Growing Gritty Learners
1. Give students a sense of value for and belonging to the learning community
Don’t dismiss academic learning as “boring stuff.”
“People enjoy mental work if it is successful. If schoolwork is always just a bit too difficult for a student, it should be no surprise that she doesn’t like school much.” Daniel Willingham, Why Don’t Students like school?
Martin Robinson criticises “ersatz character lessons” here. He suggests here: “The best way of developing and celebrating character? ...Teach them stuff of importance and value, the best that has been thought, said and done, give them time to question it, think it, argue it, debate it, agree or disagree about what is ‘the best’. Allow them time to develop enthusiasms, to enthuse... Help them to express articulately and beautifully... in ways that allow them to experience the feelings of creating excellence… support them to the highest so that they feel able to add to the best that has been thought, said and done.”
Students learn more effectively when they are curious
Ideas
2. Create a climate that values grit
Research here finds “clear... evidence that students’ mindsets have strong effects on their demonstration of perseverant behaviours... When students value the work they are doing,feel a sense of belonging in the classroom context in which they are working, feel capable of succeeding,and believe they will master challenging material with effort, they are much more likely to engage in difficult work and see it through to completion.”
However, research here warns against positivity without action: “positive fantasies predict poor achievement... because they do not generate energy to pursue the desired future.” Similarly, research here found that positive emotions foster academic achievement only when mediated by self-regulated learning and motivation.
Ideas
3. Use gritty language
As Shaun Allison says here, “Posters, assemblies and pictures are fine – but the way we will really make a difference to our students, in terms of developing their mindset, is the way we interact with them on a day to day basis – in particular, in the things we say to them.”
Carol Dweck’s research found that students given effort-based praise, rather than intelligence-based praise were more resilient.
Ideas
4. Teach students how to fail with grit
James Theo writes here that, “Rather than run away and hide from anxiety, it is my belief that we should embrace it, understand it and manage it as a vital element of learning... Pupils should find things difficult if they want to learn. For something synonymous with creativity and caution, ‘anxiety’ seems a rather pejorative term for what is essentially learning.”
Research reported here suggests that making errors (and then getting feedback) is a better way to retain conceptual information, whilst research here shows that lack of confidence can improve performance: “testing reduced students’ confidence even while aiding their performance.”
Ideas
Don’t dismiss academic learning as “boring stuff.”
“People enjoy mental work if it is successful. If schoolwork is always just a bit too difficult for a student, it should be no surprise that she doesn’t like school much.” Daniel Willingham, Why Don’t Students like school?
Martin Robinson criticises “ersatz character lessons” here. He suggests here: “The best way of developing and celebrating character? ...Teach them stuff of importance and value, the best that has been thought, said and done, give them time to question it, think it, argue it, debate it, agree or disagree about what is ‘the best’. Allow them time to develop enthusiasms, to enthuse... Help them to express articulately and beautifully... in ways that allow them to experience the feelings of creating excellence… support them to the highest so that they feel able to add to the best that has been thought, said and done.”
Students learn more effectively when they are curious
Ideas
- Use big questions to promote curiosity @andywarner78
- Make it Stick: Ideas on memorable explanation from Chip and Dan Heath here and here
- Plan ‘sticky’ lessons @mrocallaghan_edu
- Get students to enjoy knowledge @Improving Teaching
- Help students to choose academic success @Mr Thomas’ Blog
- Mindset students to succeed @Improving Teaching
2. Create a climate that values grit
Research here finds “clear... evidence that students’ mindsets have strong effects on their demonstration of perseverant behaviours... When students value the work they are doing,feel a sense of belonging in the classroom context in which they are working, feel capable of succeeding,and believe they will master challenging material with effort, they are much more likely to engage in difficult work and see it through to completion.”
However, research here warns against positivity without action: “positive fantasies predict poor achievement... because they do not generate energy to pursue the desired future.” Similarly, research here found that positive emotions foster academic achievement only when mediated by self-regulated learning and motivation.
Ideas
- Limits Assembly @Teaching: Leading Learning
- Develop growth mindset teaching @Class Teaching
- Build habits of self-discipline @Pragmatic Education
- Encourage students to develop their work ethic @Making Our Best Better
- Create a growth mind-set school @HuntingEnglish
- Value students’ work @Reflecting English
- Use school display effectively @Pragmatic Education
- Mindset Stars @Meols Cop High School
3. Use gritty language
As Shaun Allison says here, “Posters, assemblies and pictures are fine – but the way we will really make a difference to our students, in terms of developing their mindset, is the way we interact with them on a day to day basis – in particular, in the things we say to them.”
Carol Dweck’s research found that students given effort-based praise, rather than intelligence-based praise were more resilient.
Ideas
- Get the language right @Class Teaching
- The power of “ not yet” @Teacher Toolkit
4. Teach students how to fail with grit
James Theo writes here that, “Rather than run away and hide from anxiety, it is my belief that we should embrace it, understand it and manage it as a vital element of learning... Pupils should find things difficult if they want to learn. For something synonymous with creativity and caution, ‘anxiety’ seems a rather pejorative term for what is essentially learning.”
Research reported here suggests that making errors (and then getting feedback) is a better way to retain conceptual information, whilst research here shows that lack of confidence can improve performance: “testing reduced students’ confidence even while aiding their performance.”
Ideas
- You can learn anything presentation @Khan Academy
- 20 Ideas on failing to succeed @Love Learning Ideas
my son's not rainman - john williams at CHS on 11/11/15
![Picture](/uploads/4/3/3/1/43313755/7737398.jpg?250)
My Son's Not Rainman: One Man, One Boy with Autism, a Million Adventures (Paperback) John Williams
Publisher: Michael O'Mara Books Ltd
ISBN: 9781782433880
My Son's Not Rainman is a heartfelt and uplifting account of everyday events in the life of John and his son (The Boy). The Boy is twelve years old and autistic. He isn't a genius. His only special power is making his dad laugh. A lot. Following the success of the blog of the same name, John talks not just about the difficulties of having a child who is considered 'different' but also the joy of living with someone who looks at the world in a unique way. This isn't a story about autism. It's a story about a young boy who happens to have autism, and there is a big difference. While being honest about the struggles of getting a diagnosis for The Boy and the dismay of having his child excluded from schools, John very rarely dwells on the downside of his son's condition, preferring instead to look at the happiness and insight his son has given him. Funny and heart-warming, this is a book about living with the often frustrating and bewildering but always fascinating world of the autistic mind. It's about finding the positive in everything, from the joy and wonder of the Special School Disco to the unadulterated thrill of getting the front seat on the Docklands Light Railway. Ultimately, it's a celebration of what it really means to be different.
https://vimeo.com/85136802
Publisher: Michael O'Mara Books Ltd
ISBN: 9781782433880
My Son's Not Rainman is a heartfelt and uplifting account of everyday events in the life of John and his son (The Boy). The Boy is twelve years old and autistic. He isn't a genius. His only special power is making his dad laugh. A lot. Following the success of the blog of the same name, John talks not just about the difficulties of having a child who is considered 'different' but also the joy of living with someone who looks at the world in a unique way. This isn't a story about autism. It's a story about a young boy who happens to have autism, and there is a big difference. While being honest about the struggles of getting a diagnosis for The Boy and the dismay of having his child excluded from schools, John very rarely dwells on the downside of his son's condition, preferring instead to look at the happiness and insight his son has given him. Funny and heart-warming, this is a book about living with the often frustrating and bewildering but always fascinating world of the autistic mind. It's about finding the positive in everything, from the joy and wonder of the Special School Disco to the unadulterated thrill of getting the front seat on the Docklands Light Railway. Ultimately, it's a celebration of what it really means to be different.
https://vimeo.com/85136802
#PoundlandPedagogy of Apps
What is #PoundlandPedagogy?
#PoundlandPedagogy has become a popular teaching and learning phenomenon. The hashtag was originally created by Isabella Wallace and you can find lots of teaching and learning resources on Twitter using this hashtag. The idea is where teachers use everyday items that can be purchased from a pound shop, and use them in creative ways to aid teaching and learning. The idea of #PoundlandPedagogy has inspired many teachers and helps to promote a love of learning in the classroom with students. The downside to the #PoundlandPedagogy idea is that teachers often pay with their own money for these resources. Also, some of the objects are not always reusable in the classroom which can mean it ends up proving costly. When it comes to technology, once you have the app, you have the app, so reusability isn’t an issue. Additionally many of them are completely free – even better! Therefore in this post we have looked at a number of different apps ranging in price from free to £3.99 that can have an impact upon teaching and learning in your classroom; hence the #PoundlandPedagogyOfApps. The apps discussed here aren’t exhaustive; the thinking behind the idea of #PoundlandPedagogyOfApps is simply that – it’s a mindset – one where you think about how you can use cheap, affordable technology to impact upon learning and teaching in the classroom. Click on the link below to take you to a full review of the many apps available http://ictevangelist.com/poundland-pedagogy-apps/ |
Lesson Observation Checklists......
Reflecting on the process of undertaking the most recent batch of observations, I’ve been thinking about the question of checklists. This has been covered recently by Martin Robinson in The Madness of Observation Checklists . Although we don’t have an official checklist – I wonder if we have a de facto checklist that operates when observing. I think that I do; it’s not hard and fast but naturally covers the range of things one might see in a typical lesson. It’s a set of questions for me to answer so that I get the most information I can out of the observation rather than a list for each teacher to run through.
I’m always reminding myself that any one lesson can only give clues about the longer-term learning process and, when I know a teacher better, I’m always triangulating with the other information I’ve had before.
Observing a lesson is one tiny element in a much bigger process of supporting the professional development of a teacher and of doing the part of my job that is about securing high standards across the school.
So, within the context that lesson observations have their place, here is an observation checklist:
Are the Behaviour for Learning routines effective?
This kicks in right from the start of any lesson. It’s usually possible to tell whether expectations are set high – even though there can be a big observer effect. I’m looking to see that our Behaviour for Learning expectations are being used and that the basics are dealt with. A big area is the business of securing full attention whenever needed and not tolerating an under-current of chat. A common issue to address is when instructions or explanations are given without first securing full attention. I often comment on rapport; some teachers are really very good at being assertive whilst maintaining warm friendly relationships; others might need to warm up or tighten up.
Are the Learning Outcomes clear?
I’m never looking for LOs written on the board. I’m just keen to establish what the key purpose of the lesson is. It should be obvious, not a mish-mash of bits of content strung together. Is there a key question, a central theme, a key concept, a core skill? I think students should know what that is – regardless of how it is expressed. Part of the way in to an observation, I ask around. What’s this lesson all about? I should get a decent answer.
How does this lesson fit into the wider sequence of learning?
Using books, by listening to the teacher or asking students, I try to find out what went before and what is coming next. That helps to gauge whether the lesson is well constructed and gives a sense of the longer term learning objectives. I often ask teachers to tell me when the work is finished later on so I can see where it all led to.
Does the teacher seem confident with the material? Does the teacher model how things are to be done and the thought process?
I think subject knowledge is an essential element in effective teaching. I’m obviously not a subject specialist in every area but I can tell if a teacher is confident in what they’re doing – and so can the students. Where teachers are oozing confidence in the material, it inspires confidence in everyone else. I’m a firm believer in the role of modelling in many contexts. I’m not expecting the swimming teacher to dive in to give a demo but I do expect teachers to model writing, solutions and, above all, the thought process that leads to high quality, accurate and/or imaginative work. Students can also be asked to model exemplary work to their peers.
Does the content seem appropriate, challenging; is the sequence and scaffolding of concepts, ideas, skills sensible?
During a lesson observation I want to see that the topics seem relevant for the age group; that the highest achievers seem challenged; that the scaffolding isn’t too gradual or too rapid. I am interested in the depth versus the pace. I want to know why they’re studying Elizabeth I in that way, whether the PE skills have a good balance of integrated and component skill development; I will check that the grammar in MFL is developing alongside the vocabulary and that science and maths concepts are being drilled to a depth that is genuinely challenging and accurate. I want to see that writing skills and content/knowledge are being integrated sensibly in English and humanities, with different modes of assessment.
What does in-lesson assessment look like? How can the teacher tell if students have understood?
There is a wide range of practice. I’m not looking for anything specific but I’m keen to see that teachers have good AfL techniques in play, involving as many students as possible.
How effective are the question and answer exchanges? Does the teacher explain well?
Questioning is a central teacher skill. Does the teacher probe enough, involve all students, give good answers, expect full answers, change tack and re-phrase when students get stuck. Again, I’m very conscious that in any one lesson you might only see one or two modes of questioning. Anything you see in a lesson is really just a platform for further discussion.
Is there an emphasis on progress, improvement and practice?
I’m increasingly keen to look for this. I know some lessons can legitimately focus on input – with response and practice to follow – but I want to know that students have plenty of practice and that improvement is a strong theme. It’s good to see redrafting, corrections, fast looped perform-feedback-improvement cycles, time given to heads down practice - Austin's favourite word - is effective use made of DIRT? If a task is going to be a one-off or is long-running, I want to see that feedback is given during the process. In all subjects, do students have opportunities to put the ideas into practice on their own; to follow the examples?
How are different students responding/engaging/progressing?
Part of the observation process is to look for outliers. Those that hang back; those that dominate; the weakest; the strongest. How is everyone doing? Does the teacher seem to have a plan for them? Do they notice the student who didn’t speak or write during the lesson? I’m not expecting silly differentiation in every lesson; I’m expecting to see evidence of the gardening approach – each specimen lovingly nurtured, but not necessarily all at once!
What do the books /folders tell me?
Every lesson observation involves looking at books or samples of student work. Books tell you about the flow of ideas, general issues about teacher expectations (presentation, work completion) and they tell you something about student progress. I’m looking to see a sensible level of selective marking and signs of feedback leading to improvement – redrafting, corrections and so on. I’m keen to see that Assignments/tasks are evident and link to the work being done. I’m also keen to see that teachers are following departmental protocols – we have just spent a long time re-drafting the whole school feedback and marking policy and departments have their unique policies that need to be adhered to.
Are students’ literacy needs being addressed?
Increasingly I am looking to see that students are given opportunities to read appropriately challenging material as part of their lessons and that teachers take time to explore the meaning of key words as they emerge. It’s always great to see a set-piece structured speech event but, more routinely, I like to see simple strategies such as the ‘say it again but say it better‘ approach.
Do students’ views of the learning support what I’m seeing?
As part of any lesson observation, I try to get students’ views of what is going on. Do they know what is happening? Do they know what is coming next? Do they know about the exams, the next tests, the homework? Can they explain the key concept in hand? Most often the students just confirm my own sense of things; occasionally they have a perspective that suggests the teacher might need to address certain things.
Do lessons end well?
Ending well matters. It’s great when teachers can wrap things up coherently and calmly so that students leave the room knowing where things stand ahead of the next lesson.
From all of this I draw out the points for discussion, the strengths and areas for improvement for the feedback session and report. If there are significant concerns, that is stated clearly. Mostly, everyone has a balance of strengths and areas to work on. Quite often I feel that, in practice, a particular lesson couldn’t have been much better; it’s just a case of using the lesson as a talking point, raising questions and discussing wider issues. It has all been made so much easier and healthier – not to mention more robust and rigorous – now that we’re not in the business of making judgements or giving grades.
I try my best to make the feedback sessions as positive an affirming as possible. A lesson observation isn’t an end itself. It is always only one small part of a bigger process. It’s only worth doing if your observations support the teacher by motivating them and providing information and ideas that might lead to improved learning outcomes for their students. Of course it is all the lessons that are not observed that make the difference. The observation process needs to have an impact on all of those lessons if it has any value at all.
I’m always reminding myself that any one lesson can only give clues about the longer-term learning process and, when I know a teacher better, I’m always triangulating with the other information I’ve had before.
Observing a lesson is one tiny element in a much bigger process of supporting the professional development of a teacher and of doing the part of my job that is about securing high standards across the school.
So, within the context that lesson observations have their place, here is an observation checklist:
Are the Behaviour for Learning routines effective?
This kicks in right from the start of any lesson. It’s usually possible to tell whether expectations are set high – even though there can be a big observer effect. I’m looking to see that our Behaviour for Learning expectations are being used and that the basics are dealt with. A big area is the business of securing full attention whenever needed and not tolerating an under-current of chat. A common issue to address is when instructions or explanations are given without first securing full attention. I often comment on rapport; some teachers are really very good at being assertive whilst maintaining warm friendly relationships; others might need to warm up or tighten up.
Are the Learning Outcomes clear?
I’m never looking for LOs written on the board. I’m just keen to establish what the key purpose of the lesson is. It should be obvious, not a mish-mash of bits of content strung together. Is there a key question, a central theme, a key concept, a core skill? I think students should know what that is – regardless of how it is expressed. Part of the way in to an observation, I ask around. What’s this lesson all about? I should get a decent answer.
How does this lesson fit into the wider sequence of learning?
Using books, by listening to the teacher or asking students, I try to find out what went before and what is coming next. That helps to gauge whether the lesson is well constructed and gives a sense of the longer term learning objectives. I often ask teachers to tell me when the work is finished later on so I can see where it all led to.
Does the teacher seem confident with the material? Does the teacher model how things are to be done and the thought process?
I think subject knowledge is an essential element in effective teaching. I’m obviously not a subject specialist in every area but I can tell if a teacher is confident in what they’re doing – and so can the students. Where teachers are oozing confidence in the material, it inspires confidence in everyone else. I’m a firm believer in the role of modelling in many contexts. I’m not expecting the swimming teacher to dive in to give a demo but I do expect teachers to model writing, solutions and, above all, the thought process that leads to high quality, accurate and/or imaginative work. Students can also be asked to model exemplary work to their peers.
Does the content seem appropriate, challenging; is the sequence and scaffolding of concepts, ideas, skills sensible?
During a lesson observation I want to see that the topics seem relevant for the age group; that the highest achievers seem challenged; that the scaffolding isn’t too gradual or too rapid. I am interested in the depth versus the pace. I want to know why they’re studying Elizabeth I in that way, whether the PE skills have a good balance of integrated and component skill development; I will check that the grammar in MFL is developing alongside the vocabulary and that science and maths concepts are being drilled to a depth that is genuinely challenging and accurate. I want to see that writing skills and content/knowledge are being integrated sensibly in English and humanities, with different modes of assessment.
What does in-lesson assessment look like? How can the teacher tell if students have understood?
There is a wide range of practice. I’m not looking for anything specific but I’m keen to see that teachers have good AfL techniques in play, involving as many students as possible.
How effective are the question and answer exchanges? Does the teacher explain well?
Questioning is a central teacher skill. Does the teacher probe enough, involve all students, give good answers, expect full answers, change tack and re-phrase when students get stuck. Again, I’m very conscious that in any one lesson you might only see one or two modes of questioning. Anything you see in a lesson is really just a platform for further discussion.
Is there an emphasis on progress, improvement and practice?
I’m increasingly keen to look for this. I know some lessons can legitimately focus on input – with response and practice to follow – but I want to know that students have plenty of practice and that improvement is a strong theme. It’s good to see redrafting, corrections, fast looped perform-feedback-improvement cycles, time given to heads down practice - Austin's favourite word - is effective use made of DIRT? If a task is going to be a one-off or is long-running, I want to see that feedback is given during the process. In all subjects, do students have opportunities to put the ideas into practice on their own; to follow the examples?
How are different students responding/engaging/progressing?
Part of the observation process is to look for outliers. Those that hang back; those that dominate; the weakest; the strongest. How is everyone doing? Does the teacher seem to have a plan for them? Do they notice the student who didn’t speak or write during the lesson? I’m not expecting silly differentiation in every lesson; I’m expecting to see evidence of the gardening approach – each specimen lovingly nurtured, but not necessarily all at once!
What do the books /folders tell me?
Every lesson observation involves looking at books or samples of student work. Books tell you about the flow of ideas, general issues about teacher expectations (presentation, work completion) and they tell you something about student progress. I’m looking to see a sensible level of selective marking and signs of feedback leading to improvement – redrafting, corrections and so on. I’m keen to see that Assignments/tasks are evident and link to the work being done. I’m also keen to see that teachers are following departmental protocols – we have just spent a long time re-drafting the whole school feedback and marking policy and departments have their unique policies that need to be adhered to.
Are students’ literacy needs being addressed?
Increasingly I am looking to see that students are given opportunities to read appropriately challenging material as part of their lessons and that teachers take time to explore the meaning of key words as they emerge. It’s always great to see a set-piece structured speech event but, more routinely, I like to see simple strategies such as the ‘say it again but say it better‘ approach.
Do students’ views of the learning support what I’m seeing?
As part of any lesson observation, I try to get students’ views of what is going on. Do they know what is happening? Do they know what is coming next? Do they know about the exams, the next tests, the homework? Can they explain the key concept in hand? Most often the students just confirm my own sense of things; occasionally they have a perspective that suggests the teacher might need to address certain things.
Do lessons end well?
Ending well matters. It’s great when teachers can wrap things up coherently and calmly so that students leave the room knowing where things stand ahead of the next lesson.
From all of this I draw out the points for discussion, the strengths and areas for improvement for the feedback session and report. If there are significant concerns, that is stated clearly. Mostly, everyone has a balance of strengths and areas to work on. Quite often I feel that, in practice, a particular lesson couldn’t have been much better; it’s just a case of using the lesson as a talking point, raising questions and discussing wider issues. It has all been made so much easier and healthier – not to mention more robust and rigorous – now that we’re not in the business of making judgements or giving grades.
I try my best to make the feedback sessions as positive an affirming as possible. A lesson observation isn’t an end itself. It is always only one small part of a bigger process. It’s only worth doing if your observations support the teacher by motivating them and providing information and ideas that might lead to improved learning outcomes for their students. Of course it is all the lessons that are not observed that make the difference. The observation process needs to have an impact on all of those lessons if it has any value at all.
More from Frogn High School...
Frogn High School opened in 2006 and is one of 34 upper secondary schools in the county of Akershus. Located in the town of Drøbak a 30-minute drive southeast of Norway's capital Oslo, it currently has 750 students aged 16 to 19 and a staff of 80.
Compulsory schooling in Norway is ten years and children start school at the age of six. Everyone between the ages of 16 and 19 has a statutory right to three years’ upper secondary education leading either to higher education, or to vocational qualifications or partial qualifications. Students may choose to attend any high school in the county where they reside.
Upper secondary education combines general theoretical education and vocational training. Nationally, students may choose one of 15 foundation courses during their first year. Frogn High School offers three of these: Programme for Sports and Physical Education, Programme for Service and Communication, and Programme for Specialisation in General Studies. These lead on to specialised courses in second and third year (advanced courses I and II) and to apprenticeships. In addition to the above we offer specially adapted vocational courses.
Pål Riis has been head at Frogn for just over a year and leads a senior management team of 6 senior staff, including the head of each of the main diploma programmes.
There is no Ofsted system in Norway and the local authorities still hold sway over much of the management and logistics of schools - appointing the headteachers for example. There are no formal appraisal systems in Norway, and no quality assurance programmes for lesson observations, results analysis or department reviews. The national government has recently introduced 1150 hours minimum contracts (similar to our 1265 hours contract) and is moving towards a new national work contract to include appraisal.
Students have highly individualised timetables and can come and go as they please during the day when they do not have lessons. Many seem to stay on site to complete work and study. All have lap-tops - mine was the only pen and notebook on view!
Compulsory schooling in Norway is ten years and children start school at the age of six. Everyone between the ages of 16 and 19 has a statutory right to three years’ upper secondary education leading either to higher education, or to vocational qualifications or partial qualifications. Students may choose to attend any high school in the county where they reside.
Upper secondary education combines general theoretical education and vocational training. Nationally, students may choose one of 15 foundation courses during their first year. Frogn High School offers three of these: Programme for Sports and Physical Education, Programme for Service and Communication, and Programme for Specialisation in General Studies. These lead on to specialised courses in second and third year (advanced courses I and II) and to apprenticeships. In addition to the above we offer specially adapted vocational courses.
Pål Riis has been head at Frogn for just over a year and leads a senior management team of 6 senior staff, including the head of each of the main diploma programmes.
There is no Ofsted system in Norway and the local authorities still hold sway over much of the management and logistics of schools - appointing the headteachers for example. There are no formal appraisal systems in Norway, and no quality assurance programmes for lesson observations, results analysis or department reviews. The national government has recently introduced 1150 hours minimum contracts (similar to our 1265 hours contract) and is moving towards a new national work contract to include appraisal.
Students have highly individualised timetables and can come and go as they please during the day when they do not have lessons. Many seem to stay on site to complete work and study. All have lap-tops - mine was the only pen and notebook on view!
Oslo Fjord, Frogn High School is but a stones throw from this stunning scenery.
Students stay for three years and can study one of three National Diplomas that the school offers - Public Services, General and Sport, there is also a vocational diploma available. The diploma comprises a mixture of elective and compulsory courses, examined by written paper or verbal tests, on a sampling basis. The compulsory elements include; maths, English, science and Norwegian and the elective elements reflect the overall Diploma specialism.
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The town of Drøbak is the main catchment area.
All classrooms are located off a central hallway - and all are exposed with floor to ceiling glass. Students have highly individualised timetables, with varying start and finish times. My 8.00 am start on the Monday morning is fairly typical - much to the annoyance of my niece - but then she is often home by 1pm!
Teachers do not have their own classroom, but move around as the timetable dictates, there are great facilities for students, with many social and study areas and one of the things that struck me during my tour, was the amount of private study taking place - students seem highly focused and motivated. |
One of the key differences between our two educational systems is the examination system. In Norway the authorities seem to trust teachers with the final assessment and grading systems, with the central authorities using a sampling system to quality assure. Students seem less stressed about exams, and they may be assessed by verbal means as well as by written paper.
If you or your department are interested in establishing links with Frogn, or you just want to explore possibilities for exchange of ideas, please let me know.
If you or your department are interested in establishing links with Frogn, or you just want to explore possibilities for exchange of ideas, please let me know.
https://www.ted.com/playlists/124/ken_robinson_10_talks_on_educ
5 minute AfL plan
Use of Pivot tables
Richard Ives recently led a CPD workshop in which he looked at how we could use Pivot Tables as a tool for analysing and tracking student data. Here's a link to a youtube clip that shows how to construct and use.
https://www.youtube.com/watch?v=hbvW7ATFC6Q
https://www.youtube.com/watch?v=hbvW7ATFC6Q
10 Ways to differentiate
10 ways to differentiate learning…
1. Let go.
Give the students (at least some) ownership of their learning. Don’t always be the boss of the class, be part of the community of learners. Don’t make all the decisions. Allow choice. Encourage students to think about how they learn best. Have students decide how to demonstrate their learning.
2. Change your expectations.
One size does not fit all. Not everyone fits the traditional mould of school, but that doesn’t mean they can’t learn. You might need to change what you do. Remember you teach people, not subjects.
3. Change the sequence.
Learners don’t need total mastery of all the skills before they can apply them. Provide meaningful, authentic learning opportunities for everyone. Turn Bloom’s taxonomy on its head. All students can solve real problems and write for a real audience.
4. Use technology creatively.
Blogging, film making, global interactions, social media, photography, gaming (and much more!) …all provide naturally differentiated opportunities for learners with varied levels of ability, different interests and special talents.
5. Care about what matters to them.
Encourage learners to follow their interests. Know their story. Make their learning relevant. Connect with their passions… or help them to discover what they might be.
6. Assess for learning.
It’s not about a test at the end. Record student thinking and track development over time. Create meaningful assessment tasks that allow transfer of learning to other contexts. Think of everything as an assessment. Every piece of work, every blog post, every interaction, every conversation can tell us where a learner is at and where they need to go.
7. Embrace inquiry as a stance.
Create a culture of thinking, questioning, wondering and exploring. Start your questions with ‘What do you think?’ so that all responses are acceptable. Find ways to provoke learners’ curiosity and a desire to find out for themselves.
8. Don’t be the only teacher.
Students can learn from their peers, other teachers, parents, their on-line contacts, the world. Help them build their own personal learning network with and from whom they can learn.
9. Focus on learning, not work.
Make sure you and your students know the reason for every learning experience. Don’t give ‘busy work’. Don’t start by planning activities, start with the ‘why‘ and then develop learning experiences which will support independent learning.
10. Encourage goal setting and reflection.
Help students to define goals for their learning. Provide opportunities for ongoing self-evaluation and reflection. Provide constructive, specific feedback. Student blogs are great tools for reflecting on learning and responding to their peers.
1. Let go.
Give the students (at least some) ownership of their learning. Don’t always be the boss of the class, be part of the community of learners. Don’t make all the decisions. Allow choice. Encourage students to think about how they learn best. Have students decide how to demonstrate their learning.
2. Change your expectations.
One size does not fit all. Not everyone fits the traditional mould of school, but that doesn’t mean they can’t learn. You might need to change what you do. Remember you teach people, not subjects.
3. Change the sequence.
Learners don’t need total mastery of all the skills before they can apply them. Provide meaningful, authentic learning opportunities for everyone. Turn Bloom’s taxonomy on its head. All students can solve real problems and write for a real audience.
4. Use technology creatively.
Blogging, film making, global interactions, social media, photography, gaming (and much more!) …all provide naturally differentiated opportunities for learners with varied levels of ability, different interests and special talents.
5. Care about what matters to them.
Encourage learners to follow their interests. Know their story. Make their learning relevant. Connect with their passions… or help them to discover what they might be.
6. Assess for learning.
It’s not about a test at the end. Record student thinking and track development over time. Create meaningful assessment tasks that allow transfer of learning to other contexts. Think of everything as an assessment. Every piece of work, every blog post, every interaction, every conversation can tell us where a learner is at and where they need to go.
7. Embrace inquiry as a stance.
Create a culture of thinking, questioning, wondering and exploring. Start your questions with ‘What do you think?’ so that all responses are acceptable. Find ways to provoke learners’ curiosity and a desire to find out for themselves.
8. Don’t be the only teacher.
Students can learn from their peers, other teachers, parents, their on-line contacts, the world. Help them build their own personal learning network with and from whom they can learn.
9. Focus on learning, not work.
Make sure you and your students know the reason for every learning experience. Don’t give ‘busy work’. Don’t start by planning activities, start with the ‘why‘ and then develop learning experiences which will support independent learning.
10. Encourage goal setting and reflection.
Help students to define goals for their learning. Provide opportunities for ongoing self-evaluation and reflection. Provide constructive, specific feedback. Student blogs are great tools for reflecting on learning and responding to their peers.
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Literacy? That's someone else's job, isn't it? This is a book for all teachers on how to make explicit to students those things we can do implicitly. In the Teachers' Standards it states that all teachers must demonstrate an understanding of, and take responsibility for, promoting high standards of literacy, articulacy, and the correct use of standard English, whatever the teacher's specialist subject. In The Secret of Literacy, David Didau inspires teachers to embrace the challenge of improving students' life chances through improving their literacy. Topics include: Why is literacy important?, Oracy improving classroom talk, How should we teach reading? How to get students to value writing, How written feedback and marking can support literacy.
TED ..........Technology, Entertainment, Design. Founded in 1984 as a conference bringing together people from those three disciplines. It has since developed into something ever broader. The annual conference now brings
together the world's most fascinating and dynamic thinkers and achievers, who are challenged to
give the talk of their lives in less than 20 minutes. Their website makes the
best talks and performances from TED available to the public, for free
and its mission is spreading ideas. It's on this site that you will find the inspiration talks of Ken Robinson, and check out Benjamin Zander and his Shining Eyes.
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