leading learning for sustainable change james nottingham

[email protected] [email protected] www.sustained-success.comsuccess.com

“We learn more by looking for the answer to a question and not finding it than we do

from learning the answer itself.”

Lloyd Alexander (1924 – 2007)

Leading Learning for Sustainable Change

James Nottingham


www.innovationblog.mobi


LEVELS OF PERSPECTIVE (Daniel Kim)

LEVERAGE

Systems & Structures

Vision

Patterns of behaviour

Events

Mental Models


Leadership is the development of vision and strategies, the alignment of relevant people behind those strategies, and the empowerment of individuals to make the vision happen, despite obstacles.

Management involves keeping the current system operating through planning, budgeting, organising, staffing, controlling, and problem solving.

Strong leadership with no management risks chaos; strong management without leadership tends to entrench an organisation in deadly bureaucracy.

John Kotter, Professor of Leadership, Harvard Business School (1999)


“Most organisations are over-managed and under-led” (John Kotter)


“One of the most critical problems our schools face is not resistance to innovation but the fragmentation, overload and incoherence resulting from the uncritical and uncoordinated acceptance of too many different innovations”Fullan & Stiegelbauer, 1991


95% of all things we do have a positive achievement on education

When teachers claim they are having a positive effect on achievement or when a policy improves achievement, this is almost a trivial claim: virtually everything works

Teachers average an effect of between 0.20 and 0.40 per year on student achievement

Schools should be seeking greater than 0.40 for their achievement gains to be considered above average

... And greater than 0.60 to be considered outstanding


Distribution of effects

0

5000

10000

15000

20000

25000

< -1.01-.98-.93-.88-.83-.78-.73-.68-.63-.58-.53-.48-.43-.38-.33-.28-.23-.18-.13-.08-.03

0.07 .12.17.22.27.32 .37.42.47.52.57 .62.67.72 .77.82.87.92 .971.021.071.121.171.221.271.321.371.421.471.521.571.621.671.721.771.821.871.921.97>2.0


Influence Effect Size Domain (1) Self-report grades 1.44 Student (2) Piagetian programs 1.28 Student (3) Formative evaluation 0.90 Teaching (4) Micro teaching 0.88 Teacher (5) Acceleration 0.88 School (6) Classroom behavioural 0.80 School (7) Interventions for SEN 0.77 Teaching (8) Teacher clarity 0.75 Teacher (9) Reciprocal teaching 0.74 Teaching (10) Feedback 0.73 Teaching (11) Staff-student relationships 0.72 Staff (12) Spaced vs. mass practice 0.71 Teaching


LEVELS OF PERSPECTIVE (Daniel Kim)

LEVERAGE

Systems & Structures

Vision

Patterns of behaviour

Events

Mental Models


Leading Learning Principle 1

Focus on your goals

"It's not what's happening to you now or what has happened in your past that determines who you become. Rather, it's your decisions about what to focus on, what things mean to

you, and what you're going to do about them that will determine your ultimate

destiny.”

Stephen Covey, 7 Habits of Highly Effective People


At RMGS we create critical, reflective and independent learners for life through a learning community which provides a secure and challenging environment.

We believe deep learning is facilitated through outstanding teaching and occurs when all learners are actively engaged in a variety of tasks, taking responsibility for their own learning and progress, collaborating and thinking with shared expectations of success.

At RMGS through innovative learning strategies and positive relationships our students enjoy learning and achieve their full potential.


At this school we provide a positive, caring, nurturing and stimulating environment inside and outside the classroom. Our children are encouraged to try new and different activities and to explore boundaries within safe limits. They have fun and enjoy working both independently and as part of a team.

We are open to the views and opinions of every member of our school community. We invite and value their ideas. We take time to listen and communicate with each other in a respectful and open manner. This creates a rich culture of quick, effective feedback. In this way everybody feels valued and we pull together to support each other. We recognise and praise each other’s achievements in an informal way.

The right to learn is respected allowing every child, including our special needs and gifted and talented children, to develop to their full potential. Every member of our learning community sets achievable goals and receives regular and positive feedback. We have high expectations for behaviour and have a behaviour management system that creates a calm environment where issues are dealt with fairly and consistently.

SCHOOL VISION


1. What helps you to learn the most?2. What do you really want to make progress in this year?3. What type of group work helps you to learn the most?4. What does this school do well that it should keep doing?5. What would you like to see this school improve?6. What would make you most proud of yourself come the end of the year?


1. What does outstanding teaching look and sound like in our department?2. What will help our students to make outstanding progress within our subject?3. How should we share best practice between ourselves so that we all make progress?4. What does this department do well that it should keep doing?5. What would you like this department to improve?6. What can we learn from other departments?7. How can we ensure that every student, no matter their ability, makes meaningful progress?


1. How can we ensure that innovations have a significant impact on learning?2. How should we communicate with ourselves, the students and the parents?3. How can we grow the leadership capacity of every person at this school?4. How can we share good practice with each other?5.What attitudes, skills and knowledge do we want our school graduates to possess?6. What experiences are the most powerful for student progress and well being?7. What would make you most proud of this school?


Principle 2

Don’t ignore the impact of mental models“Mental models are deeply ingrained assumptions, generalizations, or even pictures or images that influence how we understand the world and how we

take action”

(Senge, 1990)


Compare and Contrast

What do Daisy the cow, a tractor and Mr Grass Head have in common with each other?


Ability

PRACTICE ZONE

LEARNING ZONE

Can do with encouragement

Can do automatically

Too Easy

Too Hard


PRACTICE ZONE

LEARNING ZONE


“It has become a common practice to praise students for their performance on easy tasks, to tell them they are smart when they do something quickly and perfectly. When we do this we are not teaching them to welcome challenge and learn from errors. We are teaching them that easy success means they are intelligent and, by implication, that errors and effort mean they are not. What should we do if students have had an easy success and come to us expecting praise? We can apologise for wasting their time and direct them to something more challenging. In this way, we may begin to teach them that a meaningful success requires effort.” (Dweck, Self Theories, p43)


Principle 3

Focus on progress rather than getting everything right

“Progress doesn’t necessarily come from succeeding at

everything; indeed a key aspect of meaningful progress is

reflecting on the hardship and failure you have overcome"


1. Thought she was the best

2. Didn’t deserve to win

3. Isn’t life and death

4. Got ability and will win next time

5. Robbed of ribbon that was rightfully hers

Self Theories: Their role in Motivation, Personality and Development (Carol Dweck, 1999)


Intelligence is fixed

Priority: Look smart

Feel smart by achieving easy, low effort successes and outperforming others

You avoid: higher-performing peers, difficulty and setbacks

Intelligence is cultivated

Priority: Become smarter through learning

Feel Smart by: engaging fully, exerting effort, stretching skills

You avoid: Easy, previously mastered tasks

FIXED Mindset GROWTH Mindset


Feedback1. Praise determination, resilience and hard work

Attitudes such as persistence, resilience, courage are arguably more accurate predictors of future success than facts and knowledge are, so spot them, praise them and encourage them

2. Refer to progress rather than abilityPraising ability or intelligence can lead to a fear of failure and personal fragility (Dweck, 1999) so give feedback relative to the progress only

3. Ensure your feedback and praise is credibleGive only credible feedback based on attitudes, skills and/or knowledge. Avoid giving undeserved praise as this could undermine sincerity and credibility


7th to 11th June 2010 www.carol-dweck.co.uk


Principle 4

Design systems and structures to support the mental models


1

2

Clarity

Confusion

1. Concept

2. Conflict

Concept: Farm


THINKING SKILLS IN EXAMS

ANALYSEAPPLYCHOOSECLASSIFYCOMPARE CONNECTCONTRASTDECIDEDEFINEDESCRIBE DISCUSS

ELABORATE EVALUATEEXPLOREIDENTIFYINTERPRETJUDGEORGANISEPARAPHRASEPREDICTQUESTIONREASON

REPRESENTRESPONDSEQUENCESIMPLIFYSOLVESORTSUMMARISESUPPORTTESTVERIFYVISUALISE


Early Years & Primary Concepts

Me Fairness

Real Language

Home Telling lies

Growth/Change Same

Pets Emotions

Friends Thinking

Being nice Dreaming


3 weeks old

2 years old 4 years old Adult

What makes you, you?

Are you the same person you were when you were a baby?

If you had a different name, would you be a different person?

When you play make believe, are you still you?


1

2

3

1.Concept

2.Conflict

Clarity

Confusion 3.

Construct

Eureka!


Principle 5

Overcome the obstacles

“You might think that students who were highly skilled would be the ones who

relish a challenge and persevere in the face of setbacks. Instead, many of these

students are the most worried about failure and the most likely to question their ability and to wilt when they hit

obstacles”


TRANSFORMATIONAL LEARNING

time

L +clear understood flows

confusion frustration angst

L -

THE PIT


SEASON 1: FORMINGAgreeing to do something together

INTELLECTUAL COLLABORATION UNCERTAINTY NEGOTIATION SKILLED CONSENSUS EXCITEMENT CREATING THE SHARED VISION


CHALLENGE TO MINDSETS POTENTIAL CONFRONTATIONS SURFACING OF EGO & FACTIONS USE/ABUSE OF POWER & POLITICS COLLECTIVE AWARENESS CLARIFYING TRAINING NEEDS ACTION LEARNING DEVELOPING FOCUS AND COMMITMENT

SEASON 2: STORMINGBreaking free from current reality


FUNDAMENTAL SYSTEMIC CHANGE NEW MENTAL MODELS EMERGE PERFORMANCE NORMS ESTABLISHED ALIGNMENT TEAM LEARNING CONFIDENCE THAT THE VISION IS

ACHIEVABLE

SEASON 3: NORMINGAligning mental models to the Shared Vision


CONTINUOUS CYCLES OF LEARNING & IMPROVEMENT

SYNERGY FINE TUNING DRAMATIC SHIFTS IN SKILL ACQUISITION COLLECTIVE SENSE OF ACHIEVEMENT AND

SATISFACTION “THIS IS THE WAY WE DO THINGS AROUND

HERE”

SEASON 4: PERFORMING“In the flow” enjoying work


www.sustained-success.com


“You might think that students who were highly skilled would be the ones who relish a challenge and persevere in

the face of setbacks. Instead, many of these students are the most worried about failure and the most likely to

question their ability and to wilt when they hit obstacles”

Self Theories: Their role in Motivation, Personality and Development (Carol Dweck, 1999)

leading learning for sustainable change james nottingham

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