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Being explicit about learning Focusing feedback on improvement Gathering evidence of learning Handing on responsibility for learning Participation Dialogue.

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Presentation on theme: "Being explicit about learning Focusing feedback on improvement Gathering evidence of learning Handing on responsibility for learning Participation Dialogue."— Presentation transcript:

1 Being explicit about learning Focusing feedback on improvement Gathering evidence of learning Handing on responsibility for learning Participation Dialogue Engagement Thinking A Highland CPD Journey Embedding a Curriculum for Excellence in the classroom

2 Participation Dialogue Engagement Thinking Fostering critical and creative thinkers General aims 1Develop a coherent conception of formative assessment 2Explore the links between formative assessment and approaches to making thinking explicit as a powerful way of fostering the CfE capacities

3 Being explicit about learning Focusing feedback on improvement Gathering evidence of learning Handing on responsibility for learning Dialogue Fostering autonomous learners General aims 3Encourage teacher learning communities which foster reflective professionals through a variety of approaches to CPD 4Raise achievement, motivation and confidence

4 To enable all young people to become Successful learners with enthusiasm and motivation for learning determination to reach high standards of achievement openness to new thinking and ideas and able to use literacy, communication and numeracy skills use technology for learning think creatively and independently learn independently and as part of a group make reasoned evaluations link and apply different kinds of learning in new situations Confident individuals with self respect a sense of physical, mental and emotional wellbeing secure values and beliefs ambition and able to relate to others and manage themselves pursue a healthy and active lifestyle be self aware develop and communicate their own beliefs and view of the world live as independently as they can assess risk and take informed decisions achieve success in different areas of activity Responsible citizens with respect for others commitment to participate responsibly in political, economic, social and cultural life and able to develop knowledge and understanding of the world and Scotlands place in it understand different beliefs and cultures make informed choices and decisions evaluate environmental, scientific and technological issues develop informed, ethical views of complex issues Effective contributors with an enterprising attitude resilience self-reliance and able to communicate in different ways and in different settings work in partnership and in teams take the initiative and lead apply critical thinking in new contexts create and develop solve problems

5 To enable all young people to become Successful learners with enthusiasm and motivation for learning determination to reach high standards of achievement openness to new thinking and ideas and able to use literacy, communication and numeracy skills use technology for learning think creatively and independently learn independently and as part of a group make reasoned evaluations link and apply different kinds of learning in new situations Confident individuals with self respect a sense of physical, mental and emotional wellbeing secure values and beliefs ambition and able to relate to others and manage themselves pursue a healthy and active lifestyle be self aware develop and communicate their own beliefs and view of the world live as independently as they can assess risk and take informed decisions achieve success in different areas of activity Responsible citizens with respect for others commitment to participate responsibly in political, economic, social and cultural life and able to develop knowledge and understanding of the world and Scotlands place in it understand different beliefs and cultures make informed choices and decisions evaluate environmental, scientific and technological issues develop informed, ethical views of complex issues Effective contributors with an enterprising attitude resilience self-reliance and able to communicate in different ways and in different settings work in partnership and in teams take the initiative and lead apply critical thinking in new contexts create and develop solve problems Creative thinking

6 To enable all young people to become Successful learners with enthusiasm and motivation for learning determination to reach high standards of achievement openness to new thinking and ideas and able to use literacy, communication and numeracy skills use technology for learning think creatively and independently learn independently and as part of a group make reasoned evaluations link and apply different kinds of learning in new situations Confident individuals with self respect a sense of physical, mental and emotional wellbeing secure values and beliefs ambition and able to relate to others and manage themselves pursue a healthy and active lifestyle be self aware develop and communicate their own beliefs and view of the world live as independently as they can assess risk and take informed decisions achieve success in different areas of activity Responsible citizens with respect for others commitment to participate responsibly in political, economic, social and cultural life and able to develop knowledge and understanding of the world and Scotlands place in it understand different beliefs and cultures make informed choices and decisions evaluate environmental, scientific and technological issues develop informed, ethical views of complex issues Effective contributors with an enterprising attitude resilience self-reliance and able to communicate in different ways and in different settings work in partnership and in teams take the initiative and lead apply critical thinking in new contexts create and develop solve problems Critical thinking

7 To enable all young people to become Successful learners with enthusiasm and motivation for learning determination to reach high standards of achievement openness to new thinking and ideas and able to use literacy, communication and numeracy skills use technology for learning think creatively and independently learn independently and as part of a group make reasoned evaluations link and apply different kinds of learning in new situations Confident individuals with self respect a sense of physical, mental and emotional wellbeing secure values and beliefs ambition and able to relate to others and manage themselves pursue a healthy and active lifestyle be self aware develop and communicate their own beliefs and view of the world live as independently as they can assess risk and take informed decisions achieve success in different areas of activity Responsible citizens with respect for others commitment to participate responsibly in political, economic, social and cultural life and able to develop knowledge and understanding of the world and Scotlands place in it understand different beliefs and cultures make informed choices and decisions evaluate environmental, scientific and technological issues develop informed, ethical views of complex issues Effective contributors with an enterprising attitude resilience self-reliance and able to communicate in different ways and in different settings work in partnership and in teams take the initiative and lead apply critical thinking in new contexts create and develop solve problems Information processing

8 To foster Motivated young people with enthusiasm and motivation for learning determination to reach high standards of achievement self respect a sense of physical, mental and emotional wellbeing secure values and beliefs ambition respect for others commitment to participate responsibly in political, economic, social and cultural life an enterprising attitude resilience self-reliance Creative thinkers with openness to new thinking and ideas who can think creatively and independently link and apply different kinds of learning in new situations communicate in different ways and in different settings create and develop solve problems Critical thinkers who can make reasoned evaluations assess risk and take informed decisions make informed choices and decisions evaluate environmental, scientific and technological issues develop informed, ethical views of complex issues apply critical thinking in new contexts Information processors who can develop knowledge and understanding of the world and Scotlands place in it understand different beliefs and cultures learn independently and as part of a group use technology for learning be self aware Affective Cognitive

9 Developing a coherent conception of formative assessment: Principles and practice Thinking Peer and self- assessment Engagement Participation Dialogue Being explicit about learning Focusing feedback on improvement Gathering evidence of learning

10 Fostering the CfE capacities Dialogue & Thinking Peer and self- assessment ACfE dispositions and capacities (critical and creative thinkers) Metacognitive discussion Pupils taking responsibility for their own learning

11 A model of engagement A coherent structural organiser for learning and teaching (FLaT outcome 1)

12 Foster the CfE capacities and raising attainment in S4-6 Three tensions from Scottish research 1Principles or strategies? 2Formative / summative tension within existing assessment and qualification arrangements 3Formative / summative / accountability tension – competing agendas at school, LA and national level

13 Highland peer and self assessment initiative 06 – 08 Raising achievement and attainment through the use of structured peer and self assessment in the upper secondary classroom. Aye right! Addressing the perceived formative / summative tension in English, maths, science, social studies and modern languages through teacher learning communities.

14 Opportunities, challenges & recommendations jigsawing explore classic mistakes the formative use of summative tests NABS as opportunities for peer and self assessment time lost or time gained? coaching through exams or fostering robust learners? pupils more motivated need for less teacher direction – pupils taking greater responsibility for their own learning the high roads and low roads to attainment!

15 Changing assessment practice In the end, change can only be embedded if teachers actively engage with the ideas and principles underpinning the advocated practices and if the environments in which they work are supporting such engagement. Mary James and David Pedder

16 Being explicit about learning Focusing feedback on improvement Gathering evidence of learning Handing on responsibility for learning Participation Dialogue Engagement Thinking Fostering critical and creative thinkers Fostering autonomous learners and the journey continues…


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