4 Working with people – and permeating Permeating - Working with people Outcomes of A Curriculum for ExcellenceStrategies relating to Assessment for learningTeaching for effective learningPermeating – Inclusion, Success for all, MCMC, GIRFEC44
11 caring more than others think is wise risking more than others think is safedreaming more than others think is practicalexpecting more than others think is possible
12 How good can we be? journeytoexcellence.org.uk How good is our school?:The Journey to ExcellenceHow goodcan we be?journeytoexcellence.org.uk
13 Focusing on values helps: BehaviourAchievementEducate the whole childSchools to be good places to be
14 What is the mostimportant thing ahuman being can do?14
15 USING: journeytoexcellence.org.uk Become familiar with the resource, contents, structureProfessional Development Packs and developing your ownMovie clips in talks –make suggestions for adding to themImprovement planning (search JTE for ‘grid’)Discussing pupils’ learning and staff CPDSources of best practice: places, people, published research
16 Great at what? Good Great The great challenge It was great that it became better,but it would have been better had it become great.MollehaveGreat atwhat?GoodGreat16
26 What matters in teaching Ensure collaborationProvide challengeMake concepts explicitMake learning active & engagingDevelop well-paced lessons with high levels of interactionSupport independent learningBuild in feedback and reflectionShare expectations and standardsTeachingapproaches
27 It’s the classroom, stupid! journeytoexcellence.org.uk
28 The big ten classroom factors? having a positive attitudethe development of a pleasant social / psychological climate in the classroomhaving high expectations of what pupils can achievelesson clarityeffective time managementstrong lesson structuringthe use of a variety of teaching methodsusing and incorporating pupils’ ideasusing appropriate and varied questioning[Reynolds: highreliabilityschools.co.uk]
34 Higher-order thinking BLOOM’S REVISED TAXONOMY Creating Generating new ideas, products, or ways of viewing things Designing, constructing, planning, producing, inventing. Evaluating Justifying a decision or course of action Checking, hypothesising, critiquing, experimenting, judging Analysing Breaking information into parts to explore understandings and relationships Comparing, organising, deconstructing, interrogating, finding Applying Using information in another familiar situation Implementing, carrying out, using, executing Understanding Explaining ideas or concepts Interpreting, summarising, paraphrasing, classifying, explaining Remembering Recalling information Recognising, listing, describing, retrieving, naming, finding Higher-order thinking34
35 Learning! Thinking! Literacy: Numeracy: Wellbeing: Wellbeing: Learning languageThinking toolsLearning!Thinking!Numeracy:Thinking about, understanding and relating to the environmentWellbeing:Care, participationrecognition, motivationWellbeing:Emotional factorsResilience
38 TED.com 20th Century to 21st Century Interactive ….. Participative Stable ….. AgileSubjects ….. ProjectsDelivered wisdom ….. User generatedOne size fits all ….. PersonalisationNational ….. GlobalOne to many ….. Peer to peerCurriculum-centred…..Learner-centredTED.com
39 TrendsMore old people than youngCompetition for well educated peopleTechnology accelerates everythingMillennium generation – solutionsGeneration E – stability, securityLearning, re-learning, re-learningNo status quo – disruptive innovationChoices based on ethics and valuesPersonal search – portfolio of beliefsPreparing for future jobs that don’t yet exist
43 Leadership for learning – children’s views It’s more fun to colour outside the lines.Ask ‘Why?’ until you understand.Make up the rules as you go along.It doesn’t matter who started it.You sometimes have to take tests before you finish studying.If you want a kitten, start out asking for a horse.Keep knocking till someone opens the door.You can’t ask to start over when you’re losing.
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