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05.10.2009 1
What kind of
challenges
will I meet?
What kind of
competence
will I need
when growing
up?
”Building Capacity for Life Long Learning”, Andreas Holvik, PPS, Karmoey, Norway
05.10.2009 2
A competence is
defined as the ability
to meet demands or
carry out a task
successfully, and
consists of both
cognitive and non-
cognitive dimension.”
OECD.
05.10.2009 3
I really
wonder
what`s
happening to
the ice
The global perspective
05.10.2009 3
05.10.2009 4
The global warming issue
How will my grand children look upon
the refugee issue?
05.10.2009 5
05.10.2009 6
An oak tree as a
metaphor for
responsible
pupil/citizen
05.10.2009 7
It all starts with the seeds
05.10.2009 8
Responsible citizen
Rights
Responsibility Participation
Relationship
05.10.2009 8
05.10.2009 9
We don’t care
05.10.2009 9
05.10.2009 10
Rights
Responsibility Participation
Relationship
Values
”The fifth root”
05.10.2009 10
05.10.2009 11
Responsible citizen
RIGHTS
05.10.2009 11
05.10.2009 12
Athens- The origin of Democracy
05.10.2009 13
Tiananmen Square protests of 1989
Sometimes
you have to
fight for
democracy
05.10.2009 14
All students in compulsory
school in Norway have
rights when it comes to
taking part in planning,
carrying out and assessing
their own school work.
05.10.2009 14
05.10.2009 15
Responsible citizen
Rights
Responsibility
05.10.2009 15
European educational objectives
for citizenship
1. To empower pupils and students
for their future role as a citizen
2. To provide opportunities for
democratic learning
3. To open up suitable areas or
fields for active participation in the
school environment
4. To encourage pupils to actively
participate in social life in the
larger community and to exercise
their rights.
Karlheinz Dürr
05.10.2009 16
05.10.2009 17
Empowerment
Empowerment is the
process of enhancing
the capacity of
individuals or groups to
make choices and to
transfer those choices
into desired actions and
outcomes.
Have a talk about
Rights and responsibility are corner
stones in a society.
What do you do at your school to
provide opportunities for
democratic learning ( i.e. rights
and responsibilities)
05.10.2009 18
05.10.2009 19
How can schools help their students
to become responsible in school and
community?
05.10.2009 20
My classroom from 1954
 My teacher was Miss
Theisen.
 What kind of
educational
philosophy did she
have?
 What was her role
as a teacher?
Only ten
minutes
to break
05.10.2009 21
Structure in traditional schools
- the teacher centred classroom.
Fixed
timetable
Teacher-directed
learning
Fixed
workplace
Homework
from day to day
05.10.2009 22
”Andreas, I hear you
have become such a
good reader.”
Miss Theisen
05.10.2009 23
Too young to be
responsible ?
05.10.2009 24
•We can give children
responsibility
•But we have to give
them a hand rail with
some poles to lean on
05.10.2009 25
Responsible citizen
Rights
Responsibility Participation
05.10.2009 26
05.10.2009 27
The structure for this millennium-
The flexible classroom
Structured classroom
programme / Plan of
work
Parents-student-
teacher conferences
Teacher – student
dialogue
Adapted learning
environment
Knowledge about his
own Learning Style
Learning and
thinking strategies Test/Assessment
ICT-skills
The TEACHER Student Portfolio
” Structured Classroom Program”
05.10.2009 29
A lot of schools in Norway
practice an individual plan - a so
called ” plan of work” or study
plan.
Have a talk about…..
05.10.2009 30
”The new structure ” in the
flexible classroom
• Something you think could be of
interest in your own school ?
• What kind of
problems/possibilities do you
see ?
05.10.2009 31
The illiterate of the 21st century
will not be those who cannot read
and write, but those who cannot
learn, unlearn and relearn.
Alvin Toffler
”Rethinking the Future”
05.10.2009 32
Learning – what is it?
05.10.2009 33
How
green
was my
valley
05.10.2009 34
”Learning is something we
do. It is not something
which is done to us.”
Ian Fox, Head teacher,
New Zealand
05.10.2009 35
Student centred learning
• How can we create student
centred learning?
•Teachers need to focus on the
student’s needs, abilities, and
interests -- they need to "look
at how kids learn, rather than
at what there is to teach"
(Aaronsohn 1996).
05.10.2009 36
Vygotskys proximale zone
Limit for
what the
pupil can do
with help
Limit for
what the
pupil can do
without help
Proximale
zone
High expectations
High competence
In addition to
learning goals and
clear success criteria,
you need to adjust
your teaching
according to the
students abilities
05.10.2009 37
05.10.2009
38
Vanessa Mae
05.10.2009 39
Brain activity
when Venessa
is playing with
her trained
hand.
05.10.2009 40
05.10.2009 41
What do I know from before ?
Tivoli, ItalyTivoli
Deep learning and surface learning
Deep learning approach
 An intention to develop personal
understanding
 Active interaction with content,
particularly relating new ideas
for previous knowledge and
experience
 Linking ideas together using
integrating principles
 Relating evidence to conclusions
Surface learning approach
 An intention to be able to reproduce
content as required
 Passive acceptance of ideas and
information
 Lack of recognition of guiding
principles and patterns
 Focusing learning on assessment
requirements.
05.10.2009 42
Main model for learning
(KWL – form )
1. What do I
know from
before
Know
2. This is what
I want to learn
Want
3. This is what
I have learned
Learned
05.10.2009 43
The meaning of knowing
has shifted from being
able to remember and to
repeat information - to be
able to find and use it.
(Herbert Simon)
05.10.2009 44
Mind map
05.10.2009 45
Learning strategies
HOW TO IMPLEMENT LS. IN
SCHOOL:
•Introduce the strategy
•Modelling by the teacher
•Practice and guidance
•Individually work
”The strategy door”
reminds the students
of the learning
strategies they have
learned.
Gulset lower secondary school,
Norway.
05.10.2009 47
Facilitate learning
How is it possible to
facilitate learning to
each pupil compared
to :
 skills
 maturity
 learning style
without knowing
how they learn?
05.10.2009 48
Model – learning style
05.10.2009 49
 At the university college I
had a very good teacher in
biology.
 Why was he a good
teacher for me?
 His teaching style matched
my learning style.
The chaffinch
05.10.2009 50
For discussion
If I as an external
evaluator spent a week at
your school – what would
I see of learning styles, MI
and learning strategies –
are they important at your
school? Give examples
05.10.2009 51
Responsible citizen
Rights
Responsibility Participation
Relationship
05.10.2009 52
Building capacity is also about self-identity
Control/
capacity
Bonding/
belonging
Meaning/
purpose
Sense of control:
capability,
competence, impact
on one’s own
environment, power
over one’s self, use of
social/life skills,
power to change
one’s self and
environment
Sense of bonding: with
family/peers/community,
to feel/be wanted, to
feel/be loved, to belong,
to have basic needs met
Sense of meaning: to
feel important, to feel
relevant, self-esteem,
sense of dignity/honour,
able to accomplish tasksAfter Nancy Phillips, 1990
05.10.2009 53
The vital element
 "An understanding heart is
everything in a teacher, and
cannot be esteemed highly
enough. One looks back
with appreciation to the
brilliant teachers,
 but with gratitude to those
who touched our human
feeling. The curriculum is so
much necessary raw
material, but warmth is the
vital element for the
growing plant and for the
soul of the child.“
 ---Carl Jung
05.10.2009 54
Prof. Bill Rogers, Austrailia
It is, generally
speaking the
positive relationships
we develop with our
students, they
remember
05.10.2009 55
For discussion
Reflect on your own time as a
student.
Did you meet any teacher who
touched your heart and who had
impact on your life?
And – what about your own
teaching/ work in the library - is
building relationship important to
you?
05.10.2009 56
What makes the difference in
school?
Prof. John Hattie, The University of
Auckland, New Zealand
Reducing Class Size on Achievement?
Decreased EnhancedZero
0
Hundreds of evaluations of reducing
class size ….
0,20
05.10.2009 57
05.10.2009 58
Rank Influences Studies Effecs ES
1 Self- reported grades 209 305 1,44
3 Providing formative evaluation 30 78 .90
6 Classroom behavioral 160 942 .80
8 Teacher clarity 0 0 .75
9 Reciprocal teaching ( pupils
teaching each other)
38 53 .77
10 Feedback 1287 2050 .73
11 Teacher-student relationship 229 1450 .72
13 Meta- cognitive strategies 63 143 .69
24 Study skills 668 2217 .59
88 Home work 71 52 .29
From prof. John Hatties’ Megastudy – Visible learning
05.10.2009 59
• Teachers as activators
• Deliberate change
agents
• Directors of learning
Visible teaching
05.10.2009 60
Teacher
behaviours
Teacher
beliefs
(expectations)
Teacher
personality
Teacher
subject
Student
achievement
Theoretical model of the relationsship between teacher characteristics and students learning.
Teachers behavior
is the one single
factor which
influence most of
students
achievement
05.10.2009 61
What can we learn from Finnish schools?
We have high
expectation
to our pupils
05.10.2009 62
For discussion
Have a talk about the
teacher’s roles. Which
factors do you think are of
most importance?
Difference from one
country to another?
05.10.2009 63
The new teacher role
Most effect in classroom
management:
• Detailed planning
• Clear goals
• Supporting leadership
Teacher contribution to student learning
 The quality of teaching – as perceived
by students
 Teachers expectations
 Teachers’ view on whether all
students can progress and whether
achievements for all is changeable.
 Teachers’ openness – whether
teachers are prepared to be surprised
 Classroom climate
 Focus on teacher clarity in
articulating success criteria and
achievement.
 Engagement of all students
05.10.2009 64
65
The assessment wave
05.10.2009 66
Assessment for learning
Improving learning depends on five simple factors:
1. Providing effective feedback to students
2. Student’s active involvement in their own learning
3. Adjusting teaching to take account of the result
of assessment
4. Recognising the profound influence of assessment
on student’s motivation and self- esteem – both
crucial influence on learning.
5. Ensuring pupils reflection on their learning and
understand how to improve.
Black and Wiliam , Kings college, London ”The black box findings”
Paul Black
Three main questions
05.10.2009 67
1. Where am I
going?
2. How am I
going?
3. Where to
next?
05.10.2009 68
The student-teacher dialogoue
is…
A tool to:
•Understand
•Plan
•Facilitate and
•evaluate
The student’s learning.
05.10.2009 69
Teacher – student dialogoue
 Frequent feedback is a
powerful instrument for
learning.
 Individual guidance
gives you an
opportunity to build
another kind of relation
– the so called
knowledge –relation.
05.10.2009 70
Feedback from pupils
•11 years old Marius gets
feedback from his
classmates after a power
point presentation.
•They have discussed his
presentation in groups.
•Now their feedback must
consist of one positive
comment and one element
he should improve.
05.10.2009 71
A key can open up…..
But a key can
also close the
door.
You need the key(s) which can
open up
We call them ”door
opener’s”
05.10.2009 72
05.10.2009 73
05.10.2009 74
1. Have a talk about the practice
of Assessment for Learning in
your school.
2. And what about the teacher-
student dialogue - is it , or could it
be a tool for learning in your
school?
05.10.2009 75
Learning environment
05.10.2009 76
School library at Kolnes primary school,
Norway
05.10.2009 77
Student portfolio
A portfolio could look like this.
But more and more a digital
portfolio or a mixture between
digital and traditional portfolio
seems to be what schools go
for.
“ What my portfolio shows about
my progress as a learner”
05.10.2009 78
A positive angel
 Portfolio brings into focus
the strength of each student.
 Clarifies possibilities.
 Demonstrate what the
student is able to.
 Demonstrate what can be
improved.
 A tool for learning and
evaluation.
05.10.2009
Learning by reflection
 How did my work go this
week ?
 How has my effort been?
 Did I achieve my goals?
 What was easy?
 What was difficult?
 How was my thinking
about…...
 What can I do to learn
more?
 Is there anything I can
do in another way?
79
”The portfolio talk”
You can
be proud
of this
portfolio
05.10.2009 81
And something is hidden in our
”heart portfolio.”
05.10.2009
Swallowtail
The butterflies
Thank you
for seeing
me, teacher
82
05.10.2009 83
References
Jan Figel , Directorate of Eduation and Culture European Dommision
Jay Zwally , Glaciologists, NASA, ” The ice is melting much faster”
Karlheinz Dürr ”Education for democratic citizenship 2001-2004”
Mark Prensky, USA,”Digital and Native Speakers”
The Holy Bible , Act 22 ” I am a Roman Citizen””
Oslo surf Akerhus fort , Oslo
Maria Christina Zirella”The floor o the Student” ; Bergamo
Sally Varnham, Mssey University New Zealand Practising citizenship in school schifts focus…
Prof. John Hattie, The University of Auckland, ”Visible learning”
Ian Fox, Head teacher, New Zealand , ”Learning is somthing we do…..
Aronsohn (1996) Student centered learning
Vygotsky ” The poximale zone”
California State University Chicago, ”Learning Pyramid”
Carol Santa, Learning Strategies, Project CRISS (Creating Independence through Student-owned Strategies)
Gulset lower secondary school, ”The strategy door”
Nacy Phillips ”Citizenship and self- identity”
Carl Jung ”The vital element”
Rita and Ken Dunn, The learning Style Model
Howard Gardner, ”The multiple intelligences”
The Norwegian Curriculum ” Adapted teaching”
PD. James ”The murder room”
Inge Eidsvåg. ”Thank your for seeing me, teacher from the book ”Læreren”
Black and Wiliam ”The black box and assessment for learning.”
ACT deprtment of Education and Training Canberra , ”Authentic Assessment
Dansk Clearing house for Uddannelsesforskning, ”Lærerkompetanser og elevers læring i førskole og skole. - Et systematisk review utført for
Kunnskapsdepartementet, Oslo.
Andreas Holvik ” A way of putting citizenship into practice” , Article , 2008
Astrid Birgitte Eggen(Bedre skole nr 2. 09 ”Hva er hensikten med elevsamtalen.”

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”Building Capacity for Life Long Learning”, Andreas Holvik, PPS, Karmoy, Norway

  • 1. 05.10.2009 1 What kind of challenges will I meet? What kind of competence will I need when growing up? ”Building Capacity for Life Long Learning”, Andreas Holvik, PPS, Karmoey, Norway
  • 2. 05.10.2009 2 A competence is defined as the ability to meet demands or carry out a task successfully, and consists of both cognitive and non- cognitive dimension.” OECD.
  • 3. 05.10.2009 3 I really wonder what`s happening to the ice The global perspective 05.10.2009 3
  • 4. 05.10.2009 4 The global warming issue
  • 5. How will my grand children look upon the refugee issue? 05.10.2009 5
  • 6. 05.10.2009 6 An oak tree as a metaphor for responsible pupil/citizen
  • 7. 05.10.2009 7 It all starts with the seeds
  • 8. 05.10.2009 8 Responsible citizen Rights Responsibility Participation Relationship 05.10.2009 8
  • 9. 05.10.2009 9 We don’t care 05.10.2009 9
  • 12. 05.10.2009 12 Athens- The origin of Democracy
  • 13. 05.10.2009 13 Tiananmen Square protests of 1989 Sometimes you have to fight for democracy
  • 14. 05.10.2009 14 All students in compulsory school in Norway have rights when it comes to taking part in planning, carrying out and assessing their own school work. 05.10.2009 14
  • 16. European educational objectives for citizenship 1. To empower pupils and students for their future role as a citizen 2. To provide opportunities for democratic learning 3. To open up suitable areas or fields for active participation in the school environment 4. To encourage pupils to actively participate in social life in the larger community and to exercise their rights. Karlheinz Dürr 05.10.2009 16
  • 17. 05.10.2009 17 Empowerment Empowerment is the process of enhancing the capacity of individuals or groups to make choices and to transfer those choices into desired actions and outcomes.
  • 18. Have a talk about Rights and responsibility are corner stones in a society. What do you do at your school to provide opportunities for democratic learning ( i.e. rights and responsibilities) 05.10.2009 18
  • 19. 05.10.2009 19 How can schools help their students to become responsible in school and community?
  • 20. 05.10.2009 20 My classroom from 1954  My teacher was Miss Theisen.  What kind of educational philosophy did she have?  What was her role as a teacher? Only ten minutes to break
  • 21. 05.10.2009 21 Structure in traditional schools - the teacher centred classroom. Fixed timetable Teacher-directed learning Fixed workplace Homework from day to day
  • 22. 05.10.2009 22 ”Andreas, I hear you have become such a good reader.” Miss Theisen
  • 23. 05.10.2009 23 Too young to be responsible ?
  • 24. 05.10.2009 24 •We can give children responsibility •But we have to give them a hand rail with some poles to lean on
  • 27. 05.10.2009 27 The structure for this millennium- The flexible classroom Structured classroom programme / Plan of work Parents-student- teacher conferences Teacher – student dialogue Adapted learning environment Knowledge about his own Learning Style Learning and thinking strategies Test/Assessment ICT-skills The TEACHER Student Portfolio
  • 29. 05.10.2009 29 A lot of schools in Norway practice an individual plan - a so called ” plan of work” or study plan.
  • 30. Have a talk about….. 05.10.2009 30 ”The new structure ” in the flexible classroom • Something you think could be of interest in your own school ? • What kind of problems/possibilities do you see ?
  • 31. 05.10.2009 31 The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn and relearn. Alvin Toffler ”Rethinking the Future”
  • 34. 05.10.2009 34 ”Learning is something we do. It is not something which is done to us.” Ian Fox, Head teacher, New Zealand
  • 35. 05.10.2009 35 Student centred learning • How can we create student centred learning? •Teachers need to focus on the student’s needs, abilities, and interests -- they need to "look at how kids learn, rather than at what there is to teach" (Aaronsohn 1996).
  • 36. 05.10.2009 36 Vygotskys proximale zone Limit for what the pupil can do with help Limit for what the pupil can do without help Proximale zone
  • 37. High expectations High competence In addition to learning goals and clear success criteria, you need to adjust your teaching according to the students abilities 05.10.2009 37
  • 39. 05.10.2009 39 Brain activity when Venessa is playing with her trained hand.
  • 41. 05.10.2009 41 What do I know from before ? Tivoli, ItalyTivoli
  • 42. Deep learning and surface learning Deep learning approach  An intention to develop personal understanding  Active interaction with content, particularly relating new ideas for previous knowledge and experience  Linking ideas together using integrating principles  Relating evidence to conclusions Surface learning approach  An intention to be able to reproduce content as required  Passive acceptance of ideas and information  Lack of recognition of guiding principles and patterns  Focusing learning on assessment requirements. 05.10.2009 42
  • 43. Main model for learning (KWL – form ) 1. What do I know from before Know 2. This is what I want to learn Want 3. This is what I have learned Learned 05.10.2009 43 The meaning of knowing has shifted from being able to remember and to repeat information - to be able to find and use it. (Herbert Simon)
  • 45. 05.10.2009 45 Learning strategies HOW TO IMPLEMENT LS. IN SCHOOL: •Introduce the strategy •Modelling by the teacher •Practice and guidance •Individually work
  • 46. ”The strategy door” reminds the students of the learning strategies they have learned. Gulset lower secondary school, Norway.
  • 47. 05.10.2009 47 Facilitate learning How is it possible to facilitate learning to each pupil compared to :  skills  maturity  learning style without knowing how they learn?
  • 48. 05.10.2009 48 Model – learning style
  • 49. 05.10.2009 49  At the university college I had a very good teacher in biology.  Why was he a good teacher for me?  His teaching style matched my learning style. The chaffinch
  • 50. 05.10.2009 50 For discussion If I as an external evaluator spent a week at your school – what would I see of learning styles, MI and learning strategies – are they important at your school? Give examples
  • 52. 05.10.2009 52 Building capacity is also about self-identity Control/ capacity Bonding/ belonging Meaning/ purpose Sense of control: capability, competence, impact on one’s own environment, power over one’s self, use of social/life skills, power to change one’s self and environment Sense of bonding: with family/peers/community, to feel/be wanted, to feel/be loved, to belong, to have basic needs met Sense of meaning: to feel important, to feel relevant, self-esteem, sense of dignity/honour, able to accomplish tasksAfter Nancy Phillips, 1990
  • 53. 05.10.2009 53 The vital element  "An understanding heart is everything in a teacher, and cannot be esteemed highly enough. One looks back with appreciation to the brilliant teachers,  but with gratitude to those who touched our human feeling. The curriculum is so much necessary raw material, but warmth is the vital element for the growing plant and for the soul of the child.“  ---Carl Jung
  • 54. 05.10.2009 54 Prof. Bill Rogers, Austrailia It is, generally speaking the positive relationships we develop with our students, they remember
  • 55. 05.10.2009 55 For discussion Reflect on your own time as a student. Did you meet any teacher who touched your heart and who had impact on your life? And – what about your own teaching/ work in the library - is building relationship important to you?
  • 56. 05.10.2009 56 What makes the difference in school? Prof. John Hattie, The University of Auckland, New Zealand
  • 57. Reducing Class Size on Achievement? Decreased EnhancedZero 0 Hundreds of evaluations of reducing class size …. 0,20 05.10.2009 57
  • 58. 05.10.2009 58 Rank Influences Studies Effecs ES 1 Self- reported grades 209 305 1,44 3 Providing formative evaluation 30 78 .90 6 Classroom behavioral 160 942 .80 8 Teacher clarity 0 0 .75 9 Reciprocal teaching ( pupils teaching each other) 38 53 .77 10 Feedback 1287 2050 .73 11 Teacher-student relationship 229 1450 .72 13 Meta- cognitive strategies 63 143 .69 24 Study skills 668 2217 .59 88 Home work 71 52 .29 From prof. John Hatties’ Megastudy – Visible learning
  • 59. 05.10.2009 59 • Teachers as activators • Deliberate change agents • Directors of learning Visible teaching
  • 60. 05.10.2009 60 Teacher behaviours Teacher beliefs (expectations) Teacher personality Teacher subject Student achievement Theoretical model of the relationsship between teacher characteristics and students learning. Teachers behavior is the one single factor which influence most of students achievement
  • 61. 05.10.2009 61 What can we learn from Finnish schools? We have high expectation to our pupils
  • 62. 05.10.2009 62 For discussion Have a talk about the teacher’s roles. Which factors do you think are of most importance? Difference from one country to another?
  • 63. 05.10.2009 63 The new teacher role Most effect in classroom management: • Detailed planning • Clear goals • Supporting leadership
  • 64. Teacher contribution to student learning  The quality of teaching – as perceived by students  Teachers expectations  Teachers’ view on whether all students can progress and whether achievements for all is changeable.  Teachers’ openness – whether teachers are prepared to be surprised  Classroom climate  Focus on teacher clarity in articulating success criteria and achievement.  Engagement of all students 05.10.2009 64
  • 66. 05.10.2009 66 Assessment for learning Improving learning depends on five simple factors: 1. Providing effective feedback to students 2. Student’s active involvement in their own learning 3. Adjusting teaching to take account of the result of assessment 4. Recognising the profound influence of assessment on student’s motivation and self- esteem – both crucial influence on learning. 5. Ensuring pupils reflection on their learning and understand how to improve. Black and Wiliam , Kings college, London ”The black box findings” Paul Black
  • 67. Three main questions 05.10.2009 67 1. Where am I going? 2. How am I going? 3. Where to next?
  • 68. 05.10.2009 68 The student-teacher dialogoue is… A tool to: •Understand •Plan •Facilitate and •evaluate The student’s learning.
  • 69. 05.10.2009 69 Teacher – student dialogoue  Frequent feedback is a powerful instrument for learning.  Individual guidance gives you an opportunity to build another kind of relation – the so called knowledge –relation.
  • 70. 05.10.2009 70 Feedback from pupils •11 years old Marius gets feedback from his classmates after a power point presentation. •They have discussed his presentation in groups. •Now their feedback must consist of one positive comment and one element he should improve.
  • 71. 05.10.2009 71 A key can open up….. But a key can also close the door. You need the key(s) which can open up We call them ”door opener’s”
  • 74. 05.10.2009 74 1. Have a talk about the practice of Assessment for Learning in your school. 2. And what about the teacher- student dialogue - is it , or could it be a tool for learning in your school?
  • 76. 05.10.2009 76 School library at Kolnes primary school, Norway
  • 77. 05.10.2009 77 Student portfolio A portfolio could look like this. But more and more a digital portfolio or a mixture between digital and traditional portfolio seems to be what schools go for. “ What my portfolio shows about my progress as a learner”
  • 78. 05.10.2009 78 A positive angel  Portfolio brings into focus the strength of each student.  Clarifies possibilities.  Demonstrate what the student is able to.  Demonstrate what can be improved.  A tool for learning and evaluation.
  • 79. 05.10.2009 Learning by reflection  How did my work go this week ?  How has my effort been?  Did I achieve my goals?  What was easy?  What was difficult?  How was my thinking about…...  What can I do to learn more?  Is there anything I can do in another way? 79
  • 80. ”The portfolio talk” You can be proud of this portfolio
  • 81. 05.10.2009 81 And something is hidden in our ”heart portfolio.”
  • 83. 05.10.2009 83 References Jan Figel , Directorate of Eduation and Culture European Dommision Jay Zwally , Glaciologists, NASA, ” The ice is melting much faster” Karlheinz Dürr ”Education for democratic citizenship 2001-2004” Mark Prensky, USA,”Digital and Native Speakers” The Holy Bible , Act 22 ” I am a Roman Citizen”” Oslo surf Akerhus fort , Oslo Maria Christina Zirella”The floor o the Student” ; Bergamo Sally Varnham, Mssey University New Zealand Practising citizenship in school schifts focus… Prof. John Hattie, The University of Auckland, ”Visible learning” Ian Fox, Head teacher, New Zealand , ”Learning is somthing we do….. Aronsohn (1996) Student centered learning Vygotsky ” The poximale zone” California State University Chicago, ”Learning Pyramid” Carol Santa, Learning Strategies, Project CRISS (Creating Independence through Student-owned Strategies) Gulset lower secondary school, ”The strategy door” Nacy Phillips ”Citizenship and self- identity” Carl Jung ”The vital element” Rita and Ken Dunn, The learning Style Model Howard Gardner, ”The multiple intelligences” The Norwegian Curriculum ” Adapted teaching” PD. James ”The murder room” Inge Eidsvåg. ”Thank your for seeing me, teacher from the book ”Læreren” Black and Wiliam ”The black box and assessment for learning.” ACT deprtment of Education and Training Canberra , ”Authentic Assessment Dansk Clearing house for Uddannelsesforskning, ”Lærerkompetanser og elevers læring i førskole og skole. - Et systematisk review utført for Kunnskapsdepartementet, Oslo. Andreas Holvik ” A way of putting citizenship into practice” , Article , 2008 Astrid Birgitte Eggen(Bedre skole nr 2. 09 ”Hva er hensikten med elevsamtalen.”