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Think! JTE and CfE Links The Journey to Excellence

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Presentation on theme: "Think! JTE and CfE Links The Journey to Excellence"— Presentation transcript:

1 Think! JTE and CfE Links The Journey to Excellence
Curriculum for Excellence Future Think!

2 JTE and CfE Links

3 Connections, coherence
Legislation, policy SSS Act; ASL Act, GIRFEC, MCMC, CfE 3

4 Working with people – and permeating Permeating - Working with people
Outcomes of A Curriculum for Excellence Strategies relating to Assessment for learning Teaching for effective learning Permeating – Inclusion, Success for all, MCMC, GIRFEC 4 4





9 JTE and CfE The Journey to Excellence

10 What do you think excellence is?

11 caring more than others think is wise
risking more than others think is safe dreaming more than others think is practical expecting more than others think is possible

12 How good can we be?
How good is our school?: The Journey to Excellence How good can we be?

13 Focusing on values helps:
Behaviour Achievement Educate the whole child Schools to be good places to be

14 What is the most important thing a human being can do? 14

Become familiar with the resource, contents, structure Professional Development Packs and developing your own Movie clips in talks –make suggestions for adding to them Improvement planning (search JTE for ‘grid’) Discussing pupils’ learning and staff CPD Sources 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. Mollehave Great at what? Good Great 16

17 Learning

18 What is learning?

19 Thinking and learning in the classroom curriculum? 19

20 Mainstreaming ‘projects’

21 What is thinking? Modeling the world and dealing with it
Manipulating information Forming concepts Problem solving Reasoning Making decisions

22 What about critical thinking? Analysis Evaluation Discernment
discriminating being objective understanding perceiving

23 So, ask interesting questions What kinds of thinking?
making sense of the world big picture creative feedback - data, language So, ask interesting questions

24 Why are 1998 pound coins worth more than 1997 pound coins?

25 Do birds have lunchtimes?

26 What matters in teaching
Ensure collaboration Provide challenge Make concepts explicit Make learning active & engaging Develop well-paced lessons with high levels of interaction Support independent learning Build in feedback and reflection Share expectations and standards Teaching approaches

27 It’s the classroom, stupid!

28 The big ten classroom factors?
having a positive attitude the development of a pleasant social / psychological climate in the classroom having high expectations of what pupils can achieve lesson clarity effective time management strong lesson structuring the use of a variety of teaching methods using and incorporating pupils’ ideas using appropriate and varied questioning [Reynolds:]

29 JTE and CfE Curriculum for Excellence



32 CfE levels

33 Challenge (and CfE levels) Higher order learning skills Consolidating Applying

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 thinking 34

35 Learning! Thinking! Literacy: Numeracy: Wellbeing: Wellbeing:
Learning language Thinking tools Learning! Thinking! Numeracy: Thinking about, understanding and relating to the environment Wellbeing: Care, participation recognition, motivation Wellbeing: Emotional factors Resilience

36 Literacy, numeracy, thinking

37 CfE and JTE Future

38 20th Century to 21st Century Interactive ….. Participative
Stable ….. Agile Subjects ….. Projects Delivered wisdom ….. User generated One size fits all ….. Personalisation National ….. Global One to many ….. Peer to peer Curriculum-centred…..Learner-centred

39 Trends More old people than young Competition for well educated people Technology accelerates everything Millennium generation – solutions Generation E – stability, security Learning, re-learning, re-learning No status quo – disruptive innovation Choices based on ethics and values Personal search – portfolio of beliefs Preparing for future jobs that don’t yet exist

40 The E generation

41 Innovative and creative
Able to cross boundaries Adaptable and flexible Analytical and critical in thinking Can problem solve Personal development Technologically literate

42 STARS analysis Strengths Treats Allies Radicals Successes

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.

44 Thank you!

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