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Promoting   Deep  Learning & Thinking   the   development  of   a   Powerful   Learning   Process ...a  glimpse  of one  school’s  Journey Manaiakalani Cluster March 2010
our   Powerful   Learning   Process
Agenda  - Learning  Intentions ,[object Object],[object Object],[object Object],[object Object],[object Object]
Thinking Big Picture
Imagine  the   learners   world  like   this So What  –  to make a difference  It –  has lots of knowledge,  understandings and concepts to explore We  – situated in a community I  –   learner sits at the centre
Key   competencies ? Connecting to the NZ Curriculum So What  –  applying key competencies  meaningfully  It –  Using symbols, language and texts  Thinking We  – relating to others Participating and contributing I  –   Managing self
The  thinking  required  in   such   a  world ? So What  –  design, problem solve, innovate  and create the unknown  It  –  Thinking with, in and about knowledge  and understandings We  – Caring thinking, emotional intelligence I  –   Metacognition, thinking about my thinking
Red Beach School Vision
Change   Fundamental –  Creating   a  vision ,[object Object]
3   Keys  to   Change  -   Keeping   it   Simple Vision  -  Collective direction and purpose Student Profile-   What will the student leave the school being able to do as a result of the vision principles Teaching Practice –  What pedagogical practices are required to ensure that each student will leave after 6 years as the profile outlines
Student  Profile Student voice
Detailed  Student Profile  Concepts and Competencies
Effective  Teaching   Practice
How am I going?  Where am I going?  Where to next?
Align  Practice  with   Belief
Powerful Learning where in the big picture does it fit?
RBS Vision Powerful Learning Developed to help learners deal with the ‘IT’ thinking  - that is to make sense of and deal with a multitude of knowledge and understandings
Learning  Intentions ,[object Object],[object Object],[object Object],[object Object],[object Object]
 
There are no easy answers to future problems. Art Costa
One of the core functions of 21st century education is learning to learn in preparation for a lifetime of change. David Miliband, 2003
We need to produce people who know how to act when they are faced with situations for which they were not specifically prepared. Seymour Papert, 1998
Learning  Intentions ,[object Object],[object Object],[object Object],[object Object],[object Object]
Unpacked LLL Embed/Abandon Vision What does the teaching practice look like? 05 05 Interviewing students Strategic direction Student profile clarity Using images Collective AFL Context PL lead teachers  07 Power of student voice Inquiry team 06 08 Lead teachers continued with PL Science Split screen thinking One process not linear Being selective – thinking tools Thinking embedded Based on Solo same as NCEA More than inquiry Cross curricular Creating a shared language 09 PL school wide focus Going deep – using the hub Our Audience PL Pedagogical understanding Change influences Change fundamentals Our steps Ahas
The test of successful education is not the amount of knowledge that pupils take away from school, but their appetite to think, know and their capacity to learn. Sir Richard Livingstone, 1941
Pedagogy should at its best be about what teachers do that not only helps students to learn but actively strengthens their capacity to think and learn David Hargreaves, 2004
To   survive , thrive and  learn   successfully in the  predicted  future  one  needs  to be   able  to  think!
[object Object]
Let’s  Share
Thinking   –  What’s   out   there? Caring, Critical, Creative Michael Pohl Emotional Intelligence Coleman Habits of Mind Art Costa Learning muscles  Guy Claxton Thinking Maps  David Heryle Organisers  Venn Double Bubble T-chart Matrix Define square Part-whole Analysis Sequence Association Thinking Hats  De Bono Multiple Intelligences  Gardener Whole Brain Thinking Hermann  Learning to Learn Thinkers Keys  Tony Ryan Questioning  Toolkit Jamie MacKenzie Creative Thinking  Scamper BAR SCORT Attribute Modification Bloom’s Taxonomy 3 story Intellect Solo  Taxonomy Anderson’s Revised Bloom’s Wiederhold’s Questions Matrix (1991) Inspiration Kidspiration Strategies  KWHL Think Pair Share Donut 5 senses PMI SWOT Y chart Brainstorming Extended brainstorming Short, long term memory Brain Theory How the brain learns Sensory, auditory, kinesthetic Mapping Memorising Visualising Philosophy for kids
What   should   one   cling   on   to ? Where to   start ?
Learning  Intentions ,[object Object],[object Object],[object Object],[object Object],[object Object]
Hub Reflect Dialogue Question Imagine Sort It Analyse Classify Compare Contrast Pull apart Explain (why) Understand Order Solve Summarise Connect Collaborate Sort It Order (sequence) Organise Classify Compare Contrast Pull Apart (Part-whole) Solve Summarise  Connect Analyse ( Cause and effect ) ( Analogy ) Where  does the  thinking  fit? Get It Define Describe Identify Observe Recall Scan Select List Find Record Check source Get It Find Define Describe Observe Use It Create Debate Design/make/evaluate Evaluate Find a better solution Generalise Imagine Apply Predict Problem solve Synthesize “ What if?” Use It Debate Generalise Imagine Predict Justify “ What if?” Evaluate Find a better solution Synthesize Being  selective Solo   embedded
Being   selective ,[object Object],[object Object],[object Object]
Shared   language Kid  friendly Not  Linear
Science  Investigation
Cross   Curricular More than   inquiry Pedagogical Understanding
What do you understand by the phrase More than Inquiry?
Gather it, find it, observe it, describe it, experience it Make sense of it, organise it, analyse it, classify it, compare it Apply it, make use of it, generalise How  does  it look   in  Practice ? Rm 2 - Year 1
Moving  knowing   to  understanding The hub is central to deepening knowledge As much time should be spent reflecting, imagining, questioning and dialoguing about a learning experience as was spent doing the actual learning experience We must move away from a hoop hopping mentality of doing a whole lot of activities one after the other. Dialogue clip rm 15 The hub
Shift in Thinking Developing  Progressions ,[object Object],[object Object],[object Object],[object Object],How am I going? Where am I going? Where to next?
Progression  photos
Where  are our  students on the  progression   ?
Is there a hierarchy of thinking?
Hub Reflect Dialogue Question Imagine Sort It Analyse Classify Compare Contrast Pull apart Explain (why) Understand Order Solve Summarise Connect Collaborate Sort It Order (sequence) Organise Classify Compare Contrast Pull Apart (Part-whole) Solve Summarise  Connect Analyse ( Cause and effect ) ( Analogy ) Lower vs higher thinking? Get It Define Describe Identify Observe Recall Scan Select List Find Record Check source Get It Find Define Describe Observe Use It Create Debate Design/make/evaluate Evaluate Find a better solution Generalise Imagine Apply Predict Problem solve Synthesize “ What if?” Use It Debate Generalise Imagine Predict Justify “ What if?” Evaluate Find a better solution Synthesize
Deepening   thinking My matrix identifies several relevant comparisons or contrasts, explains why these are relevant and makes a generalisation about the comparison  My matrix identifies several relevant comparisons or contrasts and explains why these are relevant My Matrix identifies several relevant comparisons or contrasts My timeline has several ideas sequenced correctly I can explain why they are linked in this order, and predict what might happen next.  My timeline has several ideas sequenced correctly and I can explain why they are linked in this order  My timeline has several ideas sequenced correctly My timeline has two sequenced idea My definition has several relevant ideas and links these to the whole and looks at the idea in a new way My definition has several relevant ideas and links these to the whole My definition identifies several relevant ideas My definition has one relevant idea My brainstorm has several relevant ideas, I can explain why they are linked to the main idea  My brainstorm has several relevant ideas and I can explain why they are linked to the main idea  My brainstorm has several relevant ideas My brainstorm has one relevant idea
Using Solo
Student  Self   Assessment I can use the thinking verbs at the use it stage to explain my new learning and  I think beyond what I know and create new ideas and understandings {generalise, predict, Evaluate etc} I can use the thinking verbs at the use it stage to explain my new learning. I cannot ‘use it’ on my own.  I need support, prompts or scaffolds. Use it Apply it I can sort information using a variety of thinking tools and explain why I have chosen a particular tool and reflect upon/ evaluate my choice of tool  I can sort information using a variety of thinking tools and can explain why I have chosen a particular tool I can sort information using a range of thinking tools e.g matrix, venn, part-whole I can sort information using a thinking tool e.g a matrix or venn I cannot ‘sort it’ information on my own Sort it Compare and contrast findings. Make sense of it I can locate and gather relevant information from a range of sources and show how it links to the topic.  I reflect, dialogue and question the information I can locate and gather relevant information from a range of sources and show how it links to the topic by starting to use the hub I can locate and get information from a range of sources I can get relevant information from a single source I cannot gather information on my own Get it Gather information together Extended Abstract Relational Multistructural Unistructural Prestructural Profound Deep Shallow 2 Shallow 1 Emergent
I make more links and connections between pieces of knowledge to create new ideas or deeper understandings and look  at these connections in a new way. – generalise predict evaluate I make more links and connections between pieces of knowledge to create new ideas or deeper understandings. I sometimes have an ‘aha’ and I see a link or connection. I can sometimes make connections with support or modelling. I am unable to make connections or links Connect I can imagine many ideas about what might be (fluency) from many different perspectives (flexibility), I can elaborate these ideas (elaboration) and come up with an original idea (originality) I can imagine many ideas about what might be (fluency) from many different perspectives (flexibility) and I can elaborate these ideas (elaboration) I can imagine many ideas about what might be (fluency) from many different perspectives (flexibility)  I can imagine many ideas about what might be (fluency) I am not sure what it means to imagine Imagine I can talk about lots of things I found out and listen to what others say in response and explain how these responses will or will not change my thinking and generalise about what I have found out from dialogue with others  I can talk about lots of things I found out and listen to what others say in response and explain how these responses will or will not change my thinking  I can talk about lots of things I found out and listen to what others say in response I can talk about I few things I found out I cannot share what I have found out Dialogue I can use a wide range of questions, ‘skinny’ and ‘deep’ to get and connect information.  I reflect upon evaluate the effectiveness of the  questions I use I can use a wide range of questions, ‘skinny’ and ‘deep’ to get and connect information. I can ask a ‘skinny’ question to ‘get’ information I can ask a ‘skinny’ question I cannot ask a question on my own Question Understands reflection will help learning.  Uses it continuously across a range of situations to advance understandings and learning I know reflection is an important and helpful part of the learning process.  I can talk about when, what and how I reflect. I am starting to reflect on my learning with support or prompts e.g. question starters What am I learning? How am I going? I cannot reflect and am unsure of what it means. Reflect The HUB –  Moving ‘knowing something to understanding it’ I use the hub to ‘make meaning’ and ‘make sense’ of new ideas, knowledge and facts
Learning  Intentions ,[object Object],[object Object],[object Object],[object Object],[object Object]
Our   Resources
 
 
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

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Powerful learning

  • 1. Promoting Deep Learning & Thinking the development of a Powerful Learning Process ...a glimpse of one school’s Journey Manaiakalani Cluster March 2010
  • 2. our Powerful Learning Process
  • 3.
  • 5. Imagine the learners world like this So What – to make a difference It – has lots of knowledge, understandings and concepts to explore We – situated in a community I – learner sits at the centre
  • 6. Key competencies ? Connecting to the NZ Curriculum So What – applying key competencies meaningfully It – Using symbols, language and texts Thinking We – relating to others Participating and contributing I – Managing self
  • 7. The thinking required in such a world ? So What – design, problem solve, innovate and create the unknown It – Thinking with, in and about knowledge and understandings We – Caring thinking, emotional intelligence I – Metacognition, thinking about my thinking
  • 9.
  • 10. 3 Keys to Change - Keeping it Simple Vision - Collective direction and purpose Student Profile- What will the student leave the school being able to do as a result of the vision principles Teaching Practice – What pedagogical practices are required to ensure that each student will leave after 6 years as the profile outlines
  • 11. Student Profile Student voice
  • 12. Detailed Student Profile Concepts and Competencies
  • 13. Effective Teaching Practice
  • 14. How am I going? Where am I going? Where to next?
  • 15. Align Practice with Belief
  • 16. Powerful Learning where in the big picture does it fit?
  • 17. RBS Vision Powerful Learning Developed to help learners deal with the ‘IT’ thinking - that is to make sense of and deal with a multitude of knowledge and understandings
  • 18.
  • 19.  
  • 20. There are no easy answers to future problems. Art Costa
  • 21. One of the core functions of 21st century education is learning to learn in preparation for a lifetime of change. David Miliband, 2003
  • 22. We need to produce people who know how to act when they are faced with situations for which they were not specifically prepared. Seymour Papert, 1998
  • 23.
  • 24. Unpacked LLL Embed/Abandon Vision What does the teaching practice look like? 05 05 Interviewing students Strategic direction Student profile clarity Using images Collective AFL Context PL lead teachers 07 Power of student voice Inquiry team 06 08 Lead teachers continued with PL Science Split screen thinking One process not linear Being selective – thinking tools Thinking embedded Based on Solo same as NCEA More than inquiry Cross curricular Creating a shared language 09 PL school wide focus Going deep – using the hub Our Audience PL Pedagogical understanding Change influences Change fundamentals Our steps Ahas
  • 25. The test of successful education is not the amount of knowledge that pupils take away from school, but their appetite to think, know and their capacity to learn. Sir Richard Livingstone, 1941
  • 26. Pedagogy should at its best be about what teachers do that not only helps students to learn but actively strengthens their capacity to think and learn David Hargreaves, 2004
  • 27. To survive , thrive and learn successfully in the predicted future one needs to be able to think!
  • 28.
  • 30. Thinking – What’s out there? Caring, Critical, Creative Michael Pohl Emotional Intelligence Coleman Habits of Mind Art Costa Learning muscles Guy Claxton Thinking Maps David Heryle Organisers Venn Double Bubble T-chart Matrix Define square Part-whole Analysis Sequence Association Thinking Hats De Bono Multiple Intelligences Gardener Whole Brain Thinking Hermann Learning to Learn Thinkers Keys Tony Ryan Questioning Toolkit Jamie MacKenzie Creative Thinking Scamper BAR SCORT Attribute Modification Bloom’s Taxonomy 3 story Intellect Solo Taxonomy Anderson’s Revised Bloom’s Wiederhold’s Questions Matrix (1991) Inspiration Kidspiration Strategies KWHL Think Pair Share Donut 5 senses PMI SWOT Y chart Brainstorming Extended brainstorming Short, long term memory Brain Theory How the brain learns Sensory, auditory, kinesthetic Mapping Memorising Visualising Philosophy for kids
  • 31. What should one cling on to ? Where to start ?
  • 32.
  • 33. Hub Reflect Dialogue Question Imagine Sort It Analyse Classify Compare Contrast Pull apart Explain (why) Understand Order Solve Summarise Connect Collaborate Sort It Order (sequence) Organise Classify Compare Contrast Pull Apart (Part-whole) Solve Summarise Connect Analyse ( Cause and effect ) ( Analogy ) Where does the thinking fit? Get It Define Describe Identify Observe Recall Scan Select List Find Record Check source Get It Find Define Describe Observe Use It Create Debate Design/make/evaluate Evaluate Find a better solution Generalise Imagine Apply Predict Problem solve Synthesize “ What if?” Use It Debate Generalise Imagine Predict Justify “ What if?” Evaluate Find a better solution Synthesize Being selective Solo embedded
  • 34.
  • 35. Shared language Kid friendly Not Linear
  • 37. Cross Curricular More than inquiry Pedagogical Understanding
  • 38. What do you understand by the phrase More than Inquiry?
  • 39. Gather it, find it, observe it, describe it, experience it Make sense of it, organise it, analyse it, classify it, compare it Apply it, make use of it, generalise How does it look in Practice ? Rm 2 - Year 1
  • 40. Moving knowing to understanding The hub is central to deepening knowledge As much time should be spent reflecting, imagining, questioning and dialoguing about a learning experience as was spent doing the actual learning experience We must move away from a hoop hopping mentality of doing a whole lot of activities one after the other. Dialogue clip rm 15 The hub
  • 41.
  • 43. Where are our students on the progression ?
  • 44. Is there a hierarchy of thinking?
  • 45. Hub Reflect Dialogue Question Imagine Sort It Analyse Classify Compare Contrast Pull apart Explain (why) Understand Order Solve Summarise Connect Collaborate Sort It Order (sequence) Organise Classify Compare Contrast Pull Apart (Part-whole) Solve Summarise Connect Analyse ( Cause and effect ) ( Analogy ) Lower vs higher thinking? Get It Define Describe Identify Observe Recall Scan Select List Find Record Check source Get It Find Define Describe Observe Use It Create Debate Design/make/evaluate Evaluate Find a better solution Generalise Imagine Apply Predict Problem solve Synthesize “ What if?” Use It Debate Generalise Imagine Predict Justify “ What if?” Evaluate Find a better solution Synthesize
  • 46. Deepening thinking My matrix identifies several relevant comparisons or contrasts, explains why these are relevant and makes a generalisation about the comparison My matrix identifies several relevant comparisons or contrasts and explains why these are relevant My Matrix identifies several relevant comparisons or contrasts My timeline has several ideas sequenced correctly I can explain why they are linked in this order, and predict what might happen next. My timeline has several ideas sequenced correctly and I can explain why they are linked in this order My timeline has several ideas sequenced correctly My timeline has two sequenced idea My definition has several relevant ideas and links these to the whole and looks at the idea in a new way My definition has several relevant ideas and links these to the whole My definition identifies several relevant ideas My definition has one relevant idea My brainstorm has several relevant ideas, I can explain why they are linked to the main idea My brainstorm has several relevant ideas and I can explain why they are linked to the main idea My brainstorm has several relevant ideas My brainstorm has one relevant idea
  • 48. Student Self Assessment I can use the thinking verbs at the use it stage to explain my new learning and I think beyond what I know and create new ideas and understandings {generalise, predict, Evaluate etc} I can use the thinking verbs at the use it stage to explain my new learning. I cannot ‘use it’ on my own. I need support, prompts or scaffolds. Use it Apply it I can sort information using a variety of thinking tools and explain why I have chosen a particular tool and reflect upon/ evaluate my choice of tool I can sort information using a variety of thinking tools and can explain why I have chosen a particular tool I can sort information using a range of thinking tools e.g matrix, venn, part-whole I can sort information using a thinking tool e.g a matrix or venn I cannot ‘sort it’ information on my own Sort it Compare and contrast findings. Make sense of it I can locate and gather relevant information from a range of sources and show how it links to the topic. I reflect, dialogue and question the information I can locate and gather relevant information from a range of sources and show how it links to the topic by starting to use the hub I can locate and get information from a range of sources I can get relevant information from a single source I cannot gather information on my own Get it Gather information together Extended Abstract Relational Multistructural Unistructural Prestructural Profound Deep Shallow 2 Shallow 1 Emergent
  • 49. I make more links and connections between pieces of knowledge to create new ideas or deeper understandings and look at these connections in a new way. – generalise predict evaluate I make more links and connections between pieces of knowledge to create new ideas or deeper understandings. I sometimes have an ‘aha’ and I see a link or connection. I can sometimes make connections with support or modelling. I am unable to make connections or links Connect I can imagine many ideas about what might be (fluency) from many different perspectives (flexibility), I can elaborate these ideas (elaboration) and come up with an original idea (originality) I can imagine many ideas about what might be (fluency) from many different perspectives (flexibility) and I can elaborate these ideas (elaboration) I can imagine many ideas about what might be (fluency) from many different perspectives (flexibility) I can imagine many ideas about what might be (fluency) I am not sure what it means to imagine Imagine I can talk about lots of things I found out and listen to what others say in response and explain how these responses will or will not change my thinking and generalise about what I have found out from dialogue with others I can talk about lots of things I found out and listen to what others say in response and explain how these responses will or will not change my thinking I can talk about lots of things I found out and listen to what others say in response I can talk about I few things I found out I cannot share what I have found out Dialogue I can use a wide range of questions, ‘skinny’ and ‘deep’ to get and connect information. I reflect upon evaluate the effectiveness of the questions I use I can use a wide range of questions, ‘skinny’ and ‘deep’ to get and connect information. I can ask a ‘skinny’ question to ‘get’ information I can ask a ‘skinny’ question I cannot ask a question on my own Question Understands reflection will help learning. Uses it continuously across a range of situations to advance understandings and learning I know reflection is an important and helpful part of the learning process. I can talk about when, what and how I reflect. I am starting to reflect on my learning with support or prompts e.g. question starters What am I learning? How am I going? I cannot reflect and am unsure of what it means. Reflect The HUB – Moving ‘knowing something to understanding it’ I use the hub to ‘make meaning’ and ‘make sense’ of new ideas, knowledge and facts
  • 50.
  • 51. Our Resources
  • 52.  
  • 53.  
  • 54.

Editor's Notes

  1. This frame helps to think about the thinking
  2. Show how I, we, it Make a Difference is embedded in the vision principles
  3. Futuristic verses traditional
  4. Future predictions indicate the need to be flexible and creative thinkers Importantly thinking is one of the 5 key competencies