Transcript The Perfect lesson

In the age of uncertainty…
‘It is not the strongest of
the species that
survive, nor the most
intelligent, but the one
most responsive to
change.’
Charles Darwin
Creativity:
•Breaking the rules
•Finding new
solutions
•Opening up your
mind.....
What does ‘outstanding’ creativity look
like?
What if?
Is a broken down car parked?
Does a cat think?
Where does the sky begin?
What does sadness taste like?
WRONG
RIGHT
How do you see it?
Success and failure
are a perception
Create a state of curiosity
Does how you see it
change the outcome?
State of the nation survey 1998-2008
Campaign for Learning
How do students prefer to learn?
56% prefer practical (35% in 1998)
37% prefer computers
17% from a teacher (29% in 1998)
How do students actually experience learning in school?
65% copy from board or book
63% listening to a teacher talking for a long time
(these scores had been steadily declining until shooting back up
last year)
TOP CAUSAL FACTORS FOR PERSISTENT ABSENCE:
•DULL LESSONS WITH TOO MUCH TEACHER TALK.
•WORK IS TOO EASY WITH NO PACE AND CHALLENGE
Thinking
NOVELTY RULES
Emotional
Primitive
What is ‘outstanding’?
Learning and progress
•
•
•
•
The quality of learning is exceptional.
Students demonstrate excellent
concentration and are rarely off task
even for extended periods without
adult direction
They have developed a resilience
when tackling challenging activities
Their keenness and commitment to
succeed in all aspects of school life
and ability to grasp opportunities to
extend and improve their learning
are exceptional.
Progress is at least good for different
groups of students and exemplary for
some students.
Teaching and assessment
•
•
Teaching is at least good and often
outstanding as students are making
exceptional progress. Students are
enthused which ensures they learn
really well. Excellent subject
knowledge is applied to challenge
and inspire students. Resources,
including new technology make a
marked contribution to learning as
does the targeted support from other
adults
Teachers are aware of students’
capabilities and their prior learning
and understanding and plan
effectively to build on these.
Marking and dialogue between
teachers and other adults and
students are of consistently high
quality.
It’s all about demonstrating progress
Pause for thought / Reflection time
“Here is Edward Bear, coming downstairs now,
bump, bump, bump on the back of his head
behind Christopher Robin.
It is, as far as he knows,
the only way of coming downstairs.
But sometimes he feels there really is another way,
if only he could stop bumping for a moment
and think of it.”
- (A. A. Milne 1882 – 1956)
8
Demonstrating progress
How?
Objectives/Learning outcomes
(differentiated)
To know some strategies for encouraging creativity in the
classroom that improve progress in learning
Fully confident to use
strategies and share
with others
To demonstrate creative thinking
Engaged in more
innovative thinking
that creates new
solutions
Encouraging creativity
1.
2.
3.
4.
5.
6.
7.
The power of quantity
Make yourself uncomfortable
Mantle of the expert – fake it to make it
Stories and metaphors
Another way – room, resources, recording
New technology – text, blog, twitter
Turn on the Association machine
Teachers - what’s the difference?
Satisfactory?
Fount of knowledge ‘filling
empty vessels’
Didactic – teacher guides
students
Teacher questions
Outcome focus
Intelligence is fixed
Teacher talks
Outstanding
Facilitator
Student centred activity
Students construct
questions/challenges
Students co-designers
Students judge success, self
correcting
Creative opportunities
Success and failure equal
partners for learning
Reflection/ metacognition
Develops habits/dispositions
Language for learning
Differentiated outcomes
CREATIVE, COLLABORATIVE,
CHALLENGING
A student-led curriculum
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Do lots of DIRT
Dedicated Improvement and
Reflection Time
CREATIVELY....
Excellence is not an art but a habit - Aristotle
Learning to learn – the secret skill
• Developing a set of skills and habits that facilitate a
self-awareness and resilience in learning.
• Being able to transfer skills and learning from one
context to another
• Understanding how you as an individual learn best
and knowing how to use this effectively
HOW?
Using meta-cognition(thinking about
learning) to develop the above as part
of the school experience
Use PLTs framework
•Self manager
•Effective participator
•Creative thinker
•Reflective learner
•Independent Enquirer
•Team worker
Aims of Education rephrased
“Education's purpose is
to replace an empty mind
with an open one.”
- Malcom S. Forbes (1919 – 1990)
“The mind is not a vessel to be filled, but…
a fire to be lighted”
- Plutarch (46 – 120)
16
Thanks for listening
[email protected]
www.jackiebeere.com
• ‘The Teacher’s Toolkit’ Paul Ginnis, Crown House
• ‘The Learner’s Toolkit’ Jackie Beere, Crown House
• ‘The Little Book of Inspirational Teaching Activities’ David
Hodgson, Crown House
• ‘The Lazy Teacher’s Handbook’ Jim Smith, Crown House
Slide 17
PowerPoint Presentation
ISBN 9781845901264
Crownhouse Publishing
ISBN 9781845900700