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Krokane school – is everything as it should be?
„Disaster‟ is old Greek for: „to lose your stars‟                                           Krokane star                  ...
Respecting each other‟s opinions and standing up foryourselfMental Models1. Childrens opinions are important2. Its importa...
What are our priorities?
Modell for påverknad (Daniel Kim)     Visjon              P                         Å Mentalebilete           V           ...
What is the typical influence on achievement?                     900+ meta-analyses                    50,000+ studies an...
Maths                     level                An Effect SizeA common scale for measuring progress in student achievement
Not everything countsNot everything that counts can be counted, and not everything that can be counted countsSign hanging ...
Visible Learning, John Hattie2500020000        No. of Effects15000100005000    0                         Negative   Positive
Assessment capable students accurately assess themselves
Assessment capablestudents focus onLearning GoalsAssessment capablestudents focus onprogressAssessment capablestudents hav...
Assessment capabilities begin with …                                 What‟s the point?Ready                            Lea...
What is the point of this lesson and will I make progress?Learning Intentionso To find out what links the Vikings with Nor...
Why did they         Gate      AD 700 - 1100         attack Lindisfarne?    Bairns                                        ...
Marzano – groups of 3 work best                             Informal                             Formal                   ...
Why did they         Gate                    AD 700 - 1100          attack Lindisfarne?    Bairns    Captured             ...
Learning Detectives
Year 7 – Food UnitLearning Intentionso Understand the process of hazard analysis and how itapplies to foodSuccess Criteria...
Setting targets                   Target …                  do your best!
Catherine Eccles – how much do we apply ourselves?Application = value x expectationPerformance goal = all 10 year olds sho...
The 3 golden feedback questions         Where are we going?          How are we doing?              Where next?
The Dreyfus Model of Skill Acquisition                                                               Can read             ...
Novice: rule-governed behaviour Need generalised rules and structures as a guide Quality management systems can be very ...
Competent: planned & analytical Efficient and organised Can assess relative importance and urgency Can readily describe...
Expert: right thing at the right timeHighly intuitive, based on huge store of wisdomGreat capacity to handle the unexpec...
P4C with young children – A M Sharp What P4C does is give        children the  intellectual, social and emotional tools th...
A principle of P4C is to sit in a circle
Another principle of P4CNot all of our questionsanswered …… but all of our answersquestioned
Learning is    about  making linksFrom The Brain RulesBy John Medina
Socratic questionsClarify       Are you saying that …?              Can you give us an example of …?Reasons       Why do y...
Most P4C sessions begin with a stimulus
What concepts can you spot in the video?Identity (or being „me‟)NamesIndifference(„whatever‟)The futureI think, therefore ...
Example question startersWhat is …     Reality?How do we know what is …     Who decides what is …What if …Always or neverW...
A selection of thinking skillsANALYSE      DESCRIBE       GROUP       RESPONDANTICIPATE   DETERMINE      HYPOTHESI   SEQUE...
What next for Krokane school?Disaster – lose your starsKantor – positions in a dialogueAssessment capable studentsGroups o...
1.    Start using at P4C2.    Trying out the 3 groups of 33.    Search for possibilities to use P4C within subjects4.    W...
challenginglearning.comp4c.coopjames@p4c.com    @JamesNottinghm
Krokane April 2012
Krokane April 2012
Krokane April 2012
Krokane April 2012
Krokane April 2012
Krokane April 2012
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Krokane April 2012

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Slides used on 14th and 15th April in Bergen with Krokane school

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Krokane April 2012

  1. 1. Krokane school – is everything as it should be?
  2. 2. „Disaster‟ is old Greek for: „to lose your stars‟ Krokane star Where are we going? How are we doing? Where next?
  3. 3. Respecting each other‟s opinions and standing up foryourselfMental Models1. Childrens opinions are important2. Its important to have self esteem to be able to express your opinions3. We reflect to understandTeam tasks after leaving Newcastle, Feb 2011 … To share and reflect upon our mental models To reflect upon our attitudes to learning and teaching To encourage joint understanding with colleagues
  4. 4. What are our priorities?
  5. 5. Modell for påverknad (Daniel Kim) Visjon P Å Mentalebilete V E RSystem &strukturar K NÅtferdsmønster A D Hendingar
  6. 6. What is the typical influence on achievement? 900+ meta-analyses 50,000+ studies and 240+ million students
  7. 7. Maths level An Effect SizeA common scale for measuring progress in student achievement
  8. 8. Not everything countsNot everything that counts can be counted, and not everything that can be counted countsSign hanging inEinsteins office at Princeton
  9. 9. Visible Learning, John Hattie2500020000 No. of Effects15000100005000 0 Negative Positive
  10. 10. Assessment capable students accurately assess themselves
  11. 11. Assessment capablestudents focus onLearning GoalsAssessment capablestudents focus onprogressAssessment capablestudents have agrowth mindset
  12. 12. Assessment capabilities begin with … What‟s the point?Ready Learning Intentions Success Criteria Initial instructionFire First attempts by childrenAim Formative assessment and a focus on progress
  13. 13. What is the point of this lesson and will I make progress?Learning Intentionso To find out what links the Vikings with North East EnglandSuccess Criteriao Know when and where the Vikings came fromo Identify names and places associated with the Vikingso Ask relevant questions
  14. 14. Why did they Gate AD 700 - 1100 attack Lindisfarne? Bairns Lad Tarn Vikings Thriding Norse Rape &language pillage Did they believe in Longships God? Dragon Horned ships helmets
  15. 15. Marzano – groups of 3 work best Informal Formal Long-term
  16. 16. Why did they Gate AD 700 - 1100 attack Lindisfarne? Bairns Captured Lad Yorvik in 866 Tarn Vikings Thriding Norse Rape & language pillage King Cnut Did they believe inruled England Longships God? from 1016 Dragon Horned helmets Gods included ships Odin, Thor, Fri Eric Bloodaxe gg & Loki Dead warriors went died in 954 to Valhalla
  17. 17. Learning Detectives
  18. 18. Year 7 – Food UnitLearning Intentionso Understand the process of hazard analysis and how itapplies to foodSuccess Criteriao Use technical vocabularyo Identify a wide range of types of hazardo Communicate coherently
  19. 19. Setting targets Target … do your best!
  20. 20. Catherine Eccles – how much do we apply ourselves?Application = value x expectationPerformance goal = all 10 year olds should get 75%in their language examLearning goal = by improving my sentencestructure, I will produce higher quality work
  21. 21. The 3 golden feedback questions Where are we going? How are we doing? Where next?
  22. 22. The Dreyfus Model of Skill Acquisition Can read Need routines the contextBasis for Action Novice Beginner Competent Proficient Expert
  23. 23. Novice: rule-governed 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 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
  24. 24. Competent: planned & analytical Efficient and organised Can assess relative importance and urgency Can readily describe and explain actions Feel personal responsibility for outcomes 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 toanalytical competent colleagues Rapid, fluid, involved, intuitive type of behaviour
  25. 25. Expert: right thing at the right time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
  26. 26. P4C with young children – A M Sharp What P4C does is give children the intellectual, social and emotional tools that theyneed to think well, to thinkjudiciously and reasonably and, by means of the classroom community of inquiry, foster the care, commitment and courage to act on their
  27. 27. A principle of P4C is to sit in a circle
  28. 28. Another principle of P4CNot all of our questionsanswered …… but all of our answersquestioned
  29. 29. Learning is about making linksFrom The Brain RulesBy John Medina
  30. 30. Socratic questionsClarify Are you saying that …? Can you give us an example of …?Reasons Why do you say that …? What reasons support your idea?Assumptions Are you assuming that …? What would happen if …? How could we look at this in a different way?Viewpoints What alternatives are there to this? Wouldn‟t that mean that …?Effects What are the consequences of that?
  31. 31. Most P4C sessions begin with a stimulus
  32. 32. What concepts can you spot in the video?Identity (or being „me‟)NamesIndifference(„whatever‟)The futureI think, therefore I amBeliefsEverything is possible
  33. 33. Example question startersWhat is … Reality?How do we know what is … Who decides what is …What if …Always or neverWhen would …What is the difference between …Is it possible to …Should we …
  34. 34. A selection of thinking skillsANALYSE DESCRIBE GROUP RESPONDANTICIPATE DETERMINE HYPOTHESI SEQUENCEAPPLY DISCUSS SE SIMPLIFYCAUSAL- ELABORATE IDENTIFY SHOW HOWLINK ESTIMATE INFER SOLVECHOOSE EVALUATE INTERPRET SORTCLASSIFY EXEMPLIFY ORGANISE SUMMARISECOMPARE EXPLORE PARAPHRA SUPPORTCONNECT SE GENERALISE TESTCONTRAST PREDICT GIVE VERIFYDECIDE EXAMPLES QUESTION VISUALISEDEFINE GIVE RANK REASONS REPRESEN T
  35. 35. What next for Krokane school?Disaster – lose your starsKantor – positions in a dialogueAssessment capable studentsGroups of 3 – informal, formaland long-termDreyfus modelLearning is about makinglinksSocratic questions
  36. 36. 1. Start using at P4C2. Trying out the 3 groups of 33. Search for possibilities to use P4C within subjects4. Work on (success) criteria5. Preview every week using P4C questioning6. Colour-coding to show progress7. Ready – Fire – Aim8. Try micro-teaching (filming lessons and then reviewing with a friend)9. Use Socratic questions10. One lesson per week using Socratic questions11. Learning Detectives12. Different resources for different groups13. Photo students work for review during lessons14. Different kinds of voting15. Self assessment16. Peer reviews17. Learning links18. Giving “Aim” response during the work – and refer to criteria19. Feedback20. Teacher-teacher observations
  37. 37. challenginglearning.comp4c.coopjames@p4c.com @JamesNottinghm

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