Download ppt - Powerful learning

1. Promoting DeepLearning & Thinking the developmentof a Powerful Learning Process ...aglimpseof oneschoolsJourney Manaiakalani Cluster March 2010

2. our Powerful Learning Process 3. Agenda- LearningIntentions

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?

4. Thinking Big Picture 5. Imaginethe learners worldlike this So Whatto make a differenceIt has lots of knowledge,understandings and concepts to explore We situated in a community I learner sits at the centre 6. Key competencies ? Connecting to the NZ Curriculum So Whatapplying key competenciesmeaningfullyIt Using symbols, language and textsThinking We relating to others Participating and contributing I Managing self 7. Thethinkingrequiredin such aworld ? So Whatdesign, problem solve, innovateand create the unknownItThinking with, in and about knowledgeand understandings We Caring thinking, emotional intelligence I Metacognition, thinking about my thinking 8. Red Beach School Vision 9. Change Fundamental Creating avision

Ensuringthevision lives

10. 3 Keysto 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 11. StudentProfile Student voice 12. DetailedStudent ProfileConcepts and Competencies 13. EffectiveTeaching Practice 14. How am I going?Where am I going?Where to next? 15. AlignPracticewith Belief 16. Powerful Learning where in the big picture does it fit? 17. 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 18. LearningIntentions

I am learning

where the Powerful Learning Process fits in the big picture

why /how the Powerful Learning Process evolved.

19. 20. There are no easy answers to future problems. Art Costa 21. One of the core functions of 21st century education is learning to learn in preparation for a lifetime of change. David Miliband, 2003 22. 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 23. LearningIntentions

I am learning

why/ howthe Powerful Learning Process evolved.

24. Unpacked LLL Embed/Abandon Vision What does the teaching practice look like? 05 05 Interviewing students Strategic direction Student profile clarity Using images Collective AFL Context PL lead teachers07 Power of student voice Inquiry team 06 08 Lead teachers continued with PL Science Split screen thinking One process not linear Being selective thinking tools Thinking embedded Based on Solo same as NCEA More than inquiry Cross curricular Creating a shared language 09 PL school wide focus Going deep using the hub Our Audience PL Pedagogical understanding Change influences Change fundamentals Our steps Ahas 25. 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 26. 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 learn David Hargreaves, 2004 27. To survive , thrive andlearn successfully in thepredictedfutureoneneedsto be abletothink! 28.

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

29. LetsShare 30. Thinking Whats out there? Caring, Critical, Creative Michael Pohl Emotional Intelligence Coleman Habits of Mind Art Costa Learning musclesGuy Claxton Thinking MapsDavid Heryle OrganisersVenn Double Bubble T-chart Matrix Define square Part-whole Analysis Sequence Association Thinking HatsDe Bono Multiple IntelligencesGardener Whole Brain Thinking HermannLearning to Learn Thinkers KeysTony Ryan QuestioningToolkit Jamie MacKenzie Creative ThinkingScamper BAR SCORT Attribute Modification Blooms Taxonomy 3 story Intellect SoloTaxonomy Andersons Revised Blooms Wiederholds Questions Matrix (1991) Inspiration Kidspiration StrategiesKWHL Think Pair Share Donut 5 senses PMI SWOT Y chart Brainstorming Extended brainstorming Short, long term memory Brain Theory How the brain learns Sensory, auditory, kinesthetic Mapping Memorising Visualising Philosophy for kids 31. What should one cling on to ? Where to start ? 32. LearningIntentions

I am learning

33. Hub Reflect Dialogue Question Imagine Sort It Analyse Classify Compare Contrast Pull apart Explain (why) Understand Order Solve Summarise Connect Collaborate Sort It Order (sequence) Organise Classify Compare Contrast Pull Apart (Part-whole) Solve SummariseConnect Analyse ( Cause and effect ) ( Analogy ) Wheredoes thethinkingfit? Get It Define Describe Identify Observe Recall Scan Select List Find Record Check source Get It Find Define Describe Observe Use It Create Debate Design/make/evaluate Evaluate Find a better solution Generalise Imagine Apply Predict Problem solve Synthesize What if? Use It Debate Generalise Imagine Predict Justify What if? Evaluate Find a better solution Synthesize Beingselective Solo embedded 34. Being selective

Thinking skills

Thinking tools

Thinking strategies

35. Shared language Kidfriendly NotLinear 36. ScienceInvestigation 37. Cross Curricular More than inquiry Pedagogical Understanding 38. What do you understand by the phrase More than Inquiry? 39. 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 Howdoesit look inPractice ? Rm 2 - Year 1 40. Movingknowing tounderstanding 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 The hub 41. Shift in Thinking DevelopingProgressions

Key Competencies showing growth

Acknowledging Complexity of Learner, not linear

Shallow, Deep, Profound John West Burnham

Motivating LearnersAnswering

How am I going? Where am I going? Where to next? 42. Progressionphotos 43. Whereare ourstudents on theprogression ? 44. Is there a hierarchy of thinking? 45. Hub Reflect Dialogue Question Imagine Sort It Analyse Classify Compare Contrast Pull apart Explain (why) Understand Order Solve Summarise Connect Collaborate Sort It Order (sequence) Organise Classify Compare Contrast Pull Apart (Part-whole) Solve SummariseConnect Analyse ( Cause and effect ) ( Analogy ) Lower vs higher thinking? Get It Define Describe Identify Observe Recall Scan Select List Find Record Check source Get It Find Define Describe Observe Use It Create Debate Design/make/evaluate Evaluate Find a better solution Generalise Imagine Apply Predict Problem solve Synthesize What if? Use It Debate Generalise Imagine Predict Justify What if? Evaluate Find a better solution Synthesize 46. Deepening thinking My matrix identifies several relevant comparisons or contrasts, explains why these are relevant and makes a generalisation about the comparisonMy matrix identifies several relevant comparisons or contrasts and explains why these are relevant My Matrix identifies several relevant comparisons or contrasts My timeline has several ideas sequenced correctly I can explain why they are linked in this order, and predict what might happen next.My timeline has several ideas sequenced correctly and I can explain why they are linked in this orderMy timeline has several ideas sequenced correctly My timeline has two sequenced idea My definition has several relevant ideas and links these to the whole and looks at the idea in a new way My definition has several relevant ideas and links these to the whole My definition identifies several relevant ideas My definition has one relevant idea My brainstorm has several relevant ideas, I can explain why they are linked to the main ideaMy brainstorm has several relevant ideas and I can explain why they are linked to the main ideaMy brainstorm has several relevant ideas My brainstorm has one relevant idea 47. Using Solo 48. StudentSelf Assessment I can use the thinking verbs at the use it stage to explain my new learning andI think beyond what I know and create new ideas and understandings {generalise, predict, Evaluate etc} I can use the thinking verbs at the use it stage to explain my new learning. I cannot use it on my own.I need support, prompts or scaffolds. Use it Apply it 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 toolI can sort information using a variety of thinking tools and can explain why I have chosen a particular tool I can sort information using a range of thinking tools e.g matrix, venn, part-whole I can sort information using a thinking tool e.g a matrix or venn I cannot sort it information on my own Sort it Compare and contrast findings. Make sense of it 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 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 get information from a range of sources I can get relevant information from a single source I cannot gather information on my own Get it Gather information together Extended Abstract Relational Multistructural Unistructural Prestructural Profound Deep Shallow 2 Shallow 1 Emergent 49. I make more links and connections between pieces of knowledge to create new ideas or deeper understandings and lookat these connections in a new way. generalise predict evaluate I make more links and connections between pieces of knowledge to create new ideas or deeper understandings. I sometimes have an aha and I see a link or connection. I can sometimes make connections with support or modelling. I am unable to make connections or links Connect 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) 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 imagine many ideas about what might be (fluency) I am not sure what it means to imagine Imagine 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 othersI 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 thinkingI can talk about lots of things I found out and listen to what others say in response I can talk about I few things I found out I cannot share what I have found out Dialogue I can use a wide range of questions, skinny and deep to get and connect information.I reflect upon evaluate the effectiveness of thequestions I use I can use a wide range of questions, skinny and deep to get and connect information. I can ask a skinny question to get information I can ask a skinny question I cannot ask a question on my own Question Understands reflection will help learning.Uses it continuously across a range of situations to advance understandings and learning I know reflection is an important and helpful part of the learning process.I can talk about when, what and how I reflect. 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 cannot reflect and am unsure of what it means. Reflect The HUB Moving knowing something to understanding it I use the hub to make meaning and make sense of new ideas, knowledge and facts 50. LearningIntentions

I am learning

51. Our Resources 52. 53. 54.

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