Powerful Learning Presentation

Promoting Deep Learning & Thinking the development

of a Powerful Learning

Process...a glimpse of one school’s Journey

Online Bridges ICT Cluster Jan 2010

our Powerful Learning Process

Agenda - Learning Intentions

To learn …• where the RBS Powerful Learning Process fits in

the big picture• why/how the Powerful Learning Process

evolved.• how thinking is embedded as part of the

Powerful Learning Process and can be activated at different levels

• How are learners (teachers and students) supported in the development of PL?

Thinking Big Picture

Imagine the learners world like this

So What – to make a difference

It– has lots of knowledge, understandings and concepts to explore

We – situated in a community

I – learner sits at the centre

Key competencies?

So What – applying key competencies meaningfully

It– Using symbols, language and texts Thinking

We – relating to othersParticipating and contributing

I – Managing self

Connecting to the NZ Curriculum

The thinking required in such a world?

So What – design, problem solve, innovate and create the unknown

It – Thinking with, in and about knowledge and understandings

We – Caring thinking, emotional intelligence

I – Metacognition, thinking about my thinking

Red Beach School Vision

Change Fundamental – Creating a vision

Ensuring the vision lives

3 Keys to Change - Keeping it Simple

Vision - Collective direction and purpose

Student Profile- What will the student leave the school being able to do as a result of the vision principles

Teaching Practice – What pedagogical practices are required to ensure that each student will leave after 6 years as the profile outlines

Student Profile

Student voice

Detailed Student Profile Concepts and Competencies

Effective Teaching Practice

How am I going? Where am I going? Where to next?

Align Practice with Belief

Powerful Learning where in the big picture does it fit?

RBS Vision

Powerful Learning

Developed to help learners deal with the ‘IT’ thinking - that is to make sense of and deal with a multitude of knowledge and understandings

Learning Intentions

I am learning …• where the Powerful Learning Process fits in the

big picture

• why/how the Powerful Learning Process evolved.

• how thinking is embedded as part of the Powerful Learning Process and can be activated at different levels

There are no easy answers to future problems.

Art Costa

One of the core functions of 21st century education is

learning to learn in preparation for a lifetime of change.

David Miliband, 2003

We need to produce people who know how to act when they are faced with situations for which they were not specifically prepared.Seymour Papert, 1998

Learning Intentions

big picture

• why/how the Powerful Learning Process evolved.

• how thinking is embedded as part of the Powerful Learning Process and can be activated at different levels

Unpacked LLL

Embed/Abandon

Vision

What does the teaching practice look like?

Interviewing students

Strategic direction

Student profile clarity

Using images

Collective

AFL Context PL lead teachers 07

Power of student voice

Inquiry team06

08Lead teachers

continued with PL

Science

Split screen thinking

One process not linear

Being selective – thinking tools

Thinking embeddedBased on Solo same as NCEA

More than inquiryCross curricular

Creating a shared language

PL school wide focus

Change influences

Change fundamentals

Our steps

Going deep – using the hub

Our Audience

PL Pedagogical understanding

The test of successful education is not the amount of knowledge that pupils take away from school, but their appetite to think, know and their capacity to learn.Sir Richard Livingstone, 1941

Pedagogy should at its best be about what teachers do that not only helps

students to learn but actively strengthens their capacity

to think and learnDavid Hargreaves, 2004

To survive, thrive and learn

successfully in the predicted future one needs to be able to

think!

Take a minute to share with the people sitting next to you what tools, strategies, techniques you use in the classroom to promote thinking.

Let’s Share

Thinking – What’s out there?Caring, Critical, Creative

Michael PohlEmotional Intelligence

ColemanHabits of Mind

Art Costa

Learning muscles

Guy Claxton

Thinking Maps

David Heryle

Organisers

Double Bubble

T-chart

Matrix

Define square

Part-whole

Analysis

Sequence

Association

Thinking Hats

De BonoMultiple Intelligences

GardenerWhole Brain Thinking

Hermann

Learning to Learn

Thinkers Keys

Tony Ryan

Questioning Toolkit

Jamie MacKenzie

Creative Thinking

Scamper

Attribute Modification

Bloom’s Taxonomy

3 story Intellect

Solo Taxonomy

Anderson’s Revised Bloom’s

Wiederhold’s Questions Matrix (1991)

Inspiration

Kidspiration

Strategies

Think Pair Share

5 senses

Y chart

BrainstormingExtended brainstorming

Short, long term memory

Brain Theory

How the brain learns

Sensory, auditory, kinesthetic

Mapping

Memorising

Visualising

Philosophy for kids

What should one cling on to?

Where to start?

Learning Intentions

big picture• why/how the Powerful Learning Process

HubReflectDialogueQuestionImagine

Get ItDefineDescribeIdentifyObserveRecallScanSelectListFindRecordCheck source

Get ItFindDefineDescribeObserve

Use ItCreateDebateDesign/make/evaluateEvaluateFind a better solutionGeneraliseImagineApplyPredictProblem solveSynthesize“What if?”

Use ItDebateGeneraliseImaginePredictJustify“What if?”EvaluateFind a better solutionSynthesize

Sort ItAnalyseClassifyCompareContrastPull apartExplain (why)UnderstandOrderSolveSummariseConnectCollaborate

Sort ItOrder (sequence)OrganiseClassify

CompareContrastPull Apart (Part-whole)

SolveSummarise ConnectAnalyse(Cause and effect)(Analogy)

Being selectiveSolo embedded

Where does the thinking fit?

Being selective

•Thinking skills

•Thinking tools

•Thinking strategies

Shared language

Kid friendly

Not Linear

Science Investigation

Cross Curricular

More than inquiry

Pedagogical Understanding

What do you understand by the phrase

More than Inquiry?

Gather it, find it, observe it, describe it, experience it

Make sense of it, organise it, analyse it, classify it, compare it

Apply it, make use of it, generalise

How does it look in Practice?

Rm 2 - Year 1

Moving knowing to understanding

The hub

The hub is central to deepening knowledge

As much time should be spent reflecting, imagining, questioning and dialoguing about a learning experience as was spent doing the actual learning experience

We must move away from a hoop hopping mentality of doing a whole lot of activities one after the other.

Dialogue clip rm 15

Shift in Thinking

Developing Progressions

• Key Competencies – showing growth• Acknowledging Complexity of Learner, not linear • Shallow, Deep, Profound – John West Burnham• Motivating Learners

Answering

How am I going?

Where am I going?

Where to next?

Progression photos

Where are our students on the

progression ?

Is there a hierarchy of thinking?

Lower vs higher thinking?

Deepening thinkingMy brainstorm has one relevant idea

My brainstorm has several relevant ideas

My brainstorm has several relevant ideas and I can explain why they are linked to the main idea

My brainstorm has several relevant ideas, I can explain why they are linked to the main idea

My definition has one relevant idea

My definition identifies several relevant ideas

My definition has several relevant ideas and links these to the whole

My definition has several relevant ideas and links these to the whole and looks at the idea in a new way

My timeline has two sequenced idea

My timeline has several ideas sequenced correctly

My timeline has several ideas sequenced correctly and I can explain why they are linked in this order

My timeline has several ideas sequenced correctly I can explain why they are linked in this order, and predict what might happen next.

My Matrixidentifies several relevant comparisons or contrasts

My matrix identifies several relevant comparisons or contrasts and explains why these are relevant

My matrix identifies several relevant comparisons or contrasts, explains why these are relevant and makes a generalisation about the comparison

Using Solo

Emergent Shallow 1 Shallow 2 Deep Profound

Prestructural Unistructural Multistructural Relational Extended Abstract

Get itGather information together

I cannot gather information on my own

I can get relevant information from a single

source

I can locate and get information from a range

of sources

I can locate and gather relevant information from a range of sources and show how it links to the topic by starting to use

the hub

I can locate and gather relevant information from a range of sources and show how it links to the topic. I reflect, dialogue

and question the information

Sort itCompare and contrast findings.Make sense of it

I cannot ‘sort it’ information on my own

I can sort information using a thinking tool e.g a

matrix or venn

I can sort information using a range of thinking

tools e.g matrix, venn, part-whole

I can sort information using a variety of thinking tools and can explain why I have chosen a particular

I can sort information using a variety of thinking

tools and explain why I have chosen a particular

tool and reflect upon/ evaluate my choice of

Use itApply it

I cannot ‘use it’ on my own. I need support, prompts or scaffolds. I can use the thinking verbs at the use it stage

to explain my new learning.

I can use the thinking verbs at the use it stage

to explain my new learning and I think

beyond what I know and create new ideas and

understandings {generalise, predict,

Evaluate etc}

Student Self Assessment

The HUB – Moving ‘knowing something to understanding it’

I use the hub to ‘make meaning’ and ‘make sense’ of new ideas, knowledge and facts

Reflect I cannot reflect and am unsure of what it means.

I am starting to reflect on my learning with support or prompts e.g. question starters

What am I learning?How am I going?

I know reflection is an important and helpful part of the learning process. I

can talk about when, what and how I reflect.

Understands reflection will help learning. Uses it

continuously across a range of situations to

advance understandings and learning

Question I cannot ask a question on my own

I can ask a ‘skinny’ question

I can ask a ‘skinny’ question to ‘get’

information

I can use a wide range of questions, ‘skinny’ and

‘deep’ to get and connect information.

I can use a wide range of questions, ‘skinny’ and

‘deep’ to get and connect information. I reflect upon evaluate the

effectiveness of the questions I use

Dialogue I cannot share what I have found out

I can talk about I few things I found out

I can talk about lots of things I found out and

listen to what others say in response

I can talk about lots of things I found out and listen to what others say in response and explain how these responses will or will not change my thinking

I can talk about lots of things I found out and

listen to what others say in response and explain how these responses will

or will not change my thinking and generalise about what I have found out from dialogue with

others

Imagine I am not sure what it means to imagine

I can imagine many ideas about what might be

(fluency)

I can imagine many ideas about what might be (fluency) from many

different perspectives (flexibility)

I can imagine many ideas about what might be (fluency) from many different perspectives (flexibility) and I can elaborate these ideas (elaboration)

I can imagine many ideas about what might be (fluency) from many

different perspectives (flexibility), I can

elaborate these ideas (elaboration) and come up with an original idea

(originality)

Connect I am unable to make connections or links

I can sometimes make connections with support or modelling.

I sometimes have an ‘aha’ and I see a link or connection.

I make more links and connections between pieces of knowledge to create new ideas or deeper understandings.

I make more links and connections between

pieces of knowledge to create new ideas or

deeper understandings and look at these

connections in a new way. – generalise predict

evaluate

Learning Intentions

big picture• why/how the Powerful Learning Process

Our Resources

Where to from here?

•Continue to experiment and use PL in all curriculum areas

•Dialogue whether we use the term Powerful Learning correctly

•Deepen depth of thinking

•Further develop student self assessment in PL

•Exemplify use of process out of school context

•Parent education

•Continue to expand Teacher and Student resource on KN

Promoting Depth of Learning

Time to get Practical

Workshop and Discussion

Tawa ICT Cluster Jan 2010

Workshop Intentions

• to clarify any questions, wonderings, thoughts, areas you would like expanded from the previous session.

• to encourage you to reflect on current practice• to begin to think about and intentionally design

learning experiences for students that activate deep and engaging thinking and learning.

Take a moment to record your questions and wonderings from this morning?

Warming up - Have a Think

How do you currently design learning so that it promotes deep engaging learning and thinking?

• In Maths?• Reading?• Key competency?

Break into groups of 4 and share an example of a task that you feel extended and stretched students thinking?

Defining

Thinking about the hub

• Where would you take the learning next with these students?

• What strategies do you use in your classroom to maximise participation and engagement

The hub

Reflecting on a recent experience

Moving beyond busy work, surface learning, sit down colour in, cr-p!!

Promoting what kind of thinking?

Scenario

• Take a reading lesson for example – students are working independently of the teacher – what learning experience could they be involved in that encourages learners to engage in ‘Sort it’ or ‘Use it’ thinking?

Your focus

• Think about the major conceptual understandings (topic) you are wanting to promote in students in the next couple of terms? (e.g. Citizenship)

• What powerful learning/thinking do you want to develop in your learners?

• How are you going to design learning to develop students ability to think and develop the necessary conceptual understandings?How might you integrate literacy with your Social Science or Science focus?

Designing Learning

• Get it(Input)

• Sort it(process)

• Use it(Output)

Less is more - what will you go deep with?

Pedagogical Understanding

• Framing QuestionsAs you ______ (e.g. compare) the textures on the different slopes what conclusions are you starting to form about friction?

• As you… - presupposition

• Thinking Verb (Compare) - type of thinking being reinforced

• Take thinking beyond ‘Get it’ knowledge recall

Framing Questions

• Guy Claxton shared some research - outlining that 98% of teachers questioning remains at a surface level.

• What questions are required to take students thinking and learning to deep levels? What questions spark depth of student reflection, questioning and dialoguing?

The hub

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