Challenging Learning Workshop

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Slides used during Learning Network NZ workshop at Waipuna Hotel, Mt Wellington on 27th July 2011

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Challenging Learning Workshop

  1. 1. Challenging Learners, 27th July 2011<br />James Nottingham www.p4c.com<br />www.jamesnottingham.co.uk<br />
  2. 2. What do these 3 have in common?<br />
  3. 3. Why do we need challenge?<br />We need more challenge and less instruction, since it is from challenge that one grows in body, mind and spirit.<br />Thinking in Education<br />Matthew Lipman, 1991<br />
  4. 4.
  5. 5. Challenge and Learning<br />Too Hard<br />PA<br />Potential Ability<br />Learning Zone<br />CA<br />Current Ability<br />Practice Zone<br />SA<br />Subconscious Ability<br />Too Easy<br />45<br />
  6. 6. A selection of thinking skills<br />GROUP<br />HYPOTHESISE<br />IDENTIFY<br />INFER<br />INTERPRET<br />ORGANISE<br />PARAPHRASE<br />PREDICT<br />QUESTION<br />RANK<br />REPRESENT<br />RESPOND<br />SEQUENCE<br />SIMPLIFY<br />SHOW HOW<br />SOLVE<br />SORT<br />SUMMARISE<br />SUPPORT<br />TEST<br />VERIFY<br />VISUALISE<br />ANALYSE<br />ANTICIPATE<br />APPLY<br />CAUSAL-LINK<br />CHOOSE<br />CLASSIFY<br />COMPARE <br />CONNECT<br />CONTRAST<br />DECIDE<br />DEFINE<br />DESCRIBE <br />DETERMINE<br />DISCUSS<br />ELABORATE<br />ESTIMATE<br />EVALUATE<br />EXEMPLIFY<br />EXPLORE<br />GENERALISE<br />GIVE EXAMPLES<br />GIVE REASONS<br />137<br />
  7. 7. The Teaching Target Model (TTM)<br />PA<br />Learning Zone<br />CA<br />Performance<br />Practice Zone<br />SA<br />Time<br />47<br />
  8. 8. Curriculum – national or local?<br />“The best schools 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.”<br />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 meet day in, day out.<br />Mick Waters,www.curriculumfoundation.org<br />
  9. 9. Creating cognitive conflict causes ‘wobble’<br />Robin Hood was right<br />Stealing is wrong<br />142<br />
  10. 10. Actions that steer pupils away from the learning pit<br />10/10<br />
  11. 11. Myers Briggs Type Indicator (MBTI)<br />Developed during World War II, MBTI is a personality indicator designed to identify personal preferences<br />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<br />Evidence<br />Gut feeling<br />Sensing<br />Intuition<br />Think to talk<br />Talk to think<br />Introversion<br />Extroversion<br />Definite<br />Possible<br />Judging<br />Perceiving<br />Logic/Reason<br />Empathy<br />Thinking<br />Feeling<br />
  12. 12. You get what you measure<br />
  13. 13. What are you measuring?<br /><ul><li> Learning
  14. 14. Curiosity
  15. 15. Written work
  16. 16. Behaviour
  17. 17. Understanding
  18. 18. High expectations
  19. 19. Feedback</li></li></ul><li>Belief: I’m here to help you to learn how to learn<br />S<br />Skills<br /><ul><li> Intellectual
  20. 20. Social
  21. 21. Communicative
  22. 22. Physical</li></ul>Attitudes<br /><ul><li> Curiosity
  23. 23. Desire to succeed
  24. 24. Open-mindedness
  25. 25. Resilience
  26. 26. Self-Regulation</li></ul>K<br />A<br />Knowledge<br /><ul><li> Facts
  27. 27. Figures
  28. 28. Concepts
  29. 29. Ideas</li></li></ul><li>Learning Intentions<br />Lesson 1<br /><ul><li> To be curious about the rivers and the impact of them on our lives (A)
  30. 30. Ask relevant questions about rivers (S)</li></ul>First 5 minutes – get pupils into the pit<br />e.g. Does a river have to have water in it?<br />15 minutes research about rivers<br />10 minutes in groups to collect questions, and group them into categories<br />5 minutes to decide which is the best question and why<br />10 minutes sharing with whole class<br />5 minutes planning for next lesson<br />
  31. 31. Learning Intentions<br />Lesson 3<br /><ul><li> Use 3 different types of thinking to ask and then answer questions about rivers (S)
  32. 32. Check your answers firstly with another group then in the topic books or online (K)</li></ul>Select 3 skills from:<br /><ul><li> Classify
  33. 33. Define
  34. 34. Estimate
  35. 35. Give Reasons
  36. 36. Predict
  37. 37. Rank
  38. 38. Sequence</li></li></ul><li>The things we do to get in the way of learning<br />I wish teachers had never heard my theory – they’re all obsessed with categorizing kids!<br />Prof Howard Gardner, Multiple Intelligences<br />
  39. 39.
  40. 40. Intelligence – nature or nurture?<br />In 1904, the French government asked Binet to create a mechanism for identifying students in need of alternative education <br />Binet created a scale of 30 tasks for 6 – 14 year olds, ranging from easy to complex ones<br />He stated his test showed what a child had learnt to that point, and nothing else<br />Alfred Binet<br />1857 - 1911<br />
  41. 41. Once upon a time, there were three babies<br />
  42. 42. Some babies get lots of stimulation<br />
  43. 43. Are encouraged to read<br />
  44. 44. Develop their passions<br />
  45. 45. Whereas others have traumatic experiences<br />
  46. 46. Or are born into abject poverty<br />
  47. 47. By the time they start school<br />Some children start school knowing 6,000 words.<br />Others, just 500 words.<br />Source: BBC 2009<br />http://news.bbc.co.uk/1/hi/magazine/8013859.stm<br />
  48. 48. Number of words heard by children<br />A child in a welfare-dependent family hears on average 616 words an hour<br />500<br />A child in a working-class home hears on average 1,251 words an hour<br />700<br />A child in a professional home hears on average 2,153 words an hour<br />1100<br />Number of words spoken by the time children are 3<br />Hart & Risley, 1995<br />
  49. 49. How do we think about differences in ability?<br />Advanced<br />Beginners<br />Intermediate<br />
  50. 50. But in school, we use terms such as …<br />Special Needs<br />Gifted, Bright<br />Average<br />
  51. 51. Only so much time in the day<br />
  52. 52. What level of plasticity do our brains have?<br />
  53. 53. What matters is what you believe about intelligence<br />People who believe intelligence comes mainly from nature have a ‘fixed’ mindset<br />People who believe intelligence comes mainly from nurture have a ‘growth’ mindset<br />Professor Carol Dweck, Stanford<br />
  54. 54. Fixed vs Growth Mindsets<br />Growth<br />Intelligence is incremental<br />I’ve developed talents<br />My abilities change over time, for better & worse<br />I can learn pretty much anything I put my mind to<br />Fixed<br />Intelligence is innate<br />I have gifts<br />I’ll always be good at certain things<br />I’ll never be good at other things<br />
  55. 55. The brain is a muscle to train<br />
  56. 56. 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 <br />
  57. 57. Disaster – from the Greek, ‘to lose the stars’<br />
  58. 58. Contact Details<br />www.jamesnottingham.co.uk<br />james@p4c.com<br />www.challenginglearning.com<br />

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