Moving towards a student-centred classroom: Self assessment and self evaluation

1. Moving towards a student-centred classroom: Self assessment and self evaluation Professor John MacBeath

2. Title Text • Why children fail • How children learn • Why schools fail • How schools learn

3. Title Text Imagine yourself on a ship sailing across an unknown sea, to an unknown destination. An adult would be desperate to know where he is going. But a child only knows he is going to school...The chart is neither available nor understandable to him... Very quickly, the daily life on board ship becomes all important ... The daily chores, the demands, the inspections, become the reality, not the voyage, nor the destination. (Mary Alice White, 1971)

4. Title Text Why children fail • Low self efficacy • Labelling • Forms of marking and grading • Peer pressure • Lack of prior learning • Misconception • Lack of appropriate tools • Context specificity • Lack of social capital

5. Children and young people live nested lives, so that when classrooms do not function as we want them to, we go to work on improving them. Those classrooms are in schools, so when we decide that those schools are not performing appropriately, we go to work on improving them, as well. But those young people are also situated in families, in neighbourhoods, in peer groups who shape attitudes and aspirations often more powerfully than their parents or teachers. David Berliner, 2005

6. Does learning last? Does it transfer? unfamiliar LEARNING INTHE UNFAMILIAR tasks/ problems unfamiliar tasks/ problems novel problems in familiar contexts novel problems in familiar contexts unfamiliar problems in unfamiliar contexts unfamiliar problems in unfamiliar contexts familiar problems in familiar contexts familiar problems in familiar contexts familiar problems in novel contexts familiar familiar contexts/situations contexts/situations

7. Does learning last? Does it transfer? unfamiliar LEARNING INTHE UNFAMILIAR tasks/ problems unfamiliar tasks/ problems novel problems in familiar contexts novel problems in familiar contexts unfamiliar problems in unfamiliar contexts unfamiliar problems in unfamiliar contexts familiar problems in familiar contexts familiar problems in familiar contexts familiar problems in novel contexts familiar familiar contexts/situations contexts/situations

8. Title Text Intelligence is knowing what to do when you don’t know what to do (Jean Piaget)

9. Title Text Why do schools fail?

10. School as a prison • School as a factory • School as a democracy • School as a learning • community Images of School

11. Learning disabilities are tragic in children but they are fatal in organisations Peter Senge , 1996

12. Title Text Organisational learning disabilities • I am my position • Nothing fails like success • The enemy is out there • The parable of the boiled frog

14. Title Text Why do teachers fail? TOXINS • anxiety over coverage • internal competitiveness • emphasis on marking • parental pressures • being judged • being overdirected • not being listened to • being misunderstood

15. Title Text How do children learn?

16. 7 key ideas in learning theory • Cognitive conflict (Piaget) • ‘Bandwidth’ (Qvotrup) • Mediation of emotional centres (Damasio) • Attention to the learning moment (Perkins) • Leverage (Dewey) • A social activity (Vygotsky) • Flow (Czikzentmihalyi)

17. challenge high FLOW ANXIETY skill low skill high BOREDOM APATHY challenge low

18. Title Text “I teach my teddy what I’m learning in class. He is now the smartest teddy in the street.” And she is now the smartest girl in the class

20. Teaching and learning in the wild Embedded in relationships Contextualised Learner-centred Concerned with skills and dispositions Supportive but challenging Enjoyable but risky Relaxed but alert Age blind

22. students decide adults support The ladder of participation adults and students take joint decisions adults decide based on student views adults consult on minor matters adults decide with students as ‘decoration’ adults decide

23. students decide adults support The ladder of participation participation adults and students take joint decisions invitation adults decide based on student views adults consult on minor matters decoration adults decide with students as ‘decoration’ adults decide manipulation

24. Title Text HOW DO TEACHERS LEARN? • Peer observation • Lesson study • Co teaching • Mentoring, coaching and critical friendship • Learning from and with students • Collaborative lesson planning • Learning conversations • Sharing and discussing students’ work • Structured practice-focused meetings • Learning walls

25. Title Text The teacher conducts a lesson, purpose and plan is made explicit Colleagues observe with a research question they want to explore Group meets to discuss their observations and offers critique Another teacher implements revised lesson, again observed The teacher conducts a lesson, purpose and plan in made explicit Colleagues observe with a research question they want to explore Group meets to discuss their observations and offers critique Another teacher implements revised lesson, again observedThe teacher

26. Reflective diarying

27. Title Text • Bullet point • Bullet point

28. What do teachers do? • Multi task • Read the context • Listen to the silences • Tune into the right bandwidths • Create a climate for learning • Find time for what matters • Balance task, individual and group

29. The TIG principle Individual Group Task

30. The TFD principle Thinking Doing Feeling

31. Setting learning goals Assessment AS learning Using assessment data to monitor and plan next steps Giving and getting feedback about progress Assessment OF learning Assessment FOR learning Thoughtful questions, careful listening, and reflective responses

32. Questions of visibility Is thinking visible here? Are pupils explaining things to one another? Are they offering creative ideas? Are they using the language of thinking? Am I? Are students debating interpretations? How is assessment enhancing thinking/feeling? Is this an environment conducive to learning?

33. MYST routine Me: How do I model thinking? How do I make my own thinking visible? You: How do I make my students’ thinking visible? Space: How is the environment of the classroom organized to help facilitate thinking? Time: How can I give thinking moretime in my classroom? How does thinking change over time?

34. 7 classroom routines What makes you say that? Connect, extend, challenge What do you think you know? What puzzles you? What do you wonder about? Think Pair Share I used to think…now I think

35. What do I know about learning? How am I smart? What works best for me? Who do I learn best with? What are my strengths and weaknesses? Where and when do I learn best? What helps and hinders my learning?

36. Title Text From delivery to learning partnerships • Delivering the curriculum • Discussing purposes and objectives of learning • Pupils devising indicators of achievement • Pupils as assessors their own and others’ work • Pupils as determiners of learning • Pupils as learning partners

37. Lui Chiu Yee, Kylie (Tai Po Old Market [Plover Cove] Public School) “When we get older, teachers don’t tell us the answers. They ask questions, and let us find the answers by ourselves. We may surf the Internet, and go to the library to find some books. When we do it in this way, we can learn how to learn. We will be more interested in the things we learn. We also think that if teachers just stand in the classroom and talk and talk, it will be so boring. This is active education and we like it very much. Teachers always ask us to do some projects, and before they teach us they ask us to find some information, so we can learn by ourselves. They would tell us more, so we can remember it well.”

38. WHO GETS THE JOB? • Seeks out opportunities to learn • Acts with integrity • Adapts to differences • Is committed to making a difference • Seeks broad based knowledge • Brings out the best in other people • Is insightful - sees things from new angles • Has courage to take risks • Seeks out and uses feedback • Learns from mistakes • Is open to criticism

39. Leadership Organisational learning Professional learning Student learning

40. Leadership Organisational learning Professional learning Student learning