Towards outstanding learning Rachael Edgar Wednesday 22nd January 2014 Part 1: What separates the best from the rest? Part 2: What are the important things that make learning great?

What separates ‘Great Teachers’ from the rest? TIMER

1.Passion/Mindset Developing a Growth Mindset by Shaun Allison Carol Dweck

2. Self Reflection

Deliberate practice Becoming a better teacher: teachers doing it for themselves Alex Quigley

Task: 10 mins What does ‘GREAT’ learning look like in a lesson Task: 10 mins What does ‘GREAT’ learning look like in a lesson? What are the things that ‘make a difference’ to our students? TIMER

Judging Highly Effective Learning How far ? ‘Distance’ How well ? ‘Depth’ ‘Secure’ ‘Sustained’ How many ? ‘Numbers’ ‘Groups’ ‘Proportions’

Perspective Objectivist (lesson ceiling: ’good’) Constructivist (lesson ceiling: ‘outstanding’) Teacher as all-knowing oracle. Teacher as organiser, and but one source of information. Learning is teacher-centred, didactic, with carefully-guided activities to support learning. Learning processes are student-centred and involve group and individual activities. Teacher generated questions are used to elicit understanding. Students construct their own learning questions. Lesson-design rests with the teacher and correct conclusions mark success. Students are co-designers of the learning episode and the attendant success criteria. Perspective

(lesson ceiling: ’good’) (lesson ceiling: ‘outstanding’) Objectivist (lesson ceiling: ’good’) Constructivist (lesson ceiling: ‘outstanding’) Learning consists of stimulus –response relationship, and is passive in nature. Learning is an active process. Learning involves ‘filling empty vessels’ and ensuring retention. Learning is a process of ‘fire-lighting’ and connection- and sense-making. Effective learning stems from efficient transfers of information. Effective learning arises from open-ended, challenging problem-solving exercises. Intelligence is fixed. Intelligence is created. Perspective

Dependency  Independency  Interdependency

Change find out more know more understand / absorb more What proportion of learners find out more know more understand / absorb more are challenged to advance thinking than at the ‘start’ of an experience D E P T H

Supporting the Learning - criteria for successful learning ‘what a good one looks like’ - modelling - scaffolding - self-supporting materials H A N D I G O V E R Redgar SRS 2012

Good or Outstanding ? Quality of ‘change’ - informing knowing understanding Proportion of learners - all / almost all most / vast majority large majority some few

Importance of Talk talk is essential - learning is a social activity : talk is essential - language, thinking & learning are interrelated - understanding is at its deepest when co-developed Redgar SRS 2012

Independence Questioning Challenge Creativity Feedback http://websofsubstance.files.wordpress.com/2013/04/deep-learning.png

Questions to consider Which of the ‘big 5’ do you need to focus on? Which class will you practice on? How many times do you need to practice?(the research says 30 times for something to become a habit!) What strategies will you use?less is more

Via @leadinglearner

Lesson Study Next week Wednesday 29th January Adopting a lesson study approach How will you research? Critical friend? What method are you going to use to record/ reflect on your progress?