Meet the person directly behind you; what is the most important ingredient in a learning experience? Discuss and decide 2. Number Teacher focus ‘1’ Pupil focus ‘ 2’ Send to end of line.Display
Hopefully what we will show you today is a curriculum that has brought balance to both of there priorities
Why did we begin ? To address pupil: passivity to learning apathy to English language inability to apply learning across contexts. ( mention roots of this: lack of aspiration, teacher expectations, family expectations, prior educational approaches 'spoon feeding' information, looking. At our own practice but also that of feeder schools, pupil identity and this as a bigger project, training on labelling children, new SEN reports questioning SEN label and what it does to child and teacher psyche. As we unpicked this we got involved in the bigger debates and research
‘ Young people are inveterate and enthusiastic learners. They will work hard to pursue their projects and will spend hours practising......They love the feeling of energy, absorption and satisfaction that such learning delivers (and many are acutely aware of the lifeless quality of much of the learning they are required to do in school.’ Guy Claxton
Explain change of mindset, positive labelling workshops (Carrie Winstanley) and underestimation here. Can our pupils learn in other ways?
Child Driven Education Sugata Mitra’s experiments have shown that, in the absence of supervision or formal teaching, children can teach themselves and each other, if they’re motivated by curiosity and peer interest.
Professor of Educational Technology at Newcastle University
The importance of creativity and innovation….performing your creation
Assumptions;Music many pupils have an intrinsic passion for Performing Arts, this is a powerful tool through which pupils can explore language, history, culture, politics and spirituality hearing impaired and Deaf pupils enjoy types of Music when it is made accessible to them. pupils want to know the context of the information they are receiving, they want to understand their place in history and the history of the world around them. Pupils can understand and apply PLTS skills to their own and others learning. Pupils actively use these to improve and lead their own learning and encourage the learning of others. pupils respond well to challenges and high expectations, particularly to the challenge of becoming independent enquirers when given the opportunity. Following many discussions the ‘Themes’ Curriculum became ‘Enquiring Minds’ Curriculum in September 2011.
Language fast track Pupils, when driven by a real life dynamic inspiring experience, learn language associated with that experience much more quickly. Cross curriculum project work has a strong emphasis on recording learning and experiences through many different medium, this often complements and drives our student’s vocabulary and literacy development.
Finding a Passion
Context, thirst for knowledge!!!
High expectations from all
Divide this high levels of risk taking in teaching increased motivation in pupils. large groups enabled certain activities Highly Reflective Teaching and Learning Variety of experiences including projects with the BRIT School, Handprint Theatre, Museum of London etc. Cross Curricular learning helps pupils join up their learning Pupils observed as having new skills in : improvisation, contextual understanding, teamwork, communication, role play, spontaneous thinking and problem solving, language, cultural awareness, historical and geographical understanding, free thinking.
Starting Point: We had no data based evidence of pupils passivity to learning. We had an amount of evidence that said our literacy and numeracy pupil progress levels had potential to improve We had no data to record pupils learning skills, in fact no format or language to with which to record data. Tracking pupil Progress now: We have amended PLTS into visual flashcards that link with our in house My Learning . Each subject uses PLTS objectives and tracks pupil progress from My Learning into PLTS. Reward certificates, stickers and self assessments of PLTS used across many subjects (outside Eminds) Pupil Self Set PLTS targets and strentghs across the school Next Steps in using Data: Tracking of Pupils PLTS Data on SIMS Pupil progress data in Numeracy and Literacy levels and compare with previous similar baselines(record observations by staff e.g. SALT and English Revisit 6th Form achievement data and College Leavers tracking of achievement.
How do you plan for pupil led learning. The pupils are asked ‘what’s next’. For staff to plan for potential rather than steps ABC takes time and skill and a particular mindset. Teacher skills.
Leadership and Responsibility, its link with curriculum development, value of ideas and autonomy through technology.
The More you learn, the more you realise what you don’t know. Unconscious incompetent
WARNING: Do not proceed into this curriculum without first training staff in collaborative learning Assessment for learning Team teaching Delivering to large groups Pupil led enquiry Professional Respect Staff involved should show resilience, ingenuity, initiative, flexibility and a desire to learn. Give these staff planning time and support them to work together It will also help to start from a great trigger, involve pupils in planning and record the process
Curious minds 1
Curious MindsBuilding the foundations oflearning for life 2
“Education is a self-organisingsystem, where learning is anemergent phenomenon.” 11
We pride ourselves on creating a curriculum whichgrows the gifts in our learners and unearths talentspreviously unrecognised. 12
Trigger/ Professional Finale/Term Title inspiration Links Showcase Royal Academy of 1 Identity London Tour Performance Dance and Animator People on The Handprint Christmas 2 Aboriginal Art Move Theatre Performance Performance Myths and BRIT School The Brit 3 at the BRIT Legends Performance School School Freedom and Museum of PM:African 4 Animation Rights London Drumming Handprint 5 City of Culture The Lion King Performance Theatre Puppeteer The War and Theatre Discoveries Horse & The 6 director: Performance and Inventions Imperial War Thierry Museum 13 Lawson
“Perform and Create” require the highest form of processing and synthesis of concepts. 14
What we learned from the pupils in Year 1:•Assumptions•Language FAST TRACK• Passion• Underestimation• Inclusion•Raising expectations• Empowerment 15
‘Normally in this assessment what I would get is ‘dog’, ‘cat’, ‘fish’ but this year I also got ‘ lion’, ‘warthog’, ‘gnu’ ‘antelope’. I thought, hold on a minute what’s this. Not only did pupils have a much wider vocabulary but they were using catagorisation which is a much higher level skill. The real life exposure to this language has led to much more complex conversations.’ Judy Lamprecht Speech and language Therapist St Georges HospitalLanguage Fast Track 16
Passion"Young people united in a shared commitment and passion forcreating art can overcome all difficulties of communication tocreate theatre of the highest quality."Simon StephensAssistant Director of Theatre - Brit School 17
Experiential learning helps our studentsbuild a better understanding of the world. 18
Tamar Community ProjectParticipating in project work builds a senseof community and encourages inclusion. 19
"Oak Lodge enables its students to access information as directly as possible.The students express their opinions really clearly, they are engaged. And whenOLS staff work with the students I was really impressed at how they stretchthem and expect only the best."Jonathan Huxley - Artist 20
Innovation is the fuel that drives the globaleconomy and it must be fostered in ournations schools.School of tomorrow’ www.mmiweb.org.uk 21
Teachers say that there is now more….. Innovation Learning from professionalsExperimental approaches Collaboration Active learning Shared observationsRisk taking Peer learning Motivation 22
"I feel that because I’m part of the EnquiringMinds Team….I feel more confident in beingable to apply the “Enquiring Minds” approach tomy own teaching. If I wasnt part of EnquiringMinds I would never be able to do this. So Thankyou for putting me in Enquiring Minds."Karthik Vijayanandam (Maths Teacher) 23
Pupils demonstrate....... Teamwork Spontaneous thinking and learning Contextual understanding Resilience Problem solving Language application Historical and geographical understanding Communication Role play Collaboration Free thinking Cultural awareness Improvisation Peer Learning Drama and Music! 24
The considerable breadth and balance of thecurriculum adds significantly to pupils’experience of school.” (OFSTED 2012) 25
"All were involved in the creativeprocess. It proved a great sourceof inspiration for creative writingand thinking and was a fantasticway of extending the pupilsvocabulary. Students wereextremely motivated and itimproved their self-confidence.The acting motivated the studentsduring literacy sessions to readmore Greek stories. They thenplanned, created and wrote theirown creative story. The pupilswere empowered in their ownlearning." Lets Create- Brit School collaborationBen Turner, English Co-ordinator 36
Working with others allowsideas to grow in unexpected and challenging ways. 37
S is a very goodteacher, healways asked forour ideas andasked how wefelt. I likedanswering hisquestions, theywere hard, Ididn’t always getthem right.DL Year 7 OakLodge 38
Working thematically provides a springboard forcreative thinking and allows teachers to experiencesuccess in delivering content in new ways. 39
Origins and Metamorphosis of the CurriculumPreviously PresentRigid Flexible and PersonalisedKnowledge focused Skills focusedNarrow BroadLimited choice ChoiceLimited external tuition Regular professional tutoringAge dependent Ability led, placing pupils according to potentialOffered limited OOCL opportunties Utilises local and national cultural and sports opportunitiesMet pupils’ learning difficulties Meets pupils learning difficulties and abilitiesTeacher led learning: Reflected teacher Pupil led independent learning, reflects pupilsstyles and skills learning styles and interestsLimited opportunity to apply skills and knowledge Uses cross curricular learning to develop application ofacross different contexts. skills and knowledgeDeveloped language in isolation Uses real-life experiences to engage learning languageDeveloped a range of knowledge based subjects Places pupil numeracy and literacy competency at it’sin which literacy and numeracy appear heart.Was complicit in pupils’ passivity to Encourages pupils as independentlearning 40 enquirers/learners
Ideas to peruse• Guy Claxtonss 8 Magnificent Qualities for Learning from Whats the Point of School• Questioning Skills, teacher and learner. blooms Taxonomy see diagram.• Project based learning( International Primary Curriculum, Enquiring Minds from Future Lab, the Engaging Schools Program from the Innovation unit, The Power of Projects (Guy Claxton)• The New Primary Curriculum• TASC Wheel for Planning• WALT & TIBS 42
If you are going ahead with Project Based LearningWARNING: Do not proceed into this curriculum without first agreeing onwhole school value and understanding of:•Collaborative learning•Assessment for learning•Team teaching•Delivering to large groups•Pupil led enquiry•Professional RespectStaff involved should show resilience, ingenuity, initiative, flexibility and adesire to learn. Give these staff planning time and support them to worktogether•It will also help to start from a great trigger, involve pupils in planning andrecord the process 43
• Planning process....establish Team building, professional respect• Curriculum areas(leaders?)• Topics• Professional link• Trigger• ShowcaseCurriculum objectives/outcomes .....I can & I understand statements• Planned facilitation of pupil led learning and target setting.• Storage and workbooks or portfolios.• Teacher communication.• How & Who will document work. 44
Keep in mind• Real life experience and application is most effective, either as the topic or trigger or showcase.• Ask pupils at first opportunity what they know about this topic/ what questions they already have/what they might be interested in knowing• Allow pupils to explore their own interests and leads within the topic and at times ask them to think about their own success criteria for their work. 45
Knowledge What happened after...? How many...? Who was it that...? Can you name the...?Describe what happened at...? Who spoke to...? Can you tell why...? Find the meaning of...? What is...? Which is true or false...? http://www.teachers.ash.org.au/researchskills/dalton.ht m 47
References:‘Building Learning Power: Helping Young People Become Better Learners’ byGuy ClaxtonThe G & T Pocketbook, Barry HymerA Fair Deal for Gifted Children Carrie WinstanleyHow to change your mindset, Carol Dweck‘5Minds for the Future’ Howard GardnerNational G&T Resources‘What’s the Point of School’ Guy Claxton‘Changing Paradigms’ Ken Robinson‘The Whole in the Wall’ Sugata Mitra‘Enquiring Minds’ Future Labwww.projectict.com 53