A Powerful Learning Process
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This document discusses the development of powerful learning processes at Red Beach School. It provides an overview of the school's journey to develop a vision focused on helping learners deal with knowledge and understandings. It describes how the school developed a powerful learning process aligned with this vision, with a focus on moving students' thinking from knowing to understanding. The document shares aspects of the school's powerful learning process, including using a "hub" to reflect, question, dialogue and imagine, and student self-assessment tools like Solo Taxonomy to support metacognition.
A Powerful Learning Process
- 1. Deep Thinking the development of a Powerful Learning Process ...a glimpse of one school’s Journey Curriculum Connections July 09
- 2. There are no easy answers to future problems. Art Costa
- 3. One of the core functions of 21st century education is learning to learn in preparation for a lifetime of change. David Miliband, 2003
- 4. 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
- 5. 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
- 6. 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
- 7. Tosurvive, thrive and learn successfully in the predicted future one needs to be able to think!
- 8. Take a minute to share with the people sitting next to you what tools, strategies, techniques you use in the classroom to promote thinking.
- 9. Let’s Share
- 10. Thinking – What’s out there? Caring, Critical, Organisers Creative Learning Strategies Creative Thinking Emotional muscles KWHL Scamper Venn Michael Pohl Intelligence Guy Claxton Think Pair Share BAR Double Bubble Coleman Donut SCORT T-chart Habits of Mind 5 senses Attribute Matrix Art Costa Thinking Hats Modification Define square PMI De Bono Part-whole Multiple SWOT Intelligences Philosophy Thinking Maps Analysis Y chart for kids Gardener David Heryle Sequence Whole Brain Thinking Learning to Association Learn How the brain Hermann learns Memorising Sensory, Short, long term Brain Theory auditory, Visualising memory kinesthetic Anderson’s Mapping Revised Bloom’s Solo Thinkers Keys Brainstorming Taxonomy Extended Tony Ryan Wiederhold’s 3 story Intellect brainstorming Questions Questioning Toolkit Matrix (1991) Bloom’s Inspiration Taxonomy Jamie MacKenzie Kidspiration
- 11. What should one cling on to? Where to start?
- 12. Thinking Big Picture for a moment
- 13. Imagine the learners world like this I – learner sits at the centre We – situated in a community It–has lots of knowledge, understandings and concepts to explore So What – to make a difference
- 14. The thinking required in such a world? I – Metacognition, thinking about my thinking We – Caring thinking, emotional intelligence It – Thinking with, in and about knowledge and understandings So What – design, problem solve, innovate and create the unknown
- 15. Red Beach School Vision Bringing such ideas back to your own context
- 16. Change Fundamental – Creating a vision Ensuring the vision lives
- 17. 3 Keys to Change - Keeping it Simple Vision - Collective direction and purpose Student Profile- What will the Teaching Practice – What student leave the school being able to pedagogical practices are required to do as a result of the vision principles ensure that each student will leave after 6 years as the profile outlines
- 18. Align Practice with Belief
- 19. Powerful Learning where in the big picture does it fit?
- 20. RBS Vision Developed to helps learners deal with the ‘IT’ thinking - that is to make sense of and deal with a multitude of knowledge and understandings. Powerful Learning
- 21. Our Powerful Learning Process
- 22. Change influences More than inquiry Change fundamentals Cross curricular Our steps Ahas AFL Context PL 07 lead teachers One process Strategic direction not linear Lead teachers 08 continued with PL Collective Our Audience Interviewing Embed/Abandon students Vision 05 Science Student profile clarity PL Pedagogical understanding Unpacked LLL 05 06 Inquiry team Power of student Split screen thinking voice What does the teaching practice look like? Going deep – using the hub Using images Being selective – 09 thinking tools Creating a shared language Thinking embedded PL school wide Based on Solo same as focus NCEA
- 23. Shared language Kid friendly Not Linear
- 24. Cross Curricular More than inquiry Pedagogical Understanding
- 25. What does it look like in Practice? 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 Student voice
- 26. Thinking – What do you choose? Caring, Critical, Organisers Creative Learning Strategies Creative Thinking Emotional muscles KWHL Scamper Venn Michael Pohl Intelligence Guy Claxton Think Pair Share BAR Double Bubble Coleman Donut SCORT T-chart Habits of Mind 5 senses Attribute Matrix Art Costa Thinking Hats Modification Define square PMI De Bono Part-whole Multiple SWOT Intelligences Philosophy Thinking Maps Analysis Y chart for kids Gardener David Heryle Sequence Whole Brain Thinking Learning to Association Learn How the brain Hermann learns Memorising Sensory, Short, long term Brain Theory auditory, Visualising memory kinesthetic Anderson’s Mapping Revised Bloom’s Solo Thinkers Keys Brainstorming Taxonomy Extended Tony Ryan Wiederhold’s 3 story Intellect brainstorming Questions Questioning Toolkit Matrix (1991) Bloom’s Inspiration Taxonomy Jamie MacKenzie Kidspiration
- 27. Get It Define Where does the thinking fit? Hub Reflect Describe Dialogue Identify Question Observe Imagine Recall Scan Select Use It List Create Find Debate Record Design/make/evaluate Check source Evaluate Find a better solution Get It Generalise Find Imagine Define Apply Describe Predict Observe Problem solve Synthesize “What if?” Sort It Analyse Sort It Classify Order (sequence) Use It Compare Debate Organise Contrast Classify Generalise Pull apart Imagine Explain (why) Predict Compare Understand Contrast Justify Order “What if?” Pull Apart (Part- Solve whole) Evaluate Summarise Find a better Connect solution Solve Synthesize Being selective Collaborate Summarise Connect Analyse (Cause and effect) Solo embedded (Analogy)
- 28. •Thinking skills •Thinking tools •Thinking strategies Being selective
- 30. 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.
- 31. Progressions Shallow Deep Profound John West Burnham
- 32. Deepening thinking My brainstorm has My brainstorm has My brainstorm has several relevant ideas My brainstorm has several relevant ideas, I one relevant idea several relevant and I can explain why they are linked to the can explain why they are linked to the main ideas main idea idea My definition has My definition My definition has several relevant ideas and My definition has several relevant ideas and one relevant idea identifies several links these to the whole links these to the whole and looks at the idea relevant ideas in a new way My timeline has two My timeline has My timeline has several ideas sequenced My timeline has several ideas sequenced sequenced idea several ideas correctly and I can explain why they are correctly I can explain why they are linked in sequenced correctly linked in this order this order, and predict what might happen next. My Matrix My matrix identifies several relevant My matrix identifies several relevant identifies several comparisons or contrasts and explains why comparisons or contrasts, explains why relevant these are relevant these are relevant and makes a comparisons or generalisation about the comparison contrasts
- 33. Using Solo
- 34. Student Self Assessment Emergent Shallow 1 Shallow 2 Deep Profound Prestructural Unistructural Multistructural Relational Extended Abstract Get it I cannot gather I can get relevant I can locate and get I can locate and gather I can locate and gather Gather information information on my own information from a single information from a range relevant information from relevant information from together source of sources a range of sources and a range of sources and show how it links to the show how it links to the topic by starting to use topic. I reflect, dialogue the hub and question the information Sort it I cannot ‘sort it’ I can sort information I can sort information I can sort information I can sort information Compare and contrast information on my own using a thinking tool e.g a using a range of thinking using a variety of thinking using a variety of thinking findings. matrix or venn tools e.g matrix, venn, tools and can explain why tools and explain why I Make sense of it part-whole I have chosen a particular have chosen a particular tool tool and reflect upon/ evaluate my choice of tool Use it I cannot ‘use it’ on my own. I need support, prompts or scaffolds. I can use the thinking I can use the thinking Apply it verbs at the use it stage verbs at the use it stage to explain my new to explain my new learning. learning and I think beyond what I know and create new ideas and understandings {generalise, predict, Evaluate etc}
- 35. 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 I am starting to reflect on my learning with support or I know reflection is an Understands reflection unsure of what it means. prompts e.g. question starters important and helpful part will help learning. Uses it What am I learning? of the learning process. I continuously across a How am I going? can talk about when, range of situations to what and how I reflect. advance understandings and learning Question I cannot ask a question I can ask a ‘skinny’ I can ask a ‘skinny’ I can use a wide range of I can use a wide range of on my own question question to ‘get’ questions, ‘skinny’ and questions, ‘skinny’ and information ‘deep’ to get and connect ‘deep’ to get and connect information. information. I reflect upon evaluate the effectiveness of the questions I use Dialogue I cannot share what I I can talk about I few I can talk about lots of I can talk about lots of I can talk about lots of have found out things I found out things I found out and things I found out and things I found out and listen to what others say listen to what others say listen to what others say in response in response and explain in response and explain how these responses will how these responses will or will not change my or will not change my thinking thinking and generalise about what I have found out from dialogue with others Imagine I am not sure what it I can imagine many ideas I can imagine many ideas I can imagine many ideas I can imagine many ideas means to imagine about what might be about what might be about what might be about what might be (fluency) (fluency) from many (fluency) from many (fluency) from many different perspectives different perspectives different perspectives (flexibility) (flexibility) and I can (flexibility), I can elaborate these ideas elaborate these ideas (elaboration) (elaboration) and come up with an original idea (originality) Connect I am unable to make I can sometimes make I sometimes have an I make more links and I make more links and connections or links connections with support ‘aha’ and I see a link or connections between connections between or modelling. connection. pieces of knowledge to pieces of knowledge to create new ideas or create new ideas or deeper understandings. deeper understandings and look at these connections in a new way. – generalise predict evaluate
- 36. Where to from here? •Deepen depth of thinking for all •Further develop student self assessment in PL •Exemplify use of process out of school context •Parent education •Expand Teacher and Student resource on KN
- 37. Everyone has a Story to share ...thanks for taking time to share in ours
- 38. Email: sarahm@redbeach.school.nz Blog:sarahmartin74@blogspot.com Website: www.redbeach.school.nz Powerful Learning Process
- 39. Key competencies? I – Managing self We – relating to others Participating and contributing It– Using symbols, language and texts Thinking So What – applying key competencies meaningfully
- 40. I have little content knowledge in a learning area I build my knowledge in an area of need. I am at the get it stage of PL My knowledge of a learning area moves from knowledge to understanding. I understand the big ideas, concepts principles behind the area of learning I apply knowledge and understandings flexibly in facilitating learning. I am responsive to individuals needs to promote future learning. I consciously move learners thinking from knowing to understanding to internalising.
- 41. Progressions Dale Zimmerman – “Self Regulated Learning” • Observation – the learner gains the “image of the skill by watching others model what to do • Imitation – the learner emulates the model and is given feedback about their efforts. • Self Control – the learner no longer has to rely directly on the model and is becoming proficient at the task • Self Regulation – the learner is able to draw on what they already know and can do to adapt the task to a changing environment