1. Brian Boyd bmc.boyd@talktalk.net Storyline Learning as a collaborative exercise The importance of language in learning Induction into culture through education: the importance of the narrative mode (Bruner)

2. Brian Boyd bmc.boyd@talktalk.net Powerful Pedagogies An advance organiser: AimsChallenges Powerful Pedagogies

3. Brian Boyd bmc.boyd@talktalk.net Aims UNESCO Learning to be Learning to be Learning to live together Learning to live together Learning to do Learning to do Learning to know Learning to know Scotland Confident individuals Responsible citizens Effective contributors Successful learners

4. Brian Boyd bmc.boyd@talktalk.net A philosophical starting point All children are capable of becoming successful learners “given a courteous translation” All children are capable of becoming successful learners “given a courteous translation” Confidence is built through “challenge and enjoyment” Confidence is built through “challenge and enjoyment” We become effective contributors by applying our learning in new and unfamiliar circumstances We become effective contributors by applying our learning in new and unfamiliar circumstances Responsible citizens are more likely to emerge from an education which involves them actively in learning, which values them equally and which celebrates diversity Responsible citizens are more likely to emerge from an education which involves them actively in learning, which values them equally and which celebrates diversity

5. Brian Boyd bmc.boyd@talktalk.net Pedagogy 3 tests: Teacher experience and expertise Teacher experience and expertise Theories of learning Theories of learning Research evidence Research evidence

6. Brian Boyd bmc.boyd@talktalk.net Teacher experience and expertise Face validity Face validity Does it look right, feel right…? Does it look right, feel right…? Sharing practice Sharing practice

7. Brian Boyd bmc.boyd@talktalk.net Theories of learning Jerome Bruner “Actual Minds, Possible Worlds” (1986) “any subject can be taught to any child at any age in some form which is honest” “any subject can be taught to any child at any age in some form which is honest” “most learning in most settings is a communal activity” “most learning in most settings is a communal activity” “Teachers are not transmission devices…” “Teachers are not transmission devices…”

8. Brian Boyd bmc.boyd@talktalk.net Theories of learning (2) Language not only transmits, it creates knowledge…reflection is a crucial aspect ot metacognition. The language of education is the language of culture creating not of knowledge acquisition” Language not only transmits, it creates knowledge…reflection is a crucial aspect ot metacognition. The language of education is the language of culture creating not of knowledge acquisition” Piaget: “to learn is to invent” Piaget: “to learn is to invent” Teachers create a “sense of wonder” Teachers create a “sense of wonder”

9. Brian Boyd bmc.boyd@talktalk.net Vygotsky “language is a way of sorting out one’s thoughts and feelings” “language is a way of sorting out one’s thoughts and feelings” “Human learning presupposes a specific social nature” “Human learning presupposes a specific social nature” “Social interaction promotes cognitive development” “Social interaction promotes cognitive development” If a child appears unable to learn, do not assume that the child is unintelligent; rather assume that the child’s intelligence is lying dormant.” If a child appears unable to learn, do not assume that the child is unintelligent; rather assume that the child’s intelligence is lying dormant.”

10. Brian Boyd bmc.boyd@talktalk.net Roles of the teacher Teacher as ring-master, show-off, comedian…or as patient, sensitive helper of individuals? Teacher as ring-master, show-off, comedian…or as patient, sensitive helper of individuals? ZPD ZPD Dialogue Dialogue Transmission model: Transmission model: “Teacher talk to students is more certain, settled, less hypothetical, less negotiating than teacher talk to other teachers”. (M. Halliday)

11. Brian Boyd bmc.boyd@talktalk.net Research evidence From the local to the international (Teaching for Understanding) From the local to the international (Teaching for Understanding) Review of international research (Assessment is for Learning) Review of international research (Assessment is for Learning) From theory to practice (Philosophy for Children) From theory to practice (Philosophy for Children) From practice to theory (Bloom’s taxonomy of learning domains) From practice to theory (Bloom’s taxonomy of learning domains) Action Research Action Research

12. Brian Boyd bmc.boyd@talktalk.net Challenges Poverty, disadvantage and underachievement Poverty, disadvantage and underachievement Exams and “attainment” Exams and “attainment” Inspection and “intelligent accountability” Inspection and “intelligent accountability”

13. Brian Boyd bmc.boyd@talktalk.net So, where next? Trusting and empowering teachers Trusting and empowering teachers Shift of focus from narrow attainment to wider achievement Shift of focus from narrow attainment to wider achievement Closing the gap between advantaged and disadvantaged pupils Closing the gap between advantaged and disadvantaged pupils Trusting and empowering learners. Trusting and empowering learners.

14. Brian Boyd bmc.boyd@talktalk.net CPD – the focus