The story of the Pig of Happiness has been scanned into a separate PPT. So, if it’s possible to create a link here that will start up another PPT (just put in a dummy PPT for now) to save me than having to come out of this PPT and going into another PPT, then that would be great.
Brendan Spillane and James Nottingham
Escaping the Groundhog Years:
Building inquiry culture in schools
Need for clear
Beginner ProficientCompetent Expert
Dreyfus Model - Skill Acquisition
(Butler & Edwards)
Efficient and organised
Can assess relative importance and urgency
Can readily describe and explain actions
Feel personal responsibility for outcomes
Competent: planned & analytical
Proficient: strategic and able to read context
Seldom surprised, have learned what to expect
Have organised knowledge into wise sayings
Sometimes forget to explain complexities of the big picture to
analytical competent colleagues
Rapid, fluid, involved, intuitive type of behaviour
Need generalised rules and structures as a guide
Quality management systems can be very helpful
If something goes wrong, blame the system or senior people
Little personal responsibility in this context
Novice: rule-governed behaviour
Beginner: hungering for certainty
Starting to notice patterns
Wishing things were more predictable
Looking for “the book” or “the expert” to provide the answers
Feel limited personal responsibility
Highly intuitive, based on huge store of wisdom
Great capacity to handle the unexpected
Highly nuanced behaviour, very context specific
Often there are no words to describe expert
performance, and often it is subconscious anyway
Hard to fit this into quality systems
Performance drops if generalised rules are imposed
Usually does not make for good teaching of novices,
but great for teaching competent people
Expert: right thing at the right time
Some key questions
• Are we our thinking?
• Why do we keep doing things that we know don’t work?
• What routines would help us to ‘tick the Ariely box’?
• Can ‘groupthink’ be wiser? If so, how?
‘There’s never been a better time to be a child.’
Take an initial position on the dialogue line that stretches from
Brendan (For the proposition) to James (Against the
proposition). Move with the dialogue.
The anatomy of trust
The logic of trust
• Why we trust-trust is supremely practical
• How we trust-trust is context-specific and
• What we trust-capability and commitment
• When we trust-When we infer that capability and
commitment are there
• When we lose trust-we feel disappointed when
capability isn’t there, we feel betrayed when
commitment isn’t there
Continuum of Organisational (Team) Maturity
Control Delegation Empowerment Subsidiarity
Can we trust ourselves?
• It’s true because I believe it.
• It’s true because we believe it.
• It’s true because I want to believe it.
• It’s true because I’ve always believed it.
• It’s true because it is in my interest to believe it.
1. The only true wisdom is in knowing you know
6. By all means, marry. If you get a good wife, you'll
become happy; if you get a bad one, you'll become a
4. It is not living that matters, but living rightly
3. Wisdom begins in wonder
2. The unexamined life is not worth living
5. True wisdom comes to each of us when we realize
how little we understand about life, ourselves, and the
world around us
Quotes from Socrates (469 – 399 BC)
An Ethos for Learning
Not all of our questions
… but all of our answers
Facts and Concepts
Fact Paris is the
capital of France
Concept Capital cities
Example question stems
What is (difference different from?)
What if (everyone was extraordinary?)
How do we know (what love is?)
Why do we (say young people don’t know what love is?)
What is the difference (between ordinary & extraordinary?)
Is it possible (to always be happy?)
When (is happiness a bad thing?)
Who (decides what the natural way is?)
Can we (ever know for sure?)
Positions in conversation (David Kantor)
What needs to be said?
What needs to be done?
What needs to be questioned?
What needs to be
Alook at team culture
Empathy building trust, respect &
Engagement building teamwork, empowerment &
Clarity of Purpose building dialogue, discussion, focus &
Learning building in feedback, personal growth
Reflecting on a team you are involved with, give a 1-5 rating on how
each pillar is experienced overall. (Think/Pair/Share)
Empathy, engagement, clarity of purpose & learning?
Söderporten school, Norrköping
The school is extremely multi-cultural, with most children having recently
arrived in the country and speaking Swedish as a second language.
Their Core Values have helped to:
Achieve in 2010 the best exam results since the national grading system
was introduced in Sweden in 1997
Switch off the school´s video surveillance in autumn 2010
Inquiry walk - (not a pub crawl!)
Generate one inquiry or question that you
would like the group to pursue in its final
As a result of today
• Are you stronger in your resolve that you can escape the
• Do you feel that you have some routines that could help
you to further develop an inquiry mindset?
• Do you have a stronger sense of having inquiry allies?
• Do you have any other feedback regarding our process,
what you would have liked more/less of, a key learning
moment, opportunities we missed, what we could include
in a follow-up session etc?