1. JOHN EDWARDS & BILL MARTIN
MAGNIFICENT CLASSROOMS -
If you want your classroom to change, you have to change
March 24, 2006
Edwards Explorations
P.O. Box 1934
Brisbane 4001

2. JOHN HATTIE - UNIVERSITY OF AUCKLAND
What are the major factors that influence student achievement?
337 meta-analyses
200,000 effect sizes
180,000 studies
50 million students

3. EFFECT SIZE An effect size of 1.0 means:
An increase of one standard deviation
Advancing a student’s achievement by one year
Improving the rate of learning by 50%, or
A correlation between the variable being tested and student achievement of .50

4. Distribution of effects

5. TYPICAL EFFECTS OF SCHOOLING
Deliberate attempts to improve student achievement have an average effect of .40
Student maturation accounts for .10

6. Factors effecting student learning
Audio-visual aids
Behavioural objectives
Class size
Cognitive strategy training
Computer-assisted instruction
Cooperative learning
Creativity programs
Expectations
Feedback
Finances
Home encouragement
Homework
Piagetian programs
Quality instruction
Remedial programs
Retention of students
Self-assessment
Socio-economic status
Study skills
Testing

7. The also-rans Studies Effect size Audio-visual 299 0.26
Behavioural objectives
Finances 1,
Class size 2,
Retention 3,

8. The middle Socio-economic status 1,657 0.44 Homework 568 0.41
Studies Effect size
Socio-economic status 1,
Homework
Expectations
Remedial programs 1,
CAI 18,
Testing 1,

9. Major Impact Studies Effect size Quality instruction 1,925 0.93
Feedback 13,
Cognitive strategy training 7,
Home encouragement 25,
Piagetian programs
Cooperative learning 1,
Study skills 3,
Self-assessment
Creativity programs 2,

10. FOUR MAJOR AREAS FEEEDBACK THINKING SKILLS TEACHING/LEARNING
PARENT ENCOURAGEMENT

11. PRODUCTIVE MINDSET - 1
Provide regular skilled feedback to each student.

12. PRODUCTIVE MINDSET - 2
Get regular skilled feedback on your performance.

13. PRODUCTIVE MINDSET - 3
Provide the data that will enable people to make the decisions they want to make.

14. WALLBESSER - EVALUATION
Evaluation is gathering information for decision-makers.
YOU THEN ASK 3 QUESTIONS:
Who are the decision-makers?
What are the decisions they want to (have to) make?
What will convince them one way or the other?

15. PRODUCTIVE MINDSET - 4
Ensure that each child develops a rich conscious repertoire of thinking skills.

16. PRODUCTIVE MINDSET - 5
Make explicit the thinking skills that you are teaching.

17. Thinking skills matrix
SUBJECT AREA
SKILLS E M SS Sc H 1 X 2 3 4 5 6

18. PRODUCTIVE MINDSET - 6
Students need productive thinking dispositions as well as thinking skills.

19. PRODUCTIVE MINDSET - 7
Model the use of thinking skills in your own life - walk the talk.

20. PRODUCTIVE MINDSET - 8
Focus on the development of actionable knowledge rather than the acquisition of information.

21. Teach them to action learn.
PRODUCTIVE MINDSET - 9
Show students that learning is iterative -
Teach them to action learn.

22. ACTION LEARNING ACT ACT ACT GATHER DATA GATHER DATA DESIGN DESIGN
REFLECT
REFLECT

23. TRANSFORMATIONAL LEARNING
clear understood flows
time
THE PIT
confusion frustration angst
L -

24. PRODUCTIVE MINDSET - 10
Ensure that each student regularly experiences the ecstasy of learning.

25. PRODUCTIVE MINDSET - 11
Work with families. Help them to new understandings of learning and the importance of context.

26. JOHN EDWARDS & BILL MARTIN
THE SELF-DIRECTED LEARNER -
When voices are heard
that are usually stilled.
March 24, 2006
Edwards Explorations
P.O. Box 1934
Brisbane 4001

27. THE BUTLER MODEL OF PERSONAL ACTION
OUTSIDE SELF
INSIDE SELF
PERSONAL PRACTICAL KNOWLEDGE
PUBLIC INFORMATION
REFLECTION & GENERATION
CURRENT PRACTICE
MENTAL MODELS

28. TRANSMISSION MODEL
The single greatest determiner of what a person is able to learn is my ability to skilfully craft the message, transmit it, and lodge it in the learner.

29. CONSTRUCTIVISM FILTER M’ M M” MENTAL MODELS WHAT I ALREADY KNOW
MEANING MAKER M”

30. SOCIAL CONSTRUCTIVISM
PERSONAL r R

31. PERSONAL PRACTICAL KNOWLEDGE
The knowledge from which you drive performance
Comes from your actions and your reflections
Must switch on reflection
Unique to you
Has a character recognisably different from knowing “about” things

32. BRUNER - REFLECTION
If one fails to develop any sense of reflective intervention in the information one encounters, one operates continually from the outside in - information controls you.
If you develop a sense of self premised on your ability to penetrate information for your own uses, and you share and negotiate the results, then you become a member of the culture-creating community.

33. REFLECTION & GENERATION
BUTLER MODEL
OUTSIDE SELF
INSIDE SELF
PERSONAL PRACTICAL KNOWLEDGE
PUBLIC INFORMATION
REFLECTION & GENERATION
CURRENT PRACTICE
MENTAL MODELS

34. GEMMA SIM
“We all have the mindset that we are dependent on people who are above us.”

35. JOHN EDWARDS
EVERY CHILD SHOULD LEAVE SCHOOL WITH A RICH, CONSCIOUS REPERTOIRE OF REFLECTION AND GENERATION STRATEGIES

36. REFLECTION & GENERATION
BUTLER MODEL
OUTSIDE SELF
INSIDE SELF
PERSONAL PRACTICAL KNOWLEDGE
PUBLIC INFORMATION
REFLECTION & GENERATION
CURRENT PRACTICE
MENTAL MODELS

37. CARL ROGERS - 1
“Through my experience I’ve found that there is one main obstacle to communication: people’s tendency to evaluate. Fortunately , I’ve also discovered that if people can learn to listen with understanding, they can mitigate their evaluative impulses and greatly improve their communication with others.”

38. CARL ROGERS - 2
“We can achieve real communication and avoid this evaluative tendency when we listen with understanding. This means seeing the expressed idea from the other person’s point of view, sensing how it feels to the person, achieving his or her frame of reference about the subject being discussed.”

39. FACILITATIVE QUESTIONING
Help the person to find their OWN insights into their OWN issues.
Focus totally on the person being questioned - LISTEN to them.
Ask questions to genuinely try to understand what they are saying. Stay with them like a terrain-hugging plane.
Keep out your own agendas - do not try to “fix” the person or give them your answers.
Have total respect for the person being questioned.
(Edwards & Butler 1994)

40. WHERE TO NOW?
There is a huge range of approaches to teaching thinking. How to choose?
Cognitive operations approaches
Heuristics oriented approaches
Formal thinking
Symbolic facility
Thinking-about-thinking

41. BILL MARTIN & JOHN EDWARDS
THINKING TEACHERS -
THINKING CLASSROOMS
March 25, 2006
Edwards Explorations
P.O. Box 1934
Brisbane 4001

42. SOCRATES & PLATO Sixth Century B.C.
Cognitive training - theoretical reason and contemplation.
True knowledge is innate within the immortal soul and comes from the spiritual world.
Ultimate knowledge comes from the process of reminiscence whereby your intellect remembers what it knew before its association with this imperfect body.

43. DESCARTES Seventeenth Century
Mind/body split: “I think therefore I am.”
Nature/nurture
Since that time our scientists, psychologists and educators have been enamoured of a mind somehow divorced from body, that can be studied in isolation.
This led to the Newtonian-Cartesian world view, and the rise of reductionism.
Descartes thought that we had a soul with innate faculties.
These faculties were trained in school, and later corrected where they went wrong. (Hobbes - UK 19th century)
Hobbes was a British empiricist, who believed that knowledge comes from experience, from sense impressions.

44. BALDWIN. J (‘96) Psychology applied to the art of teaching
There is too much emphasis on memory, neglecting reason.
There is too much spoon-feeding and lecturing, which allows for feeble student thinking.
There is poor modelling of clear thinking by teachers.
There is a failure to develop systemes and structures of thinking.
There is too much reliance on second hand work rather than direct experience, and
There is too much hurrying.

45. BALDWIN. J (1896) New York: Appleton Press, p.185
“Few really take this step, few really think. One person in a thousand thinks up to the truth. Is it strange? Do our schools teach pupils to think? Do our churches? Do political parties? It need not surprise you to find the unthinking masses drifting along in grooves made by their predecessors. A revolution is demanded. The school-room is the place to begin. A great want of the world is thinking teachers capable of educating a race of thinkers.”

46. Bain - late Nineteenth Century BRAIN THEORY SHOWS!
Linked physiology and psychology
Showed that how you are feeling effects how you think.
From this time forth professional people have looked at the relationship between the two once again (after Descartes split them).

47. Early 20th century BRAIN THEORY SHOWS!
At the start of the twentieth century the classic argument in education was over specific versus general transfer of training.
In 1912 Thorndike won the argument for specific transfer by pointing out that brain theory showed that it was the identical elements between training and transfer that led to successful transfer.

48. Sixteen years later BRAIN THEORY SHOWS!
In 1918, Lashley, the leading brain researcher of his time, denounced Thorndike for his ill-founded neurological opinions.
BUT, the argument had been won, and this is why we still teach academic disciplines.

49. 1960’s
BRUNER: “Virtually all of the evidence of the last two decades on the nature of learning shows that massive general transfer can be achieved by appropriate learning … the teaching and learning of structure rather than simply the mastery of facts and techniques is at the centre of the classic problem of transfer.”
VERNON: “Not only our current intelligence and attainment tests, but the whole education system favours the conformist mentality, the pupil who is good at amassing facts…”

50. SENGE - 5 WHYS WHY 1 WHY 2 WHY 3 WHY 4 WHY 5 POOL OF OIL GABUNGIE LEAK
DEFECTIVE GASKETS
PURCHASING DECISION
WHY 4
COMPANY POLICY
BOARD DECISION
WHY 5

51. LEVELS OF PERSPECTIVE LEVERAGE Vision Mental Models
Systemic Structures
Patterns of behaviour
Events

52. VISIONS OF TEACHING THINKING
“Our staff is respected for being at the cutting edge of professional development in demonstrating teaching strategies allowing students of diverse cultures to learn at world class standards and continually think at the highest levels.”
“ Our classes are real life thinking environments where students are continually challenged to make decisions and constantly solve problems. We are developers of inquiring minds.”
“Our students develop a balance of creative and critical thinking skills. Their problem solving skills are supported by lateral thinking and a capacity to challenge ideas and beliefs with active alternatives in mind.”
“Our thinking skills program is based on the way of the people - our program grows out of the earth, out of our people. Our culture is rich in powerful thinking, we ask our community, our curriculum is there.”

53. MENTAL MODEL - PROACTIVITY
VISION
Focus on what we want to create
Creative Tension
Structural
Tension
Focus on how we feel and on getting rid of bad feelings
Reactive Tension
CURRENT REALITY
(Robert Fritz)

54. TEACHING THINKING - MENTAL MODELS
You are already teaching thinking skills and dispositions in your school.
Before you teach a thinking skill, you must be using it in your own life - OR
You must be open to learning the thinking skill together with your students.
Teaching thinking demands a process focus and choosing depth over quantity.
We must learn to use thinking skills with flair, with style, with elegance.

55. TEACHING THINKING - SYSTEMS & STRUCTURES
What systems and structures in your school support quality thinking and help to develop richer repertoires?
What systems and structures in your classroom support quality thinking and help to develop richer repertoires?
What systems and structures support the teaching of thinking in your school?
How do you ensure a seamless scope and sequence flow in the development of thinking?
How do you know when you are achieving success in teaching thinking?

56. SYSTEMS STORY CHARACTERS
SHARED VISION – The picture of the future you are willing to create together.
MENTAL MODELS – Our values, beliefs and assumptions telling us how the world works.
SYSTEMIC STRUCTURES – Physical or human components created to support the dilemma/issue/problem topic.
PATTERNS OF BEHAVIOR – Trends that occur over time. These patterns can be human, our processes, our practices our procedures.
EVENTS – An event or single action we physically see take place.

57. CIRCLES OF CAUSALITY Reality is made up of circles.
Seeing reality systemically is seeing circles of influence.
The main skill is to “draw” that circle of influence using systems story characters:
- Vision, Mental Models, Structures,
Patterns of Behavior and Events.

58. AREAS OF HIGHEST LEVERAGE
Seeing where actions and changes can lead to significant, enduring improvements:
- At vision
- At mental models
- At systemic structures
Delays between actions and consequences are everywhere in human systems.
Managing time to minimize delays is leadership work.

59. DREYFUS MODEL OF SKILL ACQUISITION
Rule Governed Behaviour
PPK
Basis For Action
Read the Context
Novice
Beginner
Competent
Proficient
Expert

60. JOHN EDWARDS & BILL MARTIN
MAGNIFICENT SCHOOLS -
A BALANCED PROFESSIONAL LIFE
March 25, 2006
Edwards Explorations
P.O. Box 1934
Brisbane 4001

61. THE THREE MAJOR SOURCES OF STRESS IN OUR LIVES
Having to make a large number of decisions with serious consequences for error.
Having no real sense of personal power or efficacy.
Having no idea of how well or poorly you are doing.

62. ANALYSIS OF MY LIFE AS A TEACHER
12 hours per week at home
48 hours per month
LESSON PREPARATION
STUDENTS (marking,diagnostic work, planning for individuals and groups)
10 minutes per lesson
9 minutes per child per month
(for 160 students)

63. JOB ANALYSIS OF TEACHING
How much time each week, outside the classroom, should a teacher spend on:
Marking one student’s work in their subject?
Planning for /thinking about each individual student?
Giving feedback to one student and/or their parents?
Preparing each lesson?
Extra-curricular activities?
Keeping up-to-date through professional reading?

64. DATA BASE FOR JOB REALITY
HOURS
Principals %
Students
You
Over 1,000 27 13
500 to 1,000 30
200 to 500 20 32
100 to 200 12
50 to 100 5 6
Under 50 2

65. PERSONAL MASTERY
THE CENTRAL PRACTICE OF PERSONAL MASTERY INVOLVES LEARNING TO KEEP BOTH A PERSONAL VISION AND A CLEAR PICTURE OF CURRENT REALITY BEFORE YOU.
Peter Senge- Fifth Discipline Fieldbook

66. PERSONAL VISION
A PERSONAL VISION IS A RICH DESCRIPTION OF WHAT AN INDIVIDUAL REALLY WANTS TO ACHIEVE BASED ON THEIR VALUES, BELIEFS AND ASSUMPTIONS.

67. PERSONAL VISIONING PROCESS
Inquiry probes
Reflect on the data generated
Describe the future you want for yourself
Seek and act on feedback from key people around you
Expand and clarify your vision
Begin to action learn your way towards your vision
Basically follow Senge’s Fieldbook exercise: Drawing Forth a Personal Vision Steps 1-4. Step 1- Have in own Inquiry probes/questions prepared ahead and draw from the participants any questions they might come-up with. Step 2- Personal reflection with emphasis on potential “Roadblocks”. Step 3- Facilitate descriptors on 204. Step 4- Directly teach “Facilitative Questioning” to participants, then break into triads and have each participant experience “Facilitative Questioning” of their initial personal vision statements. They will then re-write/modify/add/delete their first vision statements.

68. PERSONAL INQUIRY PROBES
IMAGINE ACHIEVING SOMETHING IN YOUR LIFE FUNDAMENTAL TO YOUR VISION FOR YOURSELF.
WHAT DOES IT LOOK LIKE?
WHAT DOES IT FEEL LIKE?
WHAT VALUES AND BELIEFS MUST YOU LIVE TO ACCOMPLISH THIS?
HOW WOULD YOU KNOW YOU ARE “ON TRACK”?
Don’t let Roadblocks get in your way. I don’t know what I want….I already know what I want….I am afraid of what I want….I can’t have what I want….It doesn’t matter what I want….

69. COUPLES INQUIRY PROBES
How will we support each other’s personal visions?
What beliefs and values will be the basis for our relationship together?
How will we live together as two autonomous people?
What does quality of life look like for us?
What will be our expectations for one another when we are not together?
Don’t let Roadblocks get in your way. I don’t know what I want….I already know what I want….I am afraid of what I want….I can’t have what I want….It doesn’t matter what I want….

70. POSSIBLE VISION COMPONENTS
SELF-IMAGE
FAMILY
TANGIBLES
FINANCES
HOME
HEALTH
RELATIONSHIPS
WORK
PERSONAL PURSUITS
COMMUNITY

71. Personal Values Check What do you value most? Prioritisation
Articulation
Reflection
Alignment
Revision - iterate, iterate, iterate.
Use the “Checklist for Personal Values” on pages of Senge’s Fieldbook as a guide for participants to do a self assessment of alignment of their Values, Beliefs, and Assumptions regarding their current Personal Vision Statements. Allow them to make any changes they feel are needed.

72. CLARIFY YOUR PERSONAL VISION
Review everything you have written or listed to this point, your reflections, descriptions and values. Ask the following questions point by point:
IF I COULD HAVE IT NOW WOULD I TAKE IT?
ASSUME I HAVE IT NOW. WHAT DOES IT BRING ME?

73. SELECT FOR VALUES
When appointing staff ALWAYS select for values, train for skills
When choosing an employer ALWAYS select for values
If you are well aligned with the people and organisation you work with, you will get the benefit of the synergy that comes from this
This is what makes for supportive cultures
Always know when to leave
Basically follow Senge’s Fieldbook exercise: Drawing Forth a Personal Vision Steps 1-4. Step 1- Have in own Inquiry probes/questions prepared ahead and draw from the participants any questions they might come-up with. Step 2- Personal reflection with emphasis on potential “Roadblocks”. Step 3- Facilitate descriptors on 204. Step 4- Directly teach “Facilitative Questioning” to participants, then break into triads and have each participant experience “Facilitative Questioning” of their initial personal vision statements. They will then re-write/modify/add/delete their first vision statements.

74. FEEDBACK and DATA We are all capable of major self delusion
We cannot see our own mental models
We each need quality feedback, quality data
BOW TO YOUR DATA!
We cannot achieve self awareness on our own
Create rich feedback environments for yourself
Giving quality feedback is a learnable skill
Basically follow Senge’s Fieldbook exercise: Drawing Forth a Personal Vision Steps 1-4. Step 1- Have in own Inquiry probes/questions prepared ahead and draw from the participants any questions they might come-up with. Step 2- Personal reflection with emphasis on potential “Roadblocks”. Step 3- Facilitate descriptors on 204. Step 4- Directly teach “Facilitative Questioning” to participants, then break into triads and have each participant experience “Facilitative Questioning” of their initial personal vision statements. They will then re-write/modify/add/delete their first vision statements.

75. STEWARDSHIP CONFERENCE
A PROCESS TO BUILD POWERFUL PARTNERSHIPS:
A ONE-ON-ONE MEETING BETWEEN TEACHER AND LEADER.
IT TAKES 30 MINUTES.
FIRST HALF - FACILITATIVELY QUESTION THE TEACHER TO HELP THEM ARTICULATE AND CLARIFY WHAT THEY WILL DO TO HELP TURN THE SHARED VISION INTO REALITY.
SECOND HALF - FACITITATIVELY QUESTION THE TEACHER TO CLARIFY WHAT THE LEADER MUST DO TO SUPPORT THE TEACHER TO DO THESE THINGS, AND TO ACHIEVE THEIR PERSONAL VISION.
YOU END WITH MUTUAL AGREEMENT, PUBLIC COMMITMENT AND A HAND-SHAKE.

76. LEVELS OF PERSPECTIVE LEVERAGE Vision Mental Models
Systemic Structures
Patterns of behaviour
Events

77. THE SEVEN HABITS OF HIGHLY EFFECTIVE PEOPLE
STEPHEN COVEY
THE SEVEN HABITS OF HIGHLY EFFECTIVE PEOPLE

78. TIME/PERSONAL MANAGEMENT MATRIX - Covey
URGENT
HIGH
LOW
IMPORTANT
HIGH
QUADRANT 1
QUADRANT 2
LOW
QUADRANT 3
QUANDRANT 4

79. Environmental Determinism
THREE SOCIAL MAPS
Genetic Determinism
Psychic Determinism
Environmental Determinism

80. REACTIVE MODEL
Stimulus
Response

81. REACTIVE PEOPLE
ARE DRIVEN BY:
FEELINGS
CIRCUMSTANCES
CONDITIONS
THEIR ENVIRONMENT

82. PROACTIVE MODEL Freedom to Choose Stimulus Response Self -Awareness
Independent Will
Imagination
Conscience

83. PROACTIVITY MEANS MORE THAN MERELY TAKING INITIATIVE.
IT MEANS THAT, AS HUMAN BEINGS, WE ARE RESPONSIBLE FOR OUR OWN LIVES.
OUR BEHAVIOUR IS A FUNCTION OF OUR DECISIONS, NOT OUR CONDITIONS.

84. PROACTIVITY (cont.)
ANY TIME WE THINK THE PROBLEM IS “OUT THERE”, THAT THOUGHT IS THE PROBLEM.
WE EMPOWER WHAT’S OUT THERE TO CONTROL US.
THE PROACTIVE APPROACH IS TO CHANGE FROM THE INSIDE OUT: TO BE DIFFERENT…
AND BY BEING DIFFERENT, TO MAKE POSITIVE CHANGE IN WHAT’S OUT THERE.

85. PROACTIVITY (to finish)
IT IS SO MUCH EASIER TO BLAME OTHER PEOPLE, OUR CONDITIONING, OR CONDITIONS, FOR OUR OWN STAGNANT SITUATION.
BUT, WE ARE RESPONSIBLE
- ‘RESPONSE-ABLE’ -
TO CONTROL OUR LIVES AND POWERFULLY INFLUENCE OUR CIRCUMSTANCES.

86. WHICH ARE CAREFULLY THOUGHT ABOUT, SELECTED, INTERNALISED VALUES
PROACTIVE PEOPLE
ARE DRIVEN BY VALUES
WHICH ARE CAREFULLY THOUGHT ABOUT, SELECTED, INTERNALISED VALUES

87. TEFLON LANGUAGE - blame slides off
REACTIVE LANGUAGE
That child makes me so mad…
I wasn’t consulted …
The Ministry won’t let us…
There’s nothing I can do…
I can’t get through to our principal…
If only I did not have so much work on…
Yes, but we’ve tried that before…
TEFLON LANGUAGE - blame slides off

88. PROACTIVE LANGUAGE I can’t get through to our principal…
I do not make sufficient effort to get through …
I can choose a different approach …
I will consult other people who can get through and learn from them …
I will improve my communication skills …
I will seek feedback from the principal …
That child makes me so mad …
I control my own feelings ..

89. GHANDI “They cannot take away our self respect if we do not
give it to them”
It is our willing permission, our consent to what happens to us, that hurts us far more than what happens to us in the first place.

90. KRISHNAMURTI
I think you should put these questions to yourself, not occasionally, but every day. Find out. Listen to everything, to the birds, to that cow calling. Learn about everything in yourself, because if you learn from yourself about yourself, then you will not be a second-hand human being.
So you should, if I may suggest, from now on, find out how to live entirely differently and that is going to be difficult, for I am afraid most of us like to find an easier way of living. We like to repeat and follow what other people say, what other people do, because it is the easiest way to live - to conform to the old pattern or to a new pattern.

91. KRISHNAMURTI
We have to find out what it means never to conform and what it means to live without fear. This is your life, and nobody is going to teach you, no book, no guru. You have to learn from yourself, not from books.
There is a great deal to learn about yourself. It is an endless thing, it is a fascinating thing, and when you learn about yourself from yourself, out of that learning wisdom comes. Then you can live a most extraordinary, happy, beautiful life.