9.2 - guy claxton presentation from workshop with harris principals.pdf

7/30/2019 9.2 - Guy Claxton Presentation From Workshop With Harris Principals.pdf

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BUILDING LEARNINGPOWER

strong minds for tricky times

Guy ClaxtonProfessor of the Learning SciencesCo-Director, Centre for Real-World Learning

University of Winchester


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BLP: the worldwide quest

I know Im bright, and that Im goingto get good grades. But I worry Ivebecome a tape-recorder. I worry thatonce Im out of school, and peoplestop handing me information withquestions, Ill be lost.

Emily, 16

Spoon-feeding works but it works atthe expense of something that Britishschools have always been rather

good at, namely, turning out youngpeople who are creative, thoughtful,criticaleven intelligently awkwardsometimes.

Independent SchoolsInspectorate


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21st century aims

The test of successful education is not the amount ofknowledge that pupils take away from school, but theirappetite to know and theircapacity to learn.

Sir Richard Livingstone, Oxford,1941

Pedagogy should at its best be about what teachers do

that not only helps students to learn but actively

strengthens theircapacity to learn.

David Hargreaves, SSAT, 2004

Not Either / Or, but AND


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What the research says

An effective school is [essentially] a

school full of effective classrooms.It

matters much less which school a childattends than which classrooms they are in

at that school. In England there is a four-

fold different between the most effective

and least effective classrooms.

- Prof Dylan Wiliam


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800 meta-analyses cant be

wrong Many of the most [hotly] debated issues

e.g. class sizes, streaming, school choice andschool uniforms are the ones with the leasteffects.

The biggest effects on student attainmentoccur when teachers become learners of theirown teaching, and when students becometheir own teachers.

The aim is to make students active in thelearning process, until they can seek out

optimal ways to learn new material and ideas,seek resources to help them, and setappropriate and more challenging goals forthemselves.

John Hattie, Visible Thinking, 2009


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Harris students ideas

Teachers are specialist enablers of learning; theyorchestrate variety in learning; students understand thehowof learning; learning combines subject knowledge with

the development of key skills and attributes Learners take responsibility for their own learning, and

the learning of others

Students and teachers form learning partnerships; theycollaborate to design, deliver and assess learning

Learners create worthwhile products and artefacts;learning is deep, enquiry-based and practical, connectedto students interests and experiences

Teachers demonstrate that they are learners too


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Aspects of a BLP culturecheck your settings

The teacher fallible and inquisitive language talks about learners and learning

example uses the power of modelling and imitation

transparency shares their own learning and thinking

The classroom resource-based and collaborative activities split-screen lessons

environment displays and resources

engagement / responsibility student ownership (not voice)

The school experimenting and monitoring a community of explorers everyone a learner

involvement of parents - communication

the vital signs indicators of progress


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Learnish spoken here

classroom chat that surfaces the learning

o How did you do that?

o How else could you have done that?

o Who did that a different way?

o Which are the tricky bits? Whats tricky about them?o What could you do when you are stuck on that?

o What would have made that easier for you?

o What else do you know that might help?

o How could you help someone else do that?

o How could I have taught that better?o Where else could you use that?

o How could you make that harder for yourself?

o ..?

o ...................................?


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The vocabulary of learning(the 4 Rs)

Emotional Resilience

curious, risk-taking, persistent, concentrated,perceptive

Cognitive Resourcefulnessquestioning, flexible, imaginative, connecting, critical

Social Relationships

collaborative, non-defensive, empathic, supportive

Strategic Reflection

self-evaluative, self-coaching, generalising, self-aware


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So how do you write reports?What do you act as if its worth capturing

about your students?

Darren is getting better at

careful observation, brining his own questions into

class, asking when he doesnt understand, working

with a range of others, thinking things through,

seeing how he can improve what hes done

Megan is becoming more

resilient in the face of difficulty, imaginative in herwriting, thoughtful about her own work, sceptical

about knowledge claims, careful in her checking,

willing to push herself


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Self-evaluating in RE (Hannah Ponfield)

60 second sermon role play

Assessment criteria, designed by Y10 RE

students (high and low band)

relevance: is it meaningful today?

empathy: does it link to our experience?

communication: did it come across clearly?

wow factor: did it inspire us/make us think?

organisation: was it well prepared?


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Self-evaluating: students comments

I felt more involved

It made it feel as if it was our project, not theteachers

We knew how to improve and edit ourpresentation as we were making it

It made us feel more in control and moreadult

Making up your own mark scheme makesyou think more


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Indicators of success:in the last three years,

1. Frequency of students curiosity-drivenquestions has risen ten-fold

2. Frequency of teachers behaving like learners

in class has doubled3. Attendance at parents evenings has risen by

50%

4. Self-reported resilience and resourcefulness

up by 30%Oh, and by the way,

5. The exam results have gone up by 20%


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Does BLP work?

For us the results have been fantastic. We havechanged the ethos from a school that had behaviour asits prime focus to a school that focuses on learning. In 3years our 5 A*-Cs have gone from 17% to 51% (more

than double our FFT benchmark). All this is largelyattributable to BLP.Armando di Finizio, City of Bristol Academy

Best results ever this year (again) BLP really does

work!

Rachel MacFarlane, Headteacher, Walthamstow GirlsSchool


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Towards 21st century schools where

students get thebest possibleresults

all studentsdiscover and takepride in theirpassions

all develop theconfidence andcapacity to pursueand respond tolifelong challenges


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Support is available

Its easy to start, and harder tosustain, embed, deepen anddevelop

Where can we get more ideas toget us going?

How do I do a learning review?

How do I get colleagues onboard?

What about special needs kids?

What to say to parents?

How do we stop it fizzling out?

Can we get some PD?

www.buildinglearningpower.co.uk

[email protected]
http://www.buildinglearningpower.co.uk/mailto:[email protected]:[email protected]://www.buildinglearningpower.co.uk/

9.2 - guy claxton presentation from workshop with harris principals.pdf

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