Transcript Document

JOHN EDWARDS & BILL MARTIN
MAGNIFICENT CLASSROOMS If you want your classroom to change,
you have to change
March 24, 2006
Edwards Explorations
P.O. Box 1934
Brisbane 4001
JOHN HATTIE UNIVERSITY OF AUCKLAND
What are the major factors that
influence student achievement?
 337 meta-analyses
 200,000 effect sizes
 180,000 studies
 50 million students
EFFECT SIZE
An effect size of 1.0 means:
An increase of one standard deviation
Advancing a student’s achievement by one year
Improving the rate of learning by 50%, or
A correlation between the variable being tested
and student achievement of .50
<
0
.0
7
.1
2
.1
7
.2
2
.2
7
.3
2
.3
7
.4
2
.4
7
.5
2
.5
7
.6
2
.6
7
.7
2
.7
7
.8
2
.8
7
.9
2
.9
1. 7
02
1.
0
1. 7
1
1. 2
1
1. 7
2
1. 2
2
1. 7
3
1. 2
3
1. 7
4
1. 2
4
1. 7
5
1. 2
5
1. 7
6
1. 2
6
1. 7
7
1. 2
7
1. 7
8
1. 2
8
1. 7
9
1. 2
9
>2 7
.0
-1
.0
-.91
-.98
-.83
8
-.8
-.73
-.78
-.63
-.68
-.53
-.58
-.43
-.48
-.33
-.38
-.23
-.28
-.13
-.18
3
-.0
-.08
3
Distribution of effects
25000
20000
15000
10000
5000
0
TYPICAL EFFECTS OF SCHOOLING
Deliberate attempts to improve
student achievement have an
average effect of .40
Student maturation accounts for .10
Factors effecting student
learning
Audio-visual aids
Behavioural objectives
Class size
Cognitive strategy training
Computer-assisted instruction
Cooperative learning
Creativity programs
Expectations
Feedback
Finances
Home encouragement
Homework
Piagetian programs
Quality instruction
Remedial programs
Retention of students
Self-assessment
Socio-economic status
Study skills
Testing
The also-rans
Studies
Effect size
Audio-visual
Behavioural objectives
Finances
299
157
1,634
0.26
0.24
0.14
Class size
2,559
0.05
Retention
3,626
-0.17
The middle
Socio-economic status
Homework
Expectations
Remedial programs
CAI
Testing
Studies
Effect size
1,657
568
912
1,438
18,231
1,463
0.44
0.41
0.36
0.35
0.32
0.31
Major Impact
Quality instruction
Feedback
Cognitive strategy training
Home encouragement
Piagetian programs
Cooperative learning
Study skills
Self-assessment
Creativity programs
Studies
1,925
13,209
7,649
25,706
786
1,153
3,224
152
2,340
Effect size
0.93
0.81
0.80
0.69
0.63
0.59
0.54
0.54
0.52
FOUR MAJOR AREAS
FEEEDBACK
THINKING SKILLS
TEACHING/LEARNING
PARENT ENCOURAGEMENT
PRODUCTIVE MINDSET - 1
Provide regular skilled
feedback to each student.
PRODUCTIVE MINDSET - 2
Get regular skilled feedback on
your performance.
PRODUCTIVE MINDSET - 3
Provide the data that will
enable people to make the
decisions they want to make.
WALLBESSER - EVALUATION
Evaluation is gathering information for decisionmakers.
YOU THEN ASK 3 QUESTIONS:
Who are the decision-makers?
What are the decisions they want to (have to)
make?
What will convince them one way or the other?
PRODUCTIVE MINDSET - 4
Ensure that each child
develops a rich conscious
repertoire of thinking skills.
PRODUCTIVE MINDSET - 5
Make explicit the thinking skills
that you are teaching.
Thinking skills matrix
SUBJECT AREA
SKILLS
E
1
X
2
M
X
X
X
4
X
X
5
X
X
Sc
X
3
6
SS
X
X
X
H
X
X
X
X
X
X
X
X
PRODUCTIVE MINDSET - 6
Students need productive
thinking dispositions as well as
thinking skills.
PRODUCTIVE MINDSET - 7
Model the use of thinking skills
in your own life - walk the talk.
PRODUCTIVE MINDSET - 8
Focus on the development of
actionable knowledge rather
than the acquisition of
information.
PRODUCTIVE MINDSET - 9
Show students that learning is
iterative Teach them to action learn.
ACTION LEARNING
ACT
ACT
DESIGN
REFLECT
ACT
GATHER
DATA
GATHER
DATA
DESIGN
REFLECT
TRANSFORMATIONAL LEARNING
L+
clear
understood
flows
time
confusion
frustration
angst
L-
THE PIT
PRODUCTIVE MINDSET - 10
Ensure that each student
regularly experiences the
ecstasy of learning.
PRODUCTIVE MINDSET - 11
Work with families. Help them
to new understandings of
learning and the importance of
context.
JOHN EDWARDS & BILL MARTIN
THE SELF-DIRECTED LEARNER When voices are heard
that are usually stilled.
March 24, 2006
Edwards Explorations
P.O. Box 1934
Brisbane 4001
THE BUTLER MODEL
OF PERSONAL ACTION
OUTSIDE SELF
INSIDE SELF
PERSONAL
PRACTICAL
KNOWLEDGE
PUBLIC
INFORMATION
REFLECTION &
GENERATION
CURRENT
PRACTICE
MENTAL
MODELS
TRANSMISSION MODEL
The single greatest determiner of
what a person is able to learn is my
ability to skilfully craft the message,
transmit it, and lodge it in the learner.
CONSTRUCTIVISM
MENTAL
MODELS
M
F
I
L
T
E
R
M’
MEANING
MAKER
M”
WHAT I
ALREADY
KNOW
SOCIAL CONSTRUCTIVISM
SOCIAL
PERSONAL
r
R
PERSONAL PRACTICAL
KNOWLEDGE
The knowledge from which you drive
performance
Comes from your actions and your
reflections
Must switch on reflection
Unique to you
Has a character recognisably different
from knowing “about” things
BRUNER - REFLECTION
If one fails to develop any sense of reflective
intervention in the information one
encounters, one operates continually from the
outside in - information controls you.
If you develop a sense of self premised on
your ability to penetrate information for your
own uses, and you share and negotiate the
results, then you become a member of the
culture-creating community.
BUTLER MODEL
OUTSIDE SELF
INSIDE SELF
PERSONAL
PRACTICAL
KNOWLEDGE
PUBLIC
INFORMATION
REFLECTION &
GENERATION
CURRENT
PRACTICE
MENTAL
MODELS
GEMMA SIM
“We all have the
mindset that we are
dependent on people
who are above us.”
JOHN EDWARDS
EVERY CHILD SHOULD LEAVE
SCHOOL WITH A RICH,
CONSCIOUS REPERTOIRE OF
REFLECTION AND
GENERATION STRATEGIES
BUTLER MODEL
OUTSIDE SELF
INSIDE SELF
PERSONAL
PRACTICAL
KNOWLEDGE
PUBLIC
INFORMATION
REFLECTION &
GENERATION
CURRENT
PRACTICE
MENTAL
MODELS
CARL ROGERS - 1
“Through my experience I’ve found that
there is one main obstacle to
communication: people’s tendency to
evaluate. Fortunately , I’ve also
discovered that if people can learn to
listen with understanding, they can
mitigate their evaluative impulses and
greatly improve their communication with
others.”
CARL ROGERS - 2
“We can achieve real communication and
avoid this evaluative tendency when we
listen with understanding. This means
seeing the expressed idea from the other
person’s point of view, sensing how it
feels to the person, achieving his or her
frame of reference about the subject
being discussed.”
FACILITATIVE QUESTIONING
 Help the person to find their OWN insights into their
OWN issues.
 Focus totally on the person being questioned - LISTEN
to them.
 Ask questions to genuinely try to understand what they
are saying. Stay with them like a terrain-hugging plane.
 Keep out your own agendas - do not try to “fix” the
person or give them your answers.
 Have total respect for the person being questioned.
(Edwards & Butler 1994)
WHERE TO NOW?
There is a huge range of approaches to teaching
thinking. How to choose?
 Cognitive operations approaches
 Heuristics oriented approaches
 Formal thinking
 Symbolic facility
 Thinking-about-thinking
BILL MARTIN & JOHN EDWARDS
THINKING TEACHERS THINKING CLASSROOMS
March 25, 2006
Edwards Explorations
P.O. Box 1934
Brisbane 4001
SOCRATES & PLATO
Sixth Century B.C.
Cognitive training - theoretical reason and
contemplation.
True knowledge is innate within the
immortal soul and comes from the
spiritual world.
Ultimate knowledge comes from the
process of reminiscence whereby your
intellect remembers what it knew before
its association with this imperfect body.
DESCARTES
Seventeenth Century
 Mind/body split: “I think therefore I am.”
 Nature/nurture
 Since that time our scientists, psychologists and educators
have been enamoured of a mind somehow divorced from body,
that can be studied in isolation.
 This led to the Newtonian-Cartesian world view, and the rise of
reductionism.
 Descartes thought that we had a soul with innate faculties.
 These faculties were trained in school, and later corrected
where they went wrong. (Hobbes - UK 19th century)
 Hobbes was a British empiricist, who believed that knowledge
comes from experience, from sense impressions.
BALDWIN. J (‘96)
Psychology applied to the art of teaching
 There is too much emphasis on memory, neglecting reason.
 There is too much spoon-feeding and lecturing, which allows for feeble
student thinking.
 There is poor modelling of clear thinking by teachers.
 There is a failure to develop systemes and structures of thinking.
 There is too much reliance on second hand work rather than direct
experience, and
 There is too much hurrying.
BALDWIN. J (1896)
New York: Appleton Press, p.185
“Few really take this step, few really think. One
person in a thousand thinks up to the truth. Is it
strange? Do our schools teach pupils to think?
Do our churches? Do political parties? It need
not surprise you to find the unthinking masses
drifting along in grooves made by their
predecessors. A revolution is demanded. The
school-room is the place to begin. A great want
of the world is thinking teachers capable of
educating a race of thinkers.”
Bain - late Nineteenth Century
BRAIN THEORY SHOWS!
Linked physiology and psychology
Showed that how you are feeling effects how
you think.
From this time forth professional people have
looked at the relationship between the two once
again (after Descartes split them).
Early 20th century
BRAIN THEORY SHOWS!
At the start of the twentieth century the
classic argument in education was over
specific versus general transfer of
training.
In 1912 Thorndike won the argument for
specific transfer by pointing out that brain
theory showed that it was the identical
elements between training and transfer
that led to successful transfer.
Sixteen years later
BRAIN THEORY SHOWS!
In 1918, Lashley, the leading brain
researcher of his time, denounced
Thorndike for his ill-founded
neurological opinions.
BUT, the argument had been won, and
this is why we still teach academic
disciplines.
1960’s
BRUNER: “Virtually all of the evidence of the last
two decades on the nature of learning shows that
massive general transfer can be achieved by
appropriate learning … the teaching and learning of
structure rather than simply the mastery of facts and
techniques is at the centre of the classic problem of
transfer.”
VERNON: “Not only our current intelligence and
attainment tests, but the whole education system
favours the conformist mentality, the pupil who is
good at amassing facts…”
SENGE - 5 WHYS
WHY 1
WHY 2
POOL OF OIL
GABUNGIE
LEAK
WHY 3
DEFECTIVE
GASKETS
PURCHASING
DECISION
WHY 4
BOARD
DECISION
COMPANY
POLICY
WHY 5
LEVELS OF PERSPECTIVE
Vision
Mental Models
Systemic Structures
Patterns of behaviour
Events
L
E
V
E
R
A
G
E
VISIONS OF
TEACHING THINKING
 “Our staff is respected for being at the cutting edge of professional
development in demonstrating teaching strategies allowing students of
diverse cultures to learn at world class standards and continually think
at the highest levels.”
 “ Our classes are real life thinking environments where students are
continually challenged to make decisions and constantly solve
problems. We are developers of inquiring minds.”
 “Our students develop a balance of creative and critical thinking skills.
Their problem solving skills are supported by lateral thinking and a
capacity to challenge ideas and beliefs with active alternatives in
mind.”
 “Our thinking skills program is based on the way of the people - our
program grows out of the earth, out of our people. Our culture is rich in
powerful thinking, we ask our community, our curriculum is there.”
MENTAL MODEL PROACTIVITY
VISION
Creative
Tension
Focus on what
we want to
create
Reactive
Tension
Focus on how
we feel and on
getting rid of
bad feelings
Structural
Tension
CURRENT
REALITY
(Robert Fritz)
TEACHING THINKING - MENTAL
MODELS
You are already teaching thinking skills and
dispositions in your school.
Before you teach a thinking skill, you must
be using it in your own life - OR
You must be open to learning the thinking
skill together with your students.
Teaching thinking demands a process focus
and choosing depth over quantity.
We must learn to use thinking skills with
flair, with style, with elegance.
TEACHING THINKING SYSTEMS & STRUCTURES
What systems and structures in your school
support quality thinking and help to develop richer
repertoires?
What systems and structures in your classroom
support quality thinking and help to develop richer
repertoires?
What systems and structures support the teaching
of thinking in your school?
How do you ensure a seamless scope and
sequence flow in the development of thinking?
How do you know when you are achieving
success in teaching thinking?
SYSTEMS STORY
CHARACTERS
 SHARED VISION – The picture of the future
you are willing to create together.
 MENTAL MODELS – Our values, beliefs and
assumptions telling us how the world works.
 SYSTEMIC STRUCTURES – Physical or human
components created to support the
dilemma/issue/problem topic.
 PATTERNS OF BEHAVIOR – Trends that occur over
time. These patterns can be human, our processes,
our practices our procedures.
 EVENTS – An event or single action we physically
see take place.
CIRCLES OF CAUSALITY
Reality is made up of circles.
Seeing reality systemically is seeing
circles of influence.
The main skill is to “draw” that circle of
influence using systems story characters:
- Vision, Mental Models, Structures,
Patterns of Behavior and Events.
AREAS OF HIGHEST
LEVERAGE
Seeing where actions and changes can lead
to significant, enduring improvements:
- At vision
- At mental models
- At systemic structures
Delays between actions and consequences
are everywhere in human systems.
Managing time to minimize delays is
leadership work.
DREYFUS MODEL OF
SKILL ACQUISITION
Rule
Governed
Behaviour
PPK
Basis
For
Action
Read
the
Context
Novice
Beginner
Competent
Proficient
Expert
JOHN EDWARDS & BILL MARTIN
MAGNIFICENT SCHOOLS A BALANCED PROFESSIONAL LIFE
March 25, 2006
Edwards Explorations
P.O. Box 1934
Brisbane 4001
THE THREE MAJOR SOURCES
OF STRESS IN OUR LIVES
Having to make a large number of decisions
with serious consequences for error.
Having no real sense of personal power or
efficacy.
Having no idea of how well or poorly you are
doing.
ANALYSIS OF MY LIFE AS
A TEACHER
12 hours per week at home
48 hours per
month
LESSON
PREPARATION
10
minutes
per lesson
STUDENTS
(marking,diagnostic work,
planning for individuals and
groups)
9 minutes per
child per month
(for 160 students)
JOB ANALYSIS OF TEACHING
How much time each week, outside the classroom, should a teacher
spend on:
 Marking one student’s work in their subject?
 Planning for /thinking about each individual student?
 Giving feedback to one student and/or their parents?
 Preparing each lesson?
 Extra-curricular activities?
 Keeping up-to-date through professional reading?
DATA BASE FOR JOB REALITY
HOURS
Over 1,000
Principals
%
27
Students
%
13
500 to 1,000
30
27
200 to 500
20
32
100 to 200
12
20
50 to 100
5
6
Under 50
6
2
You
%
PERSONAL MASTERY
THE CENTRAL PRACTICE OF
PERSONAL MASTERY INVOLVES
LEARNING TO KEEP BOTH A
PERSONAL VISION AND A CLEAR
PICTURE OF CURRENT REALITY
BEFORE YOU.
Peter Senge- Fifth Discipline Fieldbook
PERSONAL VISION
A PERSONAL VISION IS A RICH
DESCRIPTION OF WHAT AN
INDIVIDUAL REALLY WANTS TO
ACHIEVE BASED ON THEIR VALUES,
BELIEFS AND ASSUMPTIONS.
PERSONAL VISIONING
PROCESS
Inquiry probes
Reflect on the data generated
Describe the future you want for
yourself
Seek and act on feedback from key
people around you
Expand and clarify your vision
Begin to action learn your way towards
your vision
PERSONAL INQUIRY PROBES
IMAGINE ACHIEVING SOMETHING IN YOUR
LIFE FUNDAMENTAL TO YOUR VISION FOR
YOURSELF.
WHAT DOES IT LOOK LIKE?
WHAT DOES IT FEEL LIKE?
WHAT VALUES AND BELIEFS MUST YOU
LIVE TO ACCOMPLISH THIS?
HOW WOULD YOU KNOW YOU ARE “ON
TRACK”?
COUPLES INQUIRY PROBES
How will we support each other’s personal
visions?
What beliefs and values will be the basis for
our relationship together?
How will we live together as two
autonomous people?
What does quality of life look like for us?
What will be our expectations for one
another when we are not together?
POSSIBLE VISION
COMPONENTS










SELF-IMAGE
FAMILY
TANGIBLES
FINANCES
HOME
HEALTH
RELATIONSHIPS
WORK
PERSONAL PURSUITS
COMMUNITY
Personal Values Check
What do you value most?
Prioritisation
Articulation
Reflection
Alignment
Revision - iterate, iterate, iterate.
CLARIFY YOUR PERSONAL
VISION
Review everything you have written or listed to this
point, your reflections, descriptions and values. Ask
the following questions point by point:
 IF I COULD HAVE IT NOW WOULD I TAKE IT?
 ASSUME I HAVE IT NOW. WHAT DOES IT BRING
ME?
SELECT FOR VALUES
When appointing staff ALWAYS select for
values, train for skills
When choosing an employer ALWAYS select
for values
If you are well aligned with the people and
organisation you work with, you will get the
benefit of the synergy that comes from this
This is what makes for supportive cultures
Always know when to leave
FEEDBACK and DATA
We are all capable of major self delusion
We cannot see our own mental models
We each need quality feedback, quality data
BOW TO YOUR DATA!
We cannot achieve self awareness on our
own
Create rich feedback environments for
yourself
Giving quality feedback is a learnable skill
STEWARDSHIP CONFERENCE
A PROCESS TO BUILD POWERFUL PARTNERSHIPS:
 A ONE-ON-ONE MEETING BETWEEN TEACHER AND
LEADER.
 IT TAKES 30 MINUTES.
 FIRST HALF - FACILITATIVELY QUESTION THE TEACHER
TO HELP THEM ARTICULATE AND CLARIFY WHAT THEY
WILL DO TO HELP TURN THE SHARED VISION INTO
REALITY.
 SECOND HALF - FACITITATIVELY QUESTION THE
TEACHER TO CLARIFY WHAT THE LEADER MUST DO TO
SUPPORT THE TEACHER TO DO THESE THINGS, AND TO
ACHIEVE THEIR PERSONAL VISION.
 YOU END WITH MUTUAL AGREEMENT, PUBLIC
COMMITMENT AND A HAND-SHAKE.
LEVELS OF PERSPECTIVE
Vision
Mental Models
Systemic Structures
Patterns of behaviour
Events
L
E
V
E
R
A
G
E
STEPHEN COVEY
THE SEVEN HABITS OF
HIGHLY EFFECTIVE
PEOPLE
TIME/PERSONAL MANAGEMENT
MATRIX - Covey
URGENT
I
M
P
O
R
T
A
N
T
HIGH
HIGH
QUADRANT 1
LOW
QUADRANT 3
LOW
QUADRANT 2
QUANDRANT 4
THREE SOCIAL MAPS
Genetic Determinism
Psychic Determinism
Environmental Determinism
REACTIVE MODEL
Stimulus
Response
REACTIVE PEOPLE
ARE DRIVEN BY:
FEELINGS
CIRCUMSTANCES
CONDITIONS
THEIR ENVIRONMENT
PROACTIVE MODEL
Stimulus
Freedom
to
Choose
Self Awareness
Imagination
Response
Independent
Will
Conscience
PROACTIVITY
MEANS MORE THAN MERELY TAKING
INITIATIVE.
IT MEANS THAT, AS HUMAN BEINGS, WE ARE
RESPONSIBLE FOR OUR OWN LIVES.
OUR BEHAVIOUR IS A FUNCTION OF OUR
DECISIONS, NOT OUR CONDITIONS.
PROACTIVITY (cont.)
ANY TIME WE THINK THE PROBLEM IS “OUT
THERE”, THAT THOUGHT IS THE PROBLEM.
WE EMPOWER WHAT’S OUT THERE TO CONTROL US.
THE PROACTIVE APPROACH IS TO CHANGE FROM
THE INSIDE OUT: TO BE DIFFERENT…
AND BY BEING DIFFERENT, TO MAKE POSITIVE
CHANGE IN WHAT’S OUT THERE.
PROACTIVITY (to finish)
IT IS SO MUCH EASIER TO BLAME OTHER
PEOPLE, OUR CONDITIONING, OR
CONDITIONS, FOR OUR OWN STAGNANT
SITUATION.
BUT, WE ARE RESPONSIBLE
- ‘RESPONSE-ABLE’ TO CONTROL OUR LIVES AND POWERFULLY
INFLUENCE OUR CIRCUMSTANCES.
PROACTIVE PEOPLE
ARE DRIVEN BY VALUES
WHICH ARE CAREFULLY
THOUGHT ABOUT, SELECTED,
INTERNALISED VALUES
REACTIVE LANGUAGE
That child makes me so mad…
I wasn’t consulted …
The Ministry won’t let us…
There’s nothing I can do…
I can’t get through to our principal…
If only I did not have so much work on…
Yes, but we’ve tried that before…
TEFLON LANGUAGE - blame slides off
PROACTIVE LANGUAGE
I can’t get through to our principal…
I do not make sufficient effort to get through …
I can choose a different approach …
I will consult other people who can get through and learn from them
…
I will improve my communication skills …
I will seek feedback from the principal …
That child makes me so mad …
I control my own feelings ..
GHANDI
“They cannot take away our
self respect if we do not
give it to them”
It is our willing permission, our consent to what
happens to us, that hurts us far more than what
happens to us in the first place.
KRISHNAMURTI
I think you should put these questions to yourself, not
occasionally, but every day. Find out. Listen to everything, to
the birds, to that cow calling. Learn about everything in
yourself, because if you learn from yourself about yourself,
then you will not be a second-hand human being.
So you should, if I may suggest, from now on, find out how to
live entirely differently and that is going to be difficult, for I am
afraid most of us like to find an easier way of living. We like to
repeat and follow what other people say, what other people
do, because it is the easiest way to live - to conform to the old
pattern or to a new pattern.
KRISHNAMURTI
We have to find out what it means never to conform and
what it means to live without fear. This is your life, and
nobody is going to teach you, no book, no guru. You have
to learn from yourself, not from books.
There is a great deal to learn about yourself. It is an
endless thing, it is a fascinating thing, and when you learn
about yourself from yourself, out of that learning wisdom
comes. Then you can live a most extraordinary, happy,
beautiful life.