Connected Eric Frangenheim Keynote

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Presented by Eric Presented by Eric FrangenheimFrangenheim

Presented by (insert presenter’s name)

How Accurate are we?How Accurate are we?Southwell SchoolSouthwell School

What a responsibility?What a responsibility?

Check before operatingCheck before operating

It is not …It is not …

It is not ….It is not ….

Teacher and the Teacher and the TeachingTeaching

$?-make?

Recognition?Recognition?

Standing out because of your teachingStanding out because of your teaching

Dr John HattieDr John Hattie

Proof, Prof John Hattie and Proof, Prof John Hattie and Meta AnalysisMeta Analysis

• 800 Meta Analysis

• 50,000 educational studies

• 83000000 students

Variance of Student Variance of Student AchievementAchievement

Teacher

Student School… finances, buildings,

school / class sizes.

Peers – other students

Variance of Student Variance of Student AchievementAchievement

2. Teacher (30%)

1. Student (50%) 3. School… finances, buildings,

school / class sizes. (5-10%)

4. Peers (5-10%)

Source: Prof. John Hattie (2003)

Percentage of Achievement Variance

Source: Professor John Hattie 2003

Influence of the Teacher.Influence of the Teacher.Top effectsTop effects

• Micro teaching and feedback to teacher

• Teacher clarity

• Students-teacher relationship

• Professional Development

• Not labeling students/high expectations

• Quality of the teacher

Influence of the teachingInfluence of the teaching

• Providing Formative Assessment

• Feedback –to and from students

• Cognitive strategies - HOT

• Problem-based teaching

• Co-operative vs individual learning

• Direct instruction

Influence of CurriculaInfluence of Curricula

• Vocabulary programs

• Repeated reading programs

• HOT and Creativity programs

• Phonics instruction

PedagogyPedagogy

Accuracy Tip #1. Accuracy Tip #1.

Tell them where we are going

RAS Alert (Reticular Activating RAS Alert (Reticular Activating System)System)

• Keeps you safe-comfort zone

• Filters out what is not important – notice danger or pleasure

Waste Management

What do we really do here at

school?

•Measuring

•Predicting

•Reflecting on our actions

•Start an Action Plan – School – Local

•Working in small groups

•Listen and lookRAS ALERT

rting A

ctivity:

rting A

ctivity:

lert 2 x instances of courage 3 x survival

2 x power of nature 4 x instances of altruism

RAS AlertReticular Activating System

In this video / poem / story - floods…you will notice:

FEATURES BENEFITS FOR YOU

Your Context. E.g. Year 10 Science – Forces

Relevance. Please do this now at top of your sheet.

Thinking Skills Framework

Purpose and unity. Over the page.

7 tips for accuracy Easy to use

Some active thinking

Owning your views

Some challenges WIIFM

How accurate are we?

Time for 1 minute of Reflection.Time for 1 minute of Reflection.Where do I/could I …..? RAS AlertWhere do I/could I …..? RAS Alert

Challenge via Reflect:PairChallenge via Reflect:Pair

Who is more important here?

Reflecting on my teaching

Accuracy Tip # 2. Know yourself First

Time for 1 minute of Reflection.Time for 1 minute of Reflection.Where do I/could I …..? SWOT Where do I/could I …..? SWOT AnalysisAnalysis

Accuracy Tip # 3. Be Clear. Be Accuracy Tip # 3. Be Clear. Be Explicit. Use a map, a Cognitive Explicit. Use a map, a Cognitive Framework!Framework!

Students dislike vague teaching

The importance of a map or The importance of a map or contextcontext

Moral/spiritual/ethical/values

Family/Relationships

Career/Financial

Mr MajolaMr Majola’’s s QuestionQuestion

• “Excuse me teacher.Why are we learning this?”

“Excuse me teacher. Why are we learning this?”

Common insurance language for floods?

Monkey See the Data – to remember

Monkey AHA the Data

Monkey uses the Data

More passive

More active

Monkey investigates the Data

Monkey rates the Data

Monkey improves the Data

’s and

Pedaggy

Bloom’sTaxonom

arisin

The Framework serves three key purposes

1. Clear and Common Thinking Taxonomy

(no wishy washy stuff) – ‘The Why’

2. Provides Purpose and Meaning(by being specific with the

Language of Thinking ) – The ‘What’

3. Links Tools to the task(provides the scaffold for students to

create their response) – The ‘How’

Time for 1 minute of Reflection.Time for 1 minute of Reflection.Where do I/could I …..? A Where do I/could I …..? A Thinking Skills FrameworkThinking Skills Framework

’s an

uality

’s an

uality

THE ‘WHY’

THE ‘WHAT’ THE ‘HOW’

Accuracy Tip #4. Create clear learning activities

• Science Unit - carbon emissions.

• Discuss the ALP’s carbon tax proposal by using an Extended PCQ

questio

ctivity

questio

ctivity

Anatomy of a question /activity / task

1. The Cognitive Outcome and Skill

(The purpose: Analyse –discuss)2. The Context, Cultural Content or

Concepts (discuss the topic : the stuff

you are teaching about)

3. The appropriate thinking tool (The evidence: the material on which

you will base your assessment e.g. a SWOT Analysis)

e.g. Discuss the ALP’s carbon tax proposal by using an Extended PCQ

Reflect on my teaching by using a SWOT Analysis

Signing offSigning offon lessons, on lessons, units of workunits of workand on and on assessment?assessment?

Explicit La

uage o

By the end of this lesson, students should be able to:

[Bloom’s verb – (The Why and What) the [Context] BY [Action – (The HOW)

Argue (Analyse) whether cash or hire purchase is their

preferred payment method (the Context driven by the

Verb ‘argue’) by completing a Decision Making Matrix

(the How – the Thinking Tool).

Determine (Bloom’s verb for Evaluate) the most

exciting activity undertaken during the holidays (the

context) BY completing an Elimination Draw ( The

How- The Tool-the Action)

Time for 1 minute of Reflection.Time for 1 minute of Reflection.Where do I/could I …..? Be very Where do I/could I …..? Be very clear about the structure of a clear about the structure of a question or activityquestion or activity

Accuracy Tip # 5Accuracy Tip # 5. Know your unit’s destination. Know your unit’s destination

Four Choices for a Unit. p1

Choice 1. Largely information and skills based

Choice 2. Largely aimed at in-depth research/investigation/explanation

Choice 3. Largely at judging material investigated

Choice 4. Generating alternatives. Improvements, new ideas

Unit: Our Community

Four Choices for a Unit

Unit: Our Community

Show the basic history, commerce and facts about our community/society and how it works

What is our community really about? Go beyond the obvious.

To what extent is this a great place to live? How does it compare to x?

Recommend improvements to your city council

Unit: Loggerhead Turtles

Show the basic knowledge and facts about the loggerhead turtle

Research all the variables involved in the challenges to the Loggerhead turtles

To what extent will the loggerhead survive? How does Qld policy c.f. other states / countries?

Recommend a policy to create awareness of the loggerhead turtle.

r Thin

Four Choices for a UnitChoice 4: Jesus the most influential person in History. Create a world without Jesus.

Choice 3: Jesus rules. Which of Jesus’ personality traits do you most admire

Choice 2: The gospel according to Matthew and Luke. Jesus’ birth. Compare and Contrast

1: Describe in your own words why Jesus was crucified..

UNIT on Religion

r Thin

Choice 4: Your in charge you fix it. If you were Prime Minister what would your solution/s be?Choice 3: Without it Australia is doomed. Decide whether or not the Murray Darling is worth preserving.

Choice 2: Pelicans lives are at risk. An in depth investigation of the effects of Low water flows on the mouthChoice 1: Largely information on the use of the Murray Darling basin.

UNIT or LESSON

r Thin

Four Choices for a UnitChoice 4: Sorry folks you’re going to die. Predict what would happen if Oxygen was the most abundant element. Choice 3: Carbon rules. Justify the statement. ‘Carbon is the most important element in the atmosphere’.Choice 2: Nitrogen and Oxygen go together like peas and carrots(F Gump). Compare and Contrast

Choice 1: List the main elements found in the atmosphere.

UNIT on Elements

Decisio

Matrix

1 2 3 4 5 6

Foundation Level

Choice 1

Higher Order Thinking

Choice 2.3 or 4

urricu

• Year 8 students listen to, read and view

• Summarise and synthesise the main ideas and viewpoints.

• They support their own opinions with specific textual evidence, and evaluate evidence.

r Thin

Four tasks4: Sorry folks you’re going to die. Develop an argument to persuade people that immortality is overrated. 3: Eternal Life, its not for me. Decide would you drink the spring water and have eternal life?

Choice 2: Winnie and Jesse Tuck. Two like minded souls. Compare and Contrast

Choice 1: Describe in your own words why Winnie ran away.

Unit on Tuck Everlasting

Choice 1: Describe in your own Choice 1: Describe in your own words why Winnie ran awaywords why Winnie ran away

Choice 2: Winnie and Jesse Tuck. Two like Choice 2: Winnie and Jesse Tuck. Two like minded souls. Compare and Contrastminded souls. Compare and Contrast

Winnie Jesse

Cow Cat

Apply filters to improve depth of thought

1. Relationship with humans

2. Relationship to own species

3. Cultural/religiousGreater awareness of Distinction

Choice 2: Winnie and Jesse Tuck. Two like Choice 2: Winnie and Jesse Tuck. Two like minded souls. Compare and Contrastminded souls. Compare and Contrast

Winnie Jesse

Choice 3: Eternal Life, its not for me. Decide if would you drink the Choice 3: Eternal Life, its not for me. Decide if would you drink the

spring water and have eternal life?spring water and have eternal life?

Relationship to others

Adapting to change

Enthusiasm - boredom

Monthly costs

Email and SMS

Screen

Security

Camera

My budget

Discuss and decide on buying x phone

Choice 4: Sorry folks you’re going to die. Choice 4: Sorry folks you’re going to die. Develop an argument to persuade people Develop an argument to persuade people that immortality is overrated.that immortality is overrated.

Everlasting life

Discuss the proposal to …..

Kjnios;a;so;sjoloaqjosqjsojsoijoijojojo;j;ij;

Kjnios;a;so;sjoloaqj

Reflect on ……..

Kjnios;a;so;sjoloaqjosqjsojsoijoijojojo;j;ij;oijoijoijoijoijoijoijoijoijoijoijoijoijoijoijoijoijoijoijuo7t98yiy8p98p980[98u9pyp9y9y98y98yu98y[p9uygujn vgiuoh8

Time for 1 minute of Reflection.Time for 1 minute of Reflection.Where do I/could I …..? Plan for Where do I/could I …..? Plan for aiming a HOT purpose.aiming a HOT purpose.

Accuracy Tip # 6. Make it relevant Accuracy Tip # 6. Make it relevant – the Hook– the Hook

Some Hooks or Extensions.Some Hooks or Extensions.

•Heroes, heroines and villains – Do they still exist? What is their value to society? (Yr 8)

Community and culture – Dead or alive? (Yr 4.5)

Mata Mata

Sport:

Tennis, Soccer,Horse riding.Rodeo,Gykkhana,

Rugby Union.League Badminton, Table-Tennis,Cricket, Hockey, Netball, Golf etc

Clubs:

Bridge, Greek, Italian, Croat

Social Life

Shows, agric shows, competitions, school functions

Community and family

Shopping

2 supermarkets, etc, etc, etc, etc, etc,

Freedom

Bikes. Hunting. Fishing, exploring

Community and Community and culture – Dead or culture – Dead or

alive?alive?

• Ecology-The Case: Humans versus the Environment? (Year 9)

• Mining – Do we need it? (Yr 6)• Local area – Calamvale – Change, is it

necessary? (Yrs 4-6)

• Science. Forces – When

does speed kill? (Year 10)

• Space exploration – is

• it worth it? (Year 9)

Time for 1 minute of Reflection.Time for 1 minute of Reflection.Where do I/could I …..? Where do I/could I …..? Consciously relate my content Consciously relate my content matter to the lives of my matter to the lives of my students.students.“Why are we learning this?”“Why are we learning this?”

Accuracy Tip # 7. Have clear Accuracy Tip # 7. Have clear principles in mind for what you doprinciples in mind for what you do

• There are three constants in life... change, choice and principles. Steven Covey

I like persons better than principles, and I like persons with no principles better than anything else in the world. Oscar Wilde

Effect on Student OutcomesEffect on Student OutcomesHow? How? Rank: Pair: ShareRank: Pair: Share

• Individual Learning – solo (774 studies)

• Co-operative Learning – > 2 students; 4 x principles (306 studies)

• Competitive Learning – e.g. ‘beat’ a standard e.g. a PB, curriculum targets. (1 024 studies)

• Source: Hattie (2009)

Effect on Student OutcomesEffect on Student Outcomes1. Co-operative Learning – > 2 students; 4 x principles (d = 0.59, 306 studies)

2. Competitive Learning – e.g. ‘beat’ a standard e.g. a PB, curriculum targets. (d = 0.54, 1 024 studies)

3. Individual Learning (d= 0.24; 774 studies)

d = 1.0; an increase of one SD on outcome (2 – 3 yrs)

Source: Hattie (2009)

Co-operative Co-operative LearningLearning

PrinciplesPrinciples1. Positive Interdependence - Sink or Swim together! (cannot be completed by 1 person alone) - Clear & accepted common goal2. Individual Accountability - no place to hide! Involves Public performance3. Monitor the Group – Functioning & Skills?4. Equal Participation - 1 person cannot dominate

Acknowledgement: Johnson, D & Johnson, R

1. Unexpected - divergent & / or Lateral Thinking

Principles

2. Deep Creative Thinking – process of critical analysis3. Requires an

appropriate Tool!”.

• Creative Problem-solving

• Creative Writing

• Creative Design

Deep Creative & Critical Thinking

in Action!

High JumpHigh Jump

Parallel Straddle

Straddle Method

OR Diving Straddle

reativ

Creativity – create the Creativity – create the unexpectedunexpected

Creative Problem-solving

reativ

Creativity – create the Creativity – create the unexpectedunexpected

I was pulled over for speeding the other day!!

I thought I could talk my way out of it until…….

THE POLICEMAN LOOKED AT MY DOG IN THE BACK

1. Unexpected - divergent & / or Lateral Thinking

Principles

2. Deep Creative Thinking – process of critical analysis3. Requires an

appropriate Tool!”.

• Creative Problem-solving

• Creative Writing

• Creative Design

ProsPros ConsCons QuestionQuestionss

Speed of Run

Angle of run

Method run

Take – off

Clearance

Perspectives

High Jump

‘Fosbury flop’

Principles of Critical Principles of Critical ThinkingThinking• A Clear definition: Analysis + Evaluation = Critical

Thinking

• Deep Critical Thinking requires Breadth and Depth of Analysis (OPV)

• Concludes with a decision (Evaluate)

Principles on applying the Principles on applying the Thinking Skills Framework in Thinking Skills Framework in the classroomthe classroom• 1. Reference major tasks

(questions/activities) to the appropriate level on the Framework. Ask students “Which picture (Blooms icon) am I asking you to _______ like?”

• 2. Avoid the danger of ‘___________’. Be specific with the language of thinking. E.g. ‘remember’, ‘explain’, ‘discuss’ or to ‘improve’, Reflect:Pair:Share or Rank:Pair:Share

• 3. Link the cognitive task (e.g. Analyse) and activity to an appropriate cognitive or co-operative Tool (SWOT on your teaching)

Time for 1 minute of Reflection.Time for 1 minute of Reflection.Where do I/could I …..? Have Where do I/could I …..? Have clear principoles for my teachingclear principoles for my teaching

Habits of Minds and Thinking ToolsHabits of Minds and Thinking Tools• Intelligence – Fixed or a Behaviour?

Managing ImpulsivitySWOT Analysis

Listening with Empathy and Undesrtanding.Think:Pair:Four:Share

Thinking Interdependently1:4:P:C:R

Questioning and Posing Problems.Know:Want to Know:Learnt.Pros:Cons:Questions

Impulsivity vs Patience?Impulsivity vs Patience?

NZ Key CompetenciesNZ Key Competencies

• Reflect

• How many of the elements are being addressed by the critical, creative and co-operative thinking tools?

• Managing Self (Aware of how their words and actions can effect self and others)

• Relating to Others (Listen, OPV, negotiate and share ideas

NZ Key Competencies.2NZ Key Competencies.2

• Participating and Contributing. Understand the importance of balancing rights, roles and responsibilities

• Thinking. Using creative, critical, metacognitive and reflective processes – questioning information, decision making, problem solving

• Using language, symbols and text

Twitterwww.twitter.comTwitter is a website, which offers a social networking and microblogging service, enabling its users to send and read messages called tweets. Tweets are text-based posts of up to 140 characters displayed on the user's profile page. Twitter is free! (http://en.wikipedia.org/wiki/Twitter)

• Captain Fitroy. I am quite sure that we are getting close

• Syms Covington. I do wonder who will find the first fossil. You or I? Care to make a bet

• CD. I’m at Galapagod Islands

• CD. There are many species of finches across the island, but they all look remarkably similar. Could it be that they have all descended from one type of finch, from the mainland

Darwin’s twitter

Darwin’s twitter cont’.Darwin’s twitter cont’.

• CD (@georgesCuvier). I’m sorry I didn’t get to say goodbye. Your work was so important, and I will remember you always

• Father Darwin: I‘m sorry I ever tried to persuade you against your wishes. You;ve made me proud. I wonder when you will return?

Jewish future and existence in Russia in 1905 ‘as precarious as a Fiddler on the Roof’

PogromsExpulsions

Reason to change?Reason to change?

PM of TibetPM of Tibet

Children are Children are the Future?the Future?

• No. Teachers are

the Future – NOW

You simply have no idea …..You simply have no idea …..

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