Powerful Learning Presentation

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Here is the presentation presented to Pt England School cluster.

Text of Powerful Learning Presentation

  • 1. Promoting DeepLearning & Thinking the developmentof a Powerful Learning Process ...aglimpseof oneschoolsJourney Online Bridges ICT Cluster Jan 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.
  • 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?

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
  • where the Powerful Learning Process fits in the big picture
  • why/ howthe 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?

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

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 s