What is the Skills framework? Why develop thinking skills and assessment for learning in the classroom? ACCAC SMT pack 2009

What is the Skills framework? The school curriculum is underpinned by the non- Statutory Skills framework, 3-19. It provides guidance in continuity and progression in: Developing thinking Developing communication Developing ICT Developing number, becomes a requirement where stated in the subject Orders. The Skills Framework provides the skeleton on which the revised subject orders hang. Although non-statutory, the Skills Framework becomes a requirement where stated in the subject orders and therefore embeds skills at the heart of the appropriate learning contexts chosen. SMT pack 2009

Principles and Processes? Activity – Match the description! How well do you know and understand the Skills framework? Match the key vocabulary of the Skills framework with its description! Card sort activity (DT and AfL pairs definitions. doc). Looks to explore how well the terminology of the Skills framework is used and understood. N.B. the definitions are correctly matched in the Word document already and will therefore need to be cut and mixed before use!! Before the card sort is used, you may wish to ask colleagues to work in pairs to traffic light the keywords (given separately in the Word document) in view of their current understanding. Then jigsaw pairs to form groups of 4 and take feedback. This may give you a better understanding of the level of support required. A good opportunity to model metacognition and principles such as Activating prior knowledge skills and understanding also! SMT pack 2009

Skills Framework deconstructed areas In each skill area, ‘processes’ describe the broad repertoire that a person should develop over a period of time to use in and interact with all aspects of life. It is critical that colleagues see the skill areas as interacting and supporting one another. The skill areas are not mutually exclusive and independent of one another. As colleagues become more confident in working with the Skills framework they will begin to see that principles are interlinked between and across skill areas as well as within a skill area. The essential features of processes and principles are deconstructed for developing thinking in the following slides. A similar exercise is done for DN, DC and DICT also. processes SMT pack 2009

Developing thinking processes Why develop thinking skills and assessment for learning in the classroom? PLAN DEVELOP METACOGNITION The processes of developing thinking i.e. plan, develop, reflect should not be seen as a set style of learning and teaching. They typify the processes that the learner will go through in order to progress thinking and therefore should be used flexibly. Most tasks will require learners to use plan, develop and reflect interchangeably as they carry it out. In this respect, just as skills areas are interlinked, processes within them are similarly interlinked. Learning is therefore not circular as portrayed above (nor linear as displayed in the ‘portrait’ format of Skills framework) but spiral with plan, develop and reflect interlinking across the learning. Metacognition is the central and critical element as evidenced by both research and practice. It encourages ‘hidden’ learning to become visible so that learning can be linked and transferred to other contexts. It is crucial that metacognition should happen throughout a task and not be consigned to a plenary. Encouraging and supporting metacognition is often considered by teachers to be the most difficult aspect in this pedagogy. Therefore learners (and teachers!) will require considerable modelling and scaffolding of ideas, including metacognitive language to help describe thinking and learning. These ideas are addressed in Module 4 - What is metacognition? as well as in the ‘How’ booklet. REFLECT ACCAC SMT pack 2009 NOT a 3 part lesson!

Developing thinking SMT pack 2009 process cells principles Excerpt from Skills framework for Developing thinking showing how principles, processes and cells are displayed. Consideration of how progression is described across the cells for each principle is given later in slides 12 and 14. cells principles AfL is mechanism to aid progress

Plan Develop Reflect Thinking Principles SMT pack 2009 Asking questions Generating and developing ideas Reviewing outcomes and success criteria Activating prior knowledge, skills and understanding Valuing errors and unexpected outcomes Reviewing the process/method Gathering information Entrepreneurial thinking Evaluate own learning and thinking Determining the process/method and strategy Thinking about cause and effect and making inferences Linking and lateral thinking Determining success criteria Forming opinions and making decisions Thinking logically and seeking patterns Considering evidence, information and ideas Monitoring progress Thinking principles (ie. ‘types’ of thinking) from the Skills framework. Initially, in the development programme, lead teachers are asked to choose principles to trial from a shorter list – in order that they are not overwhelmed. The criteria for this shorter list was to consider principles which had greater and more frequent cross curricular coverage within Key Stages 2 and 3 primarily. SMT pack 2009

Assessment for Learning - processes and principles Assessment for learning principles Improving quality of answers Target Setting On-going lesson assessment Peer discussion Immediacy of feedback Uses of summative assessment Active involvement of all learners Questioning Providing feedback to learners Peer and Self-Assessment AfL principles and process areas. From the original King’s College work, sharing learning intentions has been subsumed into the other three areas. Again, metacognition is the critical element of visualising and deconstructing learning. Links should be evident with all other skill areas, AfL being the mechanism of promoting progress throughout the skill areas. ** Metacognition is crucial element in learners’ and teachers’ understanding and using processes SMT pack 2009

Developing number Use mathematical information Interpret and present SMT pack 2009 Using numbers Measuring Gathering information Use mathematical information Interpret and present findings Calculate Principles and processes in Developing number Talking about and explaining work Comparing data Recording and interpreting data and presenting findings Using the number system Using a variety of methods

Developing communication Reading Oracy Developing information and ideas Presenting information locating, selecting and using information using reading strategies responding to what has been read Wider communication skills Writing Principles and processes in Developing communication Organising ideas and information Writing accurately Communicating ideas and emotions Communicating information SMT pack 2009

Developing ICT Creating and presenting Finding and developing information and ideas Finding and developing Information and ideas Principles and processes in Developing ICT SMT pack 2009

How is progression described? Initially linked to broad expectations at key educational stages. Final columns relate to Key Skills qualifications. Framework is shown as linear for clarity only. Progression is cumulative and linked to increasing challenge of tasks. Challenge of tasks increases from left to right by moving from: concrete to abstract simple to complex personal to bigger picture familiar to unfamiliar. SMT pack 2009

Skills framework progression – graphical representation SMT pack 2009 Capability in thinking development Learning is cumulative and spiral. Overall direction of travel over time Increasing complexity of task may result in learners ‘slipping back’ on a principle. Consolidation and transfer of principles in different contexts required for progression OPTIONAL! If you want to keep progression to a very simple model only and do not wish to delve too deeply into how the context and challenge of a task is linked to progression, use slides 12 and 14 only. Providing a definitive level for ‘thinking’ is not possible in the traditional sense of a linear progression, as the complexity of thinking is directly influenced by the level of challenge and contexts in which the challenges are set. In this manner, it is perfectly possible for a learner of 5 years old to demonstrate evaluative thought along the specific row (principle) of the Skills framework. This does not mean they are an accomplished thinker across the board.  It simply means that they have demonstrated capability within the context of the (probable) limited challenge they have been set, which is linked to the appropriate Range of the curriculum.  In order for them to make further progress, the level of demand of the challenge needs to be increased. This could well result in only being able at that point to demonstrate the first 2 cells (boxes in the row).  This doesn't mean that the learner has regressed in their ability to think. It simply shows how capability is directly linked to level of challenge of a task. Therefore, to improve capability, learners need to be exposed to new challenges as and when they are ready. The Skills framework should not be considered as describing a linear progression. As it is inherently linked with the demand of a context, it is better considered as a ‘spiral’ or ‘funnel’ as shown. Increasing the level of demand, ‘widens’ the width of the funnel and therefore it is quite likely that the level of capability (the ‘vertical’ height) may decrease. The teacher mediates the learning by setting learning opportunities which widen the range of learning and therefore level of challenge of a task. The example described above corresponding to the 5 year old learner in a limited demand context would be represented as a narrow, long funnel whereas a more demanding context would result in a wider, shorter funnel if less progress in capability were observed. It is perfectly acceptable that learners would continually alter their position within the ‘funnel’ and thereby appear to move up and down the cells for a particular principle on the Skills framework. Demand of challenge linked to range (context) of learning Progression (and capability of learner) linked to complexity of task within appropriate contexts.

How is progression described? Learners progress from: needing support to more independent working listening and interacting with others to choosing to work with others as a deliberate strategy. Arrows indicate more challenging tasks are needed for further progression. Assessment for learning supports learners in understanding where they are on a progression, where they need to next go and how to get there. SMT pack 2009

Plan Thinking principle Suggested teaching strategy/tool SMT pack 2009 Activating prior knowledge, skills and understanding Concept maps Concept Cartoons KWL/QuADS grids Mind Mapping Odd One Out Determining the approach/method Brainstorming including placemat activities Sequencing Activities Snowball Challenge/Post it challenge Determining success criteria Think-pair-share Traffic Lighting Example of suggested tools/strategies to exemplify principles. Key point to stress is that it is not the use of the strategy which is important as how it is used so that learners understand the principle it is being used to promote. It is critical that teachers plan for the principle rather than the strategy. Also, the same strategy/tool can be used for one or more principles depending on how they are used and amended. SMT pack 2009

AfL – questioning Assessment for learning principle Suggested teaching strategy/tool Improving quality of answers Big questions Collaboration on formulating questions Finding questions learners get wrong Increasing thinking/wait time Peer discussion Group responses Phone a friend Think-pair-share Active involvement of all pupils Choice of answers No hands up Setting ground rules Whiteboards Examples of some common strategies/tools used for questioning. SMT pack 2009

Fundamental principles Intelligence is modifiable. Belief that every learner can improve. Deep understanding is more important than superficial learning. Learners need explicit strategies for how to learn. Challenge and interest can lead to motivation. Participation is valued. Fundamental principles which underpin the rationale for developing thinking and assessment for learning. These can be used to support and inform pedagogy used to promote DT and AfL. They summarise the essential beliefs which underpin both DT and AfL – continued on next slide. SMT pack 2009

Fundamental principles Collaboration (learning with others) will allow learners to take greater educational risks and take their learning forward. Metacognition (thinking about thinking) is at the heart of the learning and teaching process. Learners need feedback to evaluate their progress in learning. Skills and knowledge must be transferred both within the school and in the wider world. Fundamental principles which underpin the rationale for developing thinking and assessment for learning. These can be used to support and inform pedagogy used to promote DT and AfL. They summarise the essential beliefs which underpin both DT and AfL. SMT pack 2009

Characteristics of developing thinking and assessment for learning Characteristics observed in lessons which focus on developing thinking and assessment for learning principles. The Venn diagram shows that the two initiatives are inextricably linked so that the development of one should influence the other. These common characteristics set the ethos, expectations and classroom climate required to promote DT and AfL. From these characteristics, it is possible for the teacher to develop their pedagogical style to encourage these characteristics of effective learning. Metacognition is at the heart of learning – reflection of what has been learned and how it has been learned SMT pack 2009

Assessment for Learning Characteristics Characteristics What are my next steps? Assessment for Learning Cells Ethos Tools/strategies to exemplify How did I get here? Diagram summarises the relationship of developing thinking with the Skills framework and the purpose and position of AfL as a vehicle of supporting progress. It looks in simple terms how tools and strategies are used to exemplify what the principles look like in practice to aid and develop their understanding. The fundamental principles – slides 17 and 18 – describe what underpins DT and AfL whilst the common characteristics observed in lessons focusing on these issues create the ethos and classroom climate which is required to support effective learning. Pedagogy to bring about these characteristics can then be developed. Where am I? SMT pack 2009