW
  5. 5. KEY QUESTION • How do we accurately assess a student’s attitude?
  6. 6. HOW DO YOU ASSESS ATTITUDE? • Behaviour: a judgment of how well the student behaves in class including following instructions, active listening, cooperation, and attitudes towards staff and peers. • Classwork: a judgment of the amount of effort put into classwork and the quality of outcomes • Homework: a judgment of the amount of effort put into homework, the quality of outcomes, the consistency of meeting deadlines • Organisation: a judgment of the degree to which a student is prepared for your lesson, including bringing relevant equipment/kit/ingredients/materials, attendance, punctuality and independence (managing own learning) • Chew Valley is a high performing school; we expect all students to demonstrate attitudes which are “Good”. • Students who demonstrate “Very Good” attitudes will have received House Points, Commendations, Postcards Home or other school rewards in recognition of their excellence. • A judgment of “Satisfactory” indicates that the student is not currently meeting our high expectations and needs to improve their attitude. • A judgment of “Unsatisfactory” will be given where a student has received sanctions for their poor attitude such as teacher, faculty, or whole school detentions, yellow slips, or time in the Time Out room.
  7. 7. HOW DO YOU ASSESS ATTITUDE? • Behaviour: a judgment of how well the student behaves in class including following instructions, active listening, cooperation, and attitudes towards staff and peers. • Classwork: a judgment of the amount of effort put into classwork and the quality of outcomes • Homework: a judgment of the amount of effort put into homework, the quality of outcomes, the consistency of meeting deadlines • Organisation: a judgment of the degree to which a student is prepared for your lesson, including bringing relevant equipment/kit/ingredients/materials, attendance, punctuality and independence (managing own learning) • Chew Valley is a high performing school; we expect all students to demonstrate attitudes which are “Good”. • Students who demonstrate “Very Good” attitudes will have received House Points, Commendations, Postcards Home or other school rewards in recognition of their excellence. • A judgment of “Satisfactory” indicates that the student is not currently meeting our high expectations and needs to improve their attitude. • A judgment of “Unsatisfactory” will be given where a student has received sanctions for their poor attitude such as teacher, faculty, or whole school detentions, yellow slips, or time in the Time Out room.
  8. 8. OBSERVABLE BEHAVIOURS •Things students do which demonstrate an attitude which improves their learning
  9. 9. https://characterlab.org/
  10. 10. RESILIENCE: • Bounces back from setbacks • Listens to critique and acts on it PERSISTENCE: • Sticks with projects and avoids distractions • Engages in deliberate practice • Is diligent (hard working and careful) Carol Dweck Angela Duckworth
  11. 11. COLLABORATE •What do you think about the different models of student attitude? •Where would the emphasis be in your school context?
  12. 12. Curiosity Self-discipline Grit Persistence Response to feedback Gratitude Zest Optimism Purpose Self-control Social-emotional intelligence Independent enquiry Creative thinking Team work Self-management Participation Resilience Organisation Classwork Homework Independence Reflection
  13. 13. HOW DO WE ASSESS IT? • Very Good • Good • Satisfactory • Unsatisfactory • A* • A • B • C • D • E • F • G • 9 • 8 • 7 • 6 • 5 • 4 • 3 • 2 • 1 • Exceptional • Accomplished • Developing • Beginning • Master • Veteran • Apprentice • Novice • Awesome • Admirable • Acceptable • Attempted • Excellent • Good • Fair • Weak • Always • Often • Sometimes • Rarely • Exemplary • Proficient • Marginal • Unacceptable Outstanding Good Requires Improvement Inadequate
  14. 14. http://johntomsett.com/2014/06/28/this-much-i-know-aboutaccurate-terminology-to-describe-students-effort/
  15. 15. http://johntomsett.com/2014/06/28/this-much-i-know-aboutaccurate-terminology-to-describe-students-effort/
  16. 16. https://classteaching.wordpress.com/2015/10/11/worth-the-effort/ @shaun_allison Last Sunday!
  17. 17. TRACKING ATTITUDES OVER TIME • 3 collections per year • At each point: • E=3 • G=2 • I=1 • P=0 • Calculate vs theoretical maximum to arrive at attitude % score • Then rank
  18. 18. ATTITUDE DETERMINES ALTITUDE
  19. 19. 0.00 20.00 40.00 60.00 80.00 100.00 120.00 0.00 50.00 100.00 150.00 200.00 250.00 300.00 350.00 400.00 450.00 500.00 AverageAttitudeScoreacrossYear11 Capped APS (Best 8) Average Y11 Attitude to Capped APS (Best 8) Attitude Average Expon. (Attitude Average)
  20. 20. INFLUENCE THE INFLUENCERS Teachers • Design and share regular visual trackers of your classes’ effort and progress • Influence the influencers: tackle disruptive ringleaders head on • Share stories of exemplary kids who worked hard and succeeded with great effort • Strengthen your pupils’ immune system: remind them of their future goals School Leaders • Design and display regular visual trackers of pupil effort and progress • Reinforce the message that 95% to 100% of students are working hard • Influence the influencers: choose and coach role models carefully • Make self-control contagious: bring role models to mind often in assemblies https://pragmaticreform.wordpress.com/2014/06/14/motivation-peer-pressure/

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