Being explicit about

learning

Focusing feedback on improvement

Gathering evidence of

learning

Handing on responsibility for learning

Participation

Dialogue

Engagement

Thinking

A Highland A Highland CPD Journey CPD Journey 04 - 0804 - 08

Embedding Embedding a Curriculum for Excellence a Curriculum for Excellence

in the classroomin the classroom

Participation

Dialogue

Engagement

Thinking

Fostering critical and creative thinkers

General aimsGeneral aims

1 Develop a coherent conception of formative assessment

2 Explore the links between formative assessment and approaches to making thinking explicit as a powerful way of fostering the CfE capacities

Being explicit about

learning

Focusing feedback on improvement

Gathering evidence of

learning

Handing on responsibility for learning

Dialogue

Fostering autonomous learners

General aimsGeneral aims

3 Encourage teacher learning communities which foster reflective professionals through a variety of approaches to CPD

4 Raise achievement, motivation and confidence

To enable all young people to become

Successful learners withenthusiasm and motivation for learningdetermination to reach high standards of achievementopenness to new thinking and ideas

and able touse literacy, communication and numeracy skillsuse technology for learningthink creatively and independentlylearn independently and as part of a groupmake reasoned evaluationslink and apply different kinds of learning in new situations

Confident individuals withself respecta sense of physical, mental and emotional wellbeingsecure values and beliefsambition

and able torelate to others and manage themselvespursue a healthy and active lifestylebe self awaredevelop and communicate their own beliefs and view of the worldlive as independently as they canassess risk and take informed decisionsachieve success in different areas of activity

Responsible citizens withrespect for otherscommitment to participate responsibly in political, economic, social and cultural life

and able todevelop knowledge and understanding of the world and Scotland’s place in itunderstand different beliefs and culturesmake informed choices and decisionsevaluate environmental, scientific and technological issuesdevelop informed, ethical views of complex issues

Effective contributors withan enterprising attituderesilienceself-reliance

and able tocommunicate in different ways and in different settingswork in partnership and in teamstake the initiative and leadapply critical thinking in new contextscreate and developsolve problems

To enable all young people to become

Successful learners withenthusiasm and motivation for learningdetermination to reach high standards of achievementopenness to new thinking and ideas

and able touse literacy, communication and numeracy skillsuse technology for learningthink creatively and independentlylearn independently and as part of a groupmake reasoned evaluationslink and apply different kinds of learning in new situations

Confident individuals withself respecta sense of physical, mental and emotional wellbeingsecure values and beliefsambition

and able torelate to others and manage themselvespursue a healthy and active lifestylebe self awaredevelop and communicate their own beliefs and view of the worldlive as independently as they canassess risk and take informed decisionsachieve success in different areas of activity

Responsible citizens withrespect for otherscommitment to participate responsibly in political, economic, social and cultural life

and able todevelop knowledge and understanding of the world and Scotland’s place in itunderstand different beliefs and culturesmake informed choices and decisionsevaluate environmental, scientific and technological issuesdevelop informed, ethical views of complex issues

Effective contributors withan enterprising attituderesilienceself-reliance

and able tocommunicate in different ways and in different settingswork in partnership and in teamstake the initiative and leadapply critical thinking in new contextscreate and developsolve problems

Creative thinking

To enable all young people to become

Successful learners withenthusiasm and motivation for learningdetermination to reach high standards of achievementopenness to new thinking and ideas

and able touse literacy, communication and numeracy skillsuse technology for learningthink creatively and independentlylearn independently and as part of a groupmake reasoned evaluationslink and apply different kinds of learning in new situations

Confident individuals withself respecta sense of physical, mental and emotional wellbeingsecure values and beliefsambition

and able torelate to others and manage themselvespursue a healthy and active lifestylebe self awaredevelop and communicate their own beliefs and view of the worldlive as independently as they canassess risk and take informed decisionsachieve success in different areas of activity

Responsible citizens withrespect for otherscommitment to participate responsibly in political, economic, social and cultural life

and able todevelop knowledge and understanding of the world and Scotland’s place in itunderstand different beliefs and culturesmake informed choices and decisionsevaluate environmental, scientific and technological issuesdevelop informed, ethical views of complex issues

Effective contributors withan enterprising attituderesilienceself-reliance

and able tocommunicate in different ways and in different settingswork in partnership and in teamstake the initiative and leadapply critical thinking in new contextscreate and developsolve problems

Critical thinking

To enable all young people to become

Successful learners withenthusiasm and motivation for learningdetermination to reach high standards of achievementopenness to new thinking and ideas

and able touse literacy, communication and numeracy skillsuse technology for learningthink creatively and independentlylearn independently and as part of a groupmake reasoned evaluationslink and apply different kinds of learning in new situations

Confident individuals withself respecta sense of physical, mental and emotional wellbeingsecure values and beliefsambition

and able torelate to others and manage themselvespursue a healthy and active lifestylebe self awaredevelop and communicate their own beliefs and view of the worldlive as independently as they canassess risk and take informed decisionsachieve success in different areas of activity

Responsible citizens withrespect for otherscommitment to participate responsibly in political, economic, social and cultural life

and able todevelop knowledge and understanding of the world and Scotland’s place in itunderstand different beliefs and culturesmake informed choices and decisionsevaluate environmental, scientific and technological issuesdevelop informed, ethical views of complex issues

Effective contributors withan enterprising attituderesilienceself-reliance

and able tocommunicate in different ways and in different settingswork in partnership and in teamstake the initiative and leadapply critical thinking in new contextscreate and developsolve problems

Information processing

To foster

Motivated young people withenthusiasm and motivation for learningdetermination to reach high standards of achievement

self respecta sense of physical, mental and emotional wellbeingsecure values and beliefsambitionrespect for otherscommitment to participate responsibly in political, economic, social and cultural lifean enterprising attituderesilienceself-reliance

Creative thinkers withopenness to new thinking and ideas

who canthink creatively and independentlylink and apply different kinds of learning in new situationscommunicate in different ways and in different settingscreate and developsolve problems

Critical thinkers who canmake reasoned evaluationsassess risk and take informed decisionsmake informed choices and decisionsevaluate environmental, scientific and technological issuesdevelop informed, ethical views of complex issues apply critical thinking in new contexts

Information processors who candevelop knowledge and understanding of the world and Scotland’s place in itunderstand different beliefs and cultures learn independently and as part of a group use technology for learningbe self aware

Affective Cognitive

CognitiveCognitive

Developing a coherent conception of Developing a coherent conception of formative assessment: formative assessment:

Principles and practicePrinciples and practice

ThinkingThinking Peer and Peer and self-self-assessmentassessment

Engagement

Participation

Dialogue

Being explicit about learning

Focusing feedback on improvement

Gathering evidence of learning

Fostering the CfE capacities Fostering the CfE capacities

Dialogue & ThinkingDialogue & Thinking Peer and self-Peer and self-assessmentassessment

ACfE ACfE dispositions and capacitiesdispositions and capacities

(critical and creative thinkers)(critical and creative thinkers)

MetacognitiveMetacognitive

discussiondiscussion

Pupils taking Pupils taking responsibility responsibility for their own for their own

learninglearning

The Highland Model

Metacognitivediscussion

CfEdispositions and capacities

(critical and creative thinkers)

Pupils taking responsibility for

learning

Peer and self-

assessment

Being explicit about learning

Gathering evidence of learning

Focusing feedback on improvement

PRACTICE

Engagement

Thinking

Participation

PRINCIPLES

Dialogue

Metacognitivediscussion

CfEdispositions and capacities

(critical and creative thinkers)

Pupils taking responsibility for

learning

Metacognitivediscussion

CfEdispositions and capacities

(critical and creative thinkers)

Pupils taking responsibility for

learning

Peer and self-

assessment

Being explicit about learning

Gathering evidence of learning

Focusing feedback on improvement

PRACTICE

Peer and self-

assessment

Being explicit about learning

Gathering evidence of learning

Focusing feedback on improvement

PRACTICE

Engagement

Thinking

Participation

PRINCIPLES

Dialogue

Engagement

Thinking

Participation

PRINCIPLES

Dialogue

A model of engagement

A coherent structural organiser for learning and teaching

(FLaT outcome 1)

Foster the CfE capacities and raising Foster the CfE capacities and raising attainment in S4-6attainment in S4-6

Three ‘tensions’ from Scottish researchThree ‘tensions’ from Scottish research

11 Principles or strategies?Principles or strategies?22 Formative / summative tension within Formative / summative tension within

existing assessment and qualification existing assessment and qualification arrangementsarrangements

33 Formative / summative / accountability Formative / summative / accountability tension – competing agendas at school, tension – competing agendas at school, LA and national levelLA and national level

Highland peer and self assessment Highland peer and self assessment initiative 06 – 08’initiative 06 – 08’

Raising achievement and attainment through the Raising achievement and attainment through the use of structured peer and self assessment in the use of structured peer and self assessment in the upper secondary classroom. upper secondary classroom.

‘‘Aye right!’Aye right!’

Addressing the perceived formative / summative Addressing the perceived formative / summative tension in tension in English, maths, science, social studies English, maths, science, social studies and modern languages and modern languages through teacher learning through teacher learning communities.communities.

Opportunities, challenges & Opportunities, challenges & recommendationsrecommendations

jigsawingjigsawingexplore classic mistakesexplore classic mistakesthe formative use of summative teststhe formative use of summative testsNABS as opportunities for peer and self assessmentNABS as opportunities for peer and self assessment

--------------------------------------------------------time lost or time gained?time lost or time gained?coaching through exams or fostering robust learners?coaching through exams or fostering robust learners?pupils more motivatedpupils more motivatedneed for less teacher direction – pupils taking greater need for less teacher direction – pupils taking greater responsibility for their own learningresponsibility for their own learning

the high roads and low roads to attainment!the high roads and low roads to attainment!

Changing assessment practiceChanging assessment practice

““In the end, change can only be embedded In the end, change can only be embedded if teachers actively engage with the ideas if teachers actively engage with the ideas and principles underpinning the advocated and principles underpinning the advocated practices and if the environments in which practices and if the environments in which they work are supporting such they work are supporting such engagement.”engagement.”

Mary James and David PedderMary James and David Pedder

Being explicit about

learning

Focusing feedback on improvement

Gathering evidence of

learning

Handing on responsibility for learning

Participation

Dialogue

Engagement

Thinking

Fostering critical and creative thinkers

Fostering autonomous learners

and the journey continues…