1. Workshop facilitator: Laura Goad
Effective participation to grow thinking and create whole school ownership
Workshop facilitator: Laura Goad

2. Our 90 minute plan Why this workshop The aims of the session
The importance for thinking and learning
UNCRC Article 12, the right to be heard.
The aims of the session
What I’ve planned
Where we might go…
This will be an interactive workshop that will examine how to embed and develop active participation in thinking and learning- in both pupils, students and colleagues. The workshop will explore Arnstein’s Ladder of Participation and how, exploring ‘real participation’ of students can grow their own thinking capacities and how ownership of a staff team in the process of embedding thinking can support a whole school approach to thinking.

3. Participation
Where does your knowledge come from

5. Rungs on the Ladder
Students
Staff do
hear
Feel do
hear
Feel

6. Thinking strategies that can support participation
How might we use Thinking Strategies to improve pupil and staff:
participation
ownership
empowerment
Lets look at:
Blooms
Thinking Maps
Habits of Mind

7. Four stages of learning
The Four Stages of Learning provides a model for learning. It suggests that individuals are initially unaware of how little they know, or unconscious of their incompetence. As they recognize their incompetence, they consciously acquire a skill, then consciously use it. Eventually, the skill can be utilized without it being consciously thought through: the individual is said to have then acquired unconscious competence.[3]
Several elements, including helping someone 'know what they don't know' or recognize a blind spot, can be compared to some elements of a Johari window, although Johari deals with self-awareness, while the four stages of competence deals with learning stages.
The four stages of competence[edit]
Unconscious incompetence The individual does not understand or know how to do something and does not necessarily recognize the deficit. They may deny the usefulness of the skill. The individual must recognize their own incompetence, and the value of the new skill, before moving on to the next stage.[2] The length of time an individual spends in this stage depends on the strength of the stimulus to learn.[3]

Conscious incompetence Though the individual does not understand or know how to do something, he or she does recognize the deficit, as well as the value of a new skill in addressing the deficit. The making of mistakes can be integral to the learning process at this stage.[4]

Conscious competence The individual understands or knows how to do something. However, demonstrating the skill or knowledge requires concentration. It may be broken down into steps, and there is heavy conscious involvement in executing the new skill.[3]

Unconscious competence The individual has had so much practice with a skill that it has become "second nature" and can be performed easily. As a result, the skill can be performed while executing another task. The individual may be able to teach it to others, depending upon how and when it was learned.

8. Creating Evaluation Evaluating Synthesis Analysis Analysing Applying
Blooming Thinking
Creating
Evaluation
Evaluating
Synthesis
Analysis
Analysing
Applying
Application
What are the questions we should ask to encourage participation of pupils/students and staff
Within the classroom
Staffroom
School corridors
assembly
Comprehension
Understanding
Knowledge
Remembering
Bloom
Anderson

9. Thinking Maps
How does the staff encourage pupils to use the TM independently- what questions do they ask; what does the classroom look like; what does the teacher ‘do’
How does the staff team take ownership for implementing whole school Thinking Tools
‘lead’ responsibility for researching, promoting, displaying, evaluating impact
Decision making functions
How might TM help the school council
Make a difference
Involve the wider student population
Double Bubble- pros and cons of a choice; make a large map and place where all students can contribute

11. The 16 Habits of Mind
1. Persisting
Stick to it! Persevering in task through to completion; remaining focused. Looking for ways to reach your goal when stuck. Not giving up.
2. Managing impulsivity
Take your Time! Thinking before acting; remaining calm, thoughtful and deliberative.
3. Listening with understanding and empathy
Understand Others! Devoting mental energy to another person's thoughts and ideas. Make an effort to perceive another's point of view and emotions.
4. Thinking flexibly
Look at it Another Way! Being able to change perspectives, generate alternatives, consider options.
5. Thinking about your thinking (Metacognition)
Know your knowing! Being aware of your own thoughts, strategies, feelings and actions and their effects on others.
6. Striving for accuracy
Check it again! Always doing your best. Setting high standards. Checking and finding ways to improve constantly.
7. Questioning and problem posing
How do you know? Having a questioning attitude; knowing what data are needed and developing questioning strategies to produce those data. Finding problems to solve.
8. Applying past knowledge to new situations
Use what you Learn! Accessing prior knowledge; transferring knowledge beyond the situation in which it was learned.
10. Gather data through all senses
Use your natural pathways! Pay attention to the world around you Gather data through all the senses; taste, touch, smell, hearing and sight.
9.Thinking and communicating with clarity and precision Be clear! Striving for accurate communication in both written and oral form; avoiding over generalizations, distortions, deletions and exaggerations .
Which of these habits would be most useful to develop participation/ownership of the thinking journey?
Listening with understanding and Empathy
Taking responsible Risks
Thinking Interdependently
Managing Impulsivity
Thinking flexibly
Applying past knowledge to new situations
Finding humour
11.Creating. imagining. and innovating Try a different way! Generating new and novel ideas, fluency, originality
12. Responding with wonderment and awe
Have fun figuring it out! Finding the world awesome, mysterious and being intrigued with phenomena and beauty.
13 .Taking responsible risks
Venture out! Being adventurous; living on the edge of one's competence. Try new things constantly.
14. Finding humor
Laugh a little! Finding the whimsical, incongruous and unexpected. Being able to laugh at oneself.
15.Thinking interdependently
Work together! Being able to work in and learn from others in reciprocal situations. Team work.
16. Remaining open to continuous learning
I have so much more to learn! Having humility and pride when admitting we don't know; resisting complacency.

12. Habits of Mind Exploring Meanings
Introduce students to the Habit of Mind (HoM),
Its meaning
the concepts associated with it.
Students are encouraged to attach their own experiences to HoM
deepen their appreciation of them
consider their use and potential in different situations.
Students begin to practice the use of HoM and reflect on their value.

13. Whole School Approach?
What do you think is involved in a whole school approach?
What transformative steps are necessary for success?

14. Some useful resources
The Role of Pupil Participation in School Effectiveness
The Children’s Society
Children’s Participation- from Tokenism to Participation