Skills for Life

Please complete the questionnaire as honestly as possible…

Food for Thought... Dear Teacher, I am a survivor of a concentration camp. My eyes saw what no man should witness: Gas chambers built by learned engineers; children poisoned by educated physicians; infants killed by trained nurses; women and babies shot by college and high-school graduates; so I am suspicious of education. My request is: help your students to become human. Your efforts must never produce learned monsters, skilled psychopaths, educated Eichmanns. Reading, writing and arithmetic are important only if they serve to make our children more human...

Skills Good habits e.g. sleep, calming strategies, exercise, diet Empathising QuestioningEnquiring Risk taking‘Failing well’ Independent thinkingSelf motivation Open mindednessCritical thinking ReflectingMetacognition (higher order thinking) Being confidentBeing resourceful

Two Ingredients

Fleas in a Jar EE

Types of Learner Fixed Theory of Self (Fixed) Likes: Low effort success Outperforming others Being spoon fed Dislikes (fears): Looking unable so... Avoids possible failure so... Clowns, deals, disengages... Effort = “I'm not clever!” Growth Theory of Self (Fluid) Likes: Having a go/trying Being stretched Putting skills to good use Dislikes (bored by): Easy tests Just answering Lack of choices Effort = “I'm really learning!” Carol Dweck – Mind Set

So What Can We Do? Ask all stakeholders to complete an initial questionnaire and record results Educate about growth mindset and its value, the importance of teaching skills and the strategies we can use in school and at home Apply strategies Measure impact

In-School Strategies Once a week – Great Learners assembly (Thursdays) Brainology first – educate about neuroplasticity and Growth Mindset Learning Powers - one power per fortnight School/class mottos – created with the children Display - Learning Powers and ‘Learning Warriors’

Learning Logs Once a month - linked to Learning Powers of the month Open ended activity with information/ideas provided in order to support children to present their ideas in a creative way Children can choose to focus on one Learning Power or both from that month Shared in whole class ‘exhibition’ when next handing out homework Also celebrated during assemblies Simple feedback in the form of two stars and a wish – no special rewards Children will have a book to present these in and photos taken to stick in if produced in a creative format

Topic task – Comparing localities

Science task – To investigate breads from around the world

English task – Film review

Daily Teaching Strategies Tie in Learning Power of the fortnight into planning wherever possible

Terminology Use growth mindset terminology in framing and feedback

Questioning Use open questions – ‘could’ and ‘might’ rather than closed

Higher Order Thinking Activities Odd One Out: Which might be the odd one out between a circle, square and rectangle? Would You Rather: Would you rather be a full stop, a comma or a question mark? Who Might Win?: Who might win in a fight between a Viking, an Ancient Greek or an Ancient Egyptian? Why? If …. is the Answer: If condensation is the answer, what might the question be? For all activities, children are encouraged to explain their reasoning.

Challenge For All Teachers plan activities which allow all to access the learning but progressive challenge through activities Children choose their challenge – ‘Mild’, ‘Spicy’, ‘Hot’ tasks No glass ceilings Assessment for learning crucial in order to train children to choose a task which will put them in ‘The Pit’ and challenge them

Take 4

Philosophy for Children ‘P4C’ Buddy assembly – once a month (30 mins) Staffroom suggestion box of stimuli P4C structure: Stimulus Private reflections Sharing and question creation Airing questions Voting for an enquiry question Enquiry Reflections of process/content Last words

Monitoring Initial questionnaire for all stakeholders Review questionnaire in July Learning walk each half term in order to see Growth Mindset in action (Summer 1 and Summer 2) Book and planning scrutiny (when looking at books for specific subjects) Learning Logs homework Children’s responses in assemblies General observations of attitudes of all stakeholders

What Can You Do? Ask open-ended questions to solve a problem or achieve a goal Use specific feedback that identifies what the child accomplished Encourage children to take a risk Be persistent and growth-orientated yourself Don’t worry about the small stuff Encourage your child to teach you about growth mindset!

Key Dates DateEvent Thurs 10 th MarFirst Great Learners Assembly - Brainology Mon 14 th MarBegin to embed in daily teaching Thurs 24 th MarFirst Learning Log homework Summer 1Philosophy for Children to start in Buddy Assemblies once a month Summer 2Questionnaires at end of term