Revised Loen slides

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Revised Loen slides

  1. 1. School improvement is all about beliefs<br />www.jamesnottingham.co.uk<br />
  2. 2. Levels of Influence (Daniel Kim)<br />Vision<br />L<br />E<br />V<br />E<br />R<br />A<br />G<br />E<br />Mental Models<br />Systems & Structures<br />Patterns of Behaviour<br />Events<br />
  3. 3. Your vision is the star by which you navigate<br />A vision is shared by the people who created it<br />A vision is a vivid description of where you want to be next<br />
  4. 4. Modell for påverknad (Daniel Kim)<br />Visjon<br />PÅVERKNAD<br />Mentalebilete<br />System & strukturar<br />Åtferdsmønster<br />Hendingar<br />
  5. 5. Some differences in mental models are very well known<br />
  6. 6. Other mental models are obvious as soon as we meet them<br />Outdoor Learning at Torvmyrane vs. Steve McLaren (the Wally with the Brolly)<br />
  7. 7. Some mental models take a lot more research to find<br />Education in Finland<br />Every child shall reach an agreed level<br />There are no excuses<br />Teacher assessment is the most important<br />
  8. 8. Which mental models are getting in our way?<br />Finland comes out top in Pisa; therefore we should do what they do<br />We all have gifts and weaknesses, and that’s just how it is<br />Students need to hear a lot of praise to help them learn<br />
  9. 9.
  10. 10. Some dearly held mental models create problems<br />Clever girl!<br />Gifted musician<br />Brilliant mathematician<br />Bright boy<br />Top of the class!<br />By far the best<br />
  11. 11. The effects of different types of praise <br />Mueller and Dweck, 1998<br />In six studies, 7th grade students were given a series of nonverbal IQ tests.<br />
  12. 12. Mueller ogDweck, 1998<br />Roseintelligensen<br />“Wow, detereinveldig god poengsum. Detteer du flinktil.” <br />Roseprosessen<br />“Wow, detereinveldig god poengsum. Du må ha prøvdhardt.”<br />Rosikontrollgruppa<br />“Wow, detereinveldig god poengsum.”<br />
  13. 13. Number of problems solved on a 3rd test<br />
  14. 14. Gutarblirkritiserte8 gongermeirennjenter<br />
  15. 15. The effects of praise<br />Swimming<br />“You do your best swimming when you concentrate and try your best to do what Chris is asking you to do”<br />Ballet<br />“You’re the best ballerina in the world!”<br />
  16. 16. 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 />
  17. 17. Modell for påverknad (Daniel Kim)<br />Visjon<br />PÅVERKNAD<br />Mentalebilete<br />System & strukturar<br />Åtferdsmønster<br />Hendingar<br />
  18. 18. Which mental models do teachers wish to encourage?<br />We want our students to think of themselves as independent learners<br />We want everyone (staff and students) to be outstanding learners<br />We really want learning to last<br />
  19. 19. Designing structures to change mental models<br />Concept<br />Conflict<br />Clarity<br />1<br />2<br />Confusion<br />The Pit<br />188<br />
  20. 20. What is …. ?<br />
  21. 21. 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 />136<br />
  22. 22. Recent Demo Lesson Concepts<br />What is a toy? (5 year olds)<br />Was the mouse telling lies?(7 year olds)<br /> What happens when you die? (11 year olds)<br /> What’s the difference between tragedy and romance? (14 year olds)<br /> What is culture? (15 year olds)<br /> Is zero the same as nothing? (17 year olds)<br />
  23. 23. More videos at www.jamesnottingham.co.uk<br />
  24. 24. Being in the pit represents cognitive conflict<br />Robin Hood was right<br />Stealing is wrong<br />142<br />
  25. 25. Eureka moments come from challenge<br />Eureka!<br />Concept<br />Conflict<br />Construct<br />Clarity<br />1<br />Confusion<br />3<br />2<br />The Pit<br />207<br />
  26. 26. Kriticos = able to make judgments<br />Critical Thinking<br />Comes from the Greek, Kriticos<br />Meaning: able to make judgments<br />Source: www.etymonline.com<br />
  27. 27. Self-fulfilling prophecies<br />
  28. 28. Too much innovation<br />“One of the most critical problems our schools face is not resistance to innovation but the fragmentation, overload and incoherence resulting from the uncritical and uncoordinated acceptance of too many different innovations”<br />Fullan & Stiegelbauer, 1991<br />
  29. 29. Almost Everything Works<br />95% of all things we do have a positive achievement on education<br />When teachers claim they are having a positive effect on achievement or when a policy improves achievement, this is almost a trivial claim: virtually everything works<br />
  30. 30. Effects on Achievement (Hattie, 2009)<br />
  31. 31. Decision-making process<br />Shared Vision<br />Action Research<br />H<br />A<br />C<br />B<br />E<br />D<br />G<br />F<br />Task Analysis<br />E<br />A<br />Implementation Plan<br />C<br />Long-Term Plan<br />G<br />Stewardship Conferences<br />D<br />F<br />H<br />B<br />
  32. 32. Contact Details<br />www.jamesnottingham.co.uk<br />james@jnpartnership.com<br />

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