Slides for Bengt and Bitte

1. Designing our Future

2. Inflytandemodell (Daniel Kim) Vision INFLYTANDE Mentalabilder System &strukturer Handlingsmönster Händelser

5. Mentala modeller bestämmervårahandlingar “Mentalamodellerärdjuptcementeradeövertygelser, värderingar, antagandenochgeneraliseringarsompåverkarhur vi förståromvärldenochhur vi agerar.” (Senge, 1990)

6. The effects of different types of praise

7. Mueller and Dweck, 1998 Omdöme: Intelligent “Wow, detär en riktigt bra poäng. Du måstevarasmart.” Omdöme: Du kämpar bra “Wow, detär en riktigt bra poäng. Du måste ha kämpatriktigthårt.” Omdöme: Bra poäng “Wow, detär en riktigt bra poäng.”

8. Effektenavomdömetpåderastestresultat

9. Antal barn somljögomsittresultat

10. The effects of praise Svømming “Du simmarbästnär du konsentrerar dig ochförsökergöradetsom Chris säger” Ballet “Vilkenvacker ballerina!”

11. Gropenärnödvändigförutveckling “Framgångäromöjligtutanförändring, och de somintekanförändrasitttänkandekaninteförändranågot.” George Bernard Shaw (1856 – 1950)

12. Inflytandemodell (Daniel Kim) Vision INFLYTANDE Mentalabilder System &strukturer Handlingsmönster Händelser

13. The Butler Model EXTERNT INTERNT PERSONLIG PRAKTISK KUNSKAP ALLMÄN INFORMATION REFLEKTION & NYA TANKAR/IDEER MENTALA MODELLER NUVARANDE ARBETSSÄTT/PRAKTIK

14. The Butler Model PersonligPraktiskKunskap (PPK) Ta en promenad med en kollegai 15 minuter. Berättaförvarandraomvadlivetlärt dig omvad “positivaentusiastiskaochvisarglädje” betyder. Allmän Information ochNuvarandeArbetssätt Välj en nykollega. Prataomvadsomhänder just nu påSöderportenkringdessakärnvarderingar, dvs “positivaentusiastiskaochvisarglädje” Mentala Modeller I grupperom 8, brainstormaomochanvänd 10-4 vote förattidentifiera de treviktigastementalamodellernasomhandlarom “positivaentusiastiskaochvisarglädje”

16. Fråga den förstapersonenomderasidé

17. Ideernaskrivspåettblädderblock

18. Fråganästa person omderasidé

19. Om någonvillsåkan de säga “pass”

20. Samlaidéerfrånvarje person. Gåvarvet runt tvågånger, eller tills allasäger “pass”

21. Numreravarjeidé

23. Check for understanding and similarities Child-centred lessons Encourage lots of questions Use thinking tools such as 6 Hats, Ryan’s keys, etc Time for reflection Time for action Give children chance to ask questions Smaller group sizes Outdoor learning I I I I (6) I I I I I

25. There are three rounds of voting

26. You may not use more than 4 votes in one round

27. Over the course of the three rounds you can place your votes in any combination (eg 4-4-2; 3-3-4; 4-2-4) so long as you do not exceed 10 votes altogether

28. You can plonk all your votes onto one idea or spread them across 10 different ideas

30. Draft Vision Version 1 At our school, we provide a positive, caring, nurturing and stimulating environment inside and outside the classroom. Our children are encouraged to try new and different activities and to explore boundaries within safe limits. They have fun and enjoy working both independently and as part of a team. Draft Vision Version 2 The right to learn is respected allowing every child, including our special needs and gifted and talented children, to develop to their full potential. Every member of our learning community sets achievable goals and receives regular and positive feedback. We have high expectations for behaviour and have a behaviour management system that creates a calm environment. Draft Vision Version 3 Our staff maintain a healthy work-life balance and support families in doing the same. We foster home encouragement rather than homework. We value parent involvement through surveys, parent evenings and face-to-face communication. In this way parents, staff and children work together.

32. Build self-esteem through praise, encouragement and positive reinforcement 47

33. Put children first 47

39. Osäkerhet

40. Förhandling

41. Samarbete

42. Konsensusgenomkompetens

44. Konfrontation

45. Maktmissbruk

46. Kollektivtmedvetande

47. Klargörautbildningsbehov

50. I takt med varandra

51. Lärandeigrupp

52. Byggafortroende

54. Fininställning

55. Kontinuerligtlärande

56. Känslaavmåluppfyllelse

58. ELITAR – a research tool Exploration Utforska Logistics Logistik Information Information Targets Mål Action learning Aktionslärande Review Tillbakablick/evaluering

59. Aksjonsforskning/-læring i praksis HANDLE ACT HANDLE GATHER DATA SAMLE DATA DESIGN LAGE UTKAST REFLECT REFLEKTERE

60. A message for leaders “When leadership are unhappy with other leadership members, do not relay this to staff - it undermines and makes staff jumpy and unsure. Feedback needs to begin at that level - be received and worked through, so it does not have a chance to unravel the rest of us.”

61. Deal with reality, not beliefs Surface the current reality, the kind of deep and potentially threatening or embarrassing information that can motivate learning and produce real change

63. Let go of ego (the leader’s most difficult task!)

64. Agree on the issues where you will speak as one mind, one voice