Transcript Raising teacher expectations, changing beliefs and enhancing

Workshop 4
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Welcome
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Questions/ queries
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Outline of the day’s programme
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9.05: Review of last workshop
9.15: Implementing changes
9.40: Motivation, evaluation and student
responsibility for learning: General evidence
10.30: Morning tea
11.00: Goal setting: the evidence
11.40: Goal setting in practice
12.30: Lunch
1.00: Planning for change
1.30: Where to next?
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Teaching resource
◦ Class climate ideas you might use
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Action plan
◦ Changes you have planned/ implemented this term
◦ Have you tried anything new?
◦ How are the innovations going?
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What do high expectation teachers say?
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What does the research evidence say?
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How can we put it together in our
classrooms?
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Heather: “I just think that having mixed ability
with the ability is really important so that they
have all got a contribution to make and their
skills, their particular skills are valued this
way because if you have a pecking order in
the class, motivation can go out the window
and you won’t see star charts and stuff like
that in my room. I am more interested in
intrinsic motivation than extrinsic so I don’t
have them.”
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Helen: “I’m always looking to see what
interests children.”
Holly: “I have a couple of really low kids who
aren’t interested in maths and just don’t like
it, but they love cricket so we found some
batting averages activities and they just loved
it and they worked on that problem for 40
minutes until they worked it out…Sometimes
it’s finding activities that they are interested
in, rather than just doing something they are
not into.”
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Heather: “Well I think they have to know what
they can do… Actually knowing what it is that
they are learning to do is really powerful and
potent. So it’s easy for the children to know
what they are working on and I try to always
be specific about why we are doing it because
I just think that’s educationally sound. I think
they need to know when they have made
personal progress.”
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Regular monitoring
Setting goals, re-setting goals
◦ Heather: “The lessons are needs-based in that I
give a lot of feedback to children and in the talking
you know about them, and the watching, observing,
that’s the time when I actually identify their
learning or lack of learning and what skill they need
to sharpen next, so then I weave that into whatever
I am doing.”
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Self-monitoring
Learning intentions
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Holly: “The children can choose the activities
they do so they are not grouped for actual
activities.”
“ I just sort of give them an idea of where we
are going, how we are going to get there but I
actually let them take some ownership of the
process. How do you want to do it? Do we
want to use overheads? Do we want to make a
video of what we are doing?... But I actually
let them take some ownership of the
process.”
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Helen: “There are activities that they can go
to by choice. There are computer activities…”
Holly: “I basically give them a choice to a
point and as long as they are going in the
right direction that I want them to be going
in…So often I try and let them decide on their
own learning experiences.”
Hannah: “I might give them a range and say
we could work on this, or we could work on
that, what would you like to work on? So that
they have got to take ownership of it.”
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What are they?
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Impact of mastery goals
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School policy and traditional culture
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Performance goals
◦ Performance approach
◦ Performance avoid
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Why do some people perform better on work
tasks than others?
When is goal-setting effective?
Conditions
required
Processes
involved
Consequences
Goals:
Capacity to meet
goals
Create a
discrepancy
between current
and desired
action or
outcomes
Higher
performance and
learning
Commitment to
goals
Motivate
persistent goalrelevant
behaviour
Sense of purpose
and priority
Specific and
unambiguous
goals
Focus attention
and effort
Increased sense
of self-efficacy
and selfmanagement
Increased
enjoyment of
task
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Higher levels of performance
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Greater satisfaction
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Importance of feedback
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Based on learning intentions
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Feedback provides the basis for setting goals
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Feedback should emphasise progress
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Self-efficacy and motivation
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Self-efficacy and teachers
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Setting proximal goals
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Promoting self-motivation
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Specific
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Challenging
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Competitively self-referenced
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Self-improvement based
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Goal-setting enhances self-directed
behaviour; sustains motivation; enhances
self-efficacy
Goal setting bridges the gap between
learning intentions and success criteria
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Key factors:
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Motivation
Attention
Challenge
Feedback
Self-efficacy
Self-regulation
The proximal versus the distal nature of the goal
Self-set versus teacher-assisted goals
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Individual learning pathway
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What next?
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Progress chart
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Specific
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Measurable
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Achievable
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Realistic
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Timely
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Teach about goal setting
Teach strategies for setting personal goals in
relation to a pre-test they have had
Teach how to set and write goals
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How will I introduce goal setting into my
classroom?
How could the goal-setting booklet be
adapted for my classroom?
How will I use asTTle to set goals with my
students?
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Project partners
Journal surveys
Research timetable
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Expectation survey late June
asTTle tests – late June/ early July
Videos: August
Teacher beliefs questionnaire: November
Student questionnaires: November
asTTle tests: November
Evaluation of the first year: late November
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After school meetings/ workshops?
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Mentoring of colleagues?
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My availability
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Other suggestions?