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Copy of independent l prezi

messy everything!

neil atkin

on 9 February 2017

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Transcript of Copy of independent l prezi

Assessment is Learning
and Outstanding
What might you use and how?
Why should they behave?
Play vs Work vs Learning
"Could be" vs "is"
Language of no responsibility - "It wont"
Always + Never = Learned helplessness
Drop the 'buts'
What is it?
Extrinsic vs Intrinsic
Female vs Male TYPE brains
How do we know what they know?
Do they know what they know?
“Communication is what is received , not what is transmitted”
'Education is not the filling of a bucket, but the lighting of a fire.' Yeats
All - To understand and implement the ideas of how to create outstanding lessons
Most - To understand most of the ideas and move towards creating good lessons
Some - To understand some of the ideas and move towards creating satisfactory lessons
Achievement motivated
Failure avoiders
If the momentum spectrum is peaked around a particular value, then so is the spatial probability density.
If the width of the momentum spectrum is small, then that of the position spectrum is large, and vice versa.
This is Heisenberg's (position-momentum) Uncertainty Principle.
Whats the point?
What principle is this?
If the width of the momentum spectrum is large what will the width of the position spectrum be?
How are the momentum spectrum and spatial probability density related?
Bloom's taxonomy
Towards higher order
thinking skills
Why do we behave
this way?
Why should they behave?
Teenage Brain
Whats it really like?
History Lesson
Go back to 2006 What was different?
Have students working harder than you
Have no limits to what they can achieve
Use higher order thinking skills
Use a range of learning styles
Some - To understand and implement the ideas of how to create outstanding lessons
Most - To understand most of the ideas and move towards creating good lessons
All - To understand some of the ideas and move towards creating satisfactory lessons

How does this make you feel?

Dont kill the joy ofdiscovery!
Draw a bicycle in 1 minute
on 2 post it notes, write the 2 barriers to independent learning
Improve the learning and focus on skills
Hot Seating - Mantle of expert (interrogate Mr wolf)
One sentence summary of lesson - 10 words
Envoys -Share ideas
X factor - 3 ways skills could be used in other lessons
Draw it - what have you learned
Meta starters - See Grace PPT
Just a minute
Thunks - See PPT
Students create questions for other groups - Killer questions
5-3-1 - 5 reasons for.., 3 most important, 1 is justified
5 degrees of separation
Odd one out - Images
Caption competition - Have I got news for you
Back to Back
Show me boards
Learning event generator at new tools
Train your students
Key questions
What will be produced?
How will it be presented?
How will it be assessed?
How much can the students do?
How little can I do?
Has to add value
to learning
What will you use?
7 aspects of life
Musical - Write a song/poem
Verbal - Define
Mathematical - Order
Visual - Draw
Kinaesthetic - Act
Zeigarnik Effect

More likely to finish something if started

Think more about things when not
given time to complete them
What are the 3 most
important points from
the video
What are the 2 biggest
barriers to your students
being outstanding learners?
(Separate Post it notes)
3 minutes
Outline a lesson
Venn diagrams
Comparing aspects
How many ways can you
think of to make a teabag fly?
Awareness test
How many passes does
the team in white make?
Watch carefully!
What does an outstanding
student look like?
What did we learn yesterday?

4Wheel Drive
In pairs they discuss:
What 3 things they remember from last lesson
What they found easy
What they found difficult
What they would like to learn in the future.
Just a minute
Talk about what we did yesterday for a minute without pauses or repetition. If you fail the other person takes over
pupils have 4 minutes to tell 5 people the 3 questions they would like answered on a particular topic.
Create a mind map for a topic you are teaching
“of the”
new tools
Living Graphs
Living Graphs
Make it boring!
Achievers - Want success
Affiliates - Want to be part of the group
Power - Want status
Draw a bicycle
Sell your lesson to the person next
to you (Who is in role as one of your
"not easy to impress students"
Cognitive skills:
such as being able to construct informal rules for solving problems; classify objects according to given criteria; form hypotheses; and reason logically.

Metacognitive skills:
the review found evidence that year six pupils were able to describe how they learn, and to identify key activities essential for learning such as listening, remembering, applying previously learnt knowledge and using formal strategies.tudies highlighted the importance of pupils being able to reflect on what they had done, monitor their progress and use self-assessment in order to take responsibility for their own learning.

Affective skills:
these skills are related to managing feelings. Studies in the review identified motivation as the most important affective attribute in relation to independent learning. One study suggested that another important affective skill, which is related to motivation, is ‘delay of gratification’. This refers to the ability to wait for achievement outcomes.
Education : Conformity or freedom
Intuition : How to communicate ideas in a standardised way
Dont engage in a deficit narrative
Dont focus on what they cant do
Tolerance of failure at an all time low
own space, own time , own
Visualising - Doing the very best you can imagine
Change - Win - Lose to Win-Learn
Hemery - 1968 and John 3rd - on paper joint slowest
Why does pressure cause some to fold and others to raise their game.
Matthew Syed - Bounce
I cant - yet!
Self Awareness
Self responsible
Low Threshold High Ceiling
3 Act Science
What might happen if......?
Thinking fast and slow
What's 2+2?
What's 27 x 43 ?
What does an independent
learner look like?
3 features
Divergent thinking?

Metacognition and Motivation

Metacognition affects motivation because it affects attribution and self-efficacy. When students get results on tests and grades on assignments (especially unexpected results such as failures), they perform a mental causal search to explain to themselves why the results happened. When they achieve good results, students tend to attribute the result to two internal factors: their own ability and effort. When they fail, they might attribute the cause to these same internal factors or they might, in a self-protective rationalization, distance themselves from a sense of personal failure by blaming external causes, such as an overly difficult task, an instructor’s perverse testing habits, or bad luck. This tendency to attribute success to ability and effort promotes future success because it develops confidence in one’s ability to solve future unfamiliar and challenging tasks. The converse is also true. Attributing failure to a lack of ability reduces self-confidence and reduces the student’s summoning of intellectual and emotional abilities to the next challenging tasks; attribution theory also explains why such students will be unwilling to seek help from tutors and other support services: they believe it would not be worth their effort. In addition to blaming failure on external causes, underachievers often “self-handicap” themselves by deliberately putting little effort into an academic task; they thereby protect themselves from attributing their failure to a painful lack of ability by attributing their failure to lack of effort (Stage et al, 1998) (Click here for a review and summary of Creating Learning Centered Classrooms by Stage et al.)
Researchers have found that four reading and studying strategies are effective:

Generate questions
and answer them. Students need to be taught how to create higher-level questions and how to answer them; sometimes this is done in small groups or pairs. The strategy improves students’ comprehension of the text.
Write summaries
. Students need to use their own words and be taught the rules of summarizing (which is difficult). “Writer-based summaries not only improve students’ comprehension, but also help them monitor their understanding.”
Write elaborations.
Ask students to create examples, make analogies, explain relationships between concepts. [The Cornell note-taking method and double-entry notebook are examples of elaborations.]
Use organizing strategies.
Concept maps, network representations, and other graphic organizers can be effective.
socratic questions
Behaviour - expectations
Differentiation is embedded and habitual
These are taken directly from Tom Sherrington @headguruteacher
• Self-leveling resources: students able to tackle Pythagoras questions of increasing difficulty, self-checking answers and moving through at different rates.
• Bronze, Silver and Gold questions: questions on cards, at different levels with students able to self-select according to confidence and success.. with teacher prompting some to move on or consolidate.
• Scaffolding frameworks at different levels: essay writing guidance with varying levels of structure. In this example three levels: one with no support; one with paragraph outlines and another with sentence-level starters.
• Homework choices: This is a mock-up of a strategy I’ve seen where the overarching project had numerous options for the tasks at different levels. I’ve made this generic but it would be specific to a subject in practice.
• Leadership grouping: more able students given leadership responsibility in each of a number of mixed ability groups with a ‘group goal’ that required any group member to report back. Just one of many group structure strategies.

Thought routines


Task: Seperate activities - Finish A go onto B, then C
Outcome: Open ended - not limited
Support: Where to find time?
Behaviour: Management
Time: How long?
doing your best to keep everyone in each class moving forward without limiting them
Extension Material: very typically, the ‘extra work’ students can do if they’ve finished the standard work.
Support Material: extra layers of scaffolding and simplification to help students keep up.
‘Differentiation by Outcome’: often mis-understood and mis-used but actually a crucial form of differentiation where the same stimulus leads to open-ended responses
Completely different tasks: sometimes necessary but complicated.
Use The ABC Feedback Model: Alex Quigley

This simple strategy has probably had the biggest impact upon my practice over the last year or so. It is incredibly easy, but it adds a sophisticated degree of differentiation into the questioning process. By asking students to Agree with; Build upon; or Challenge the answers of other students allows students to build upon the responses of others, thereby giving a helpful scaffold to their ideas. By selecting the right students based on an escalating degree of challenge, we can give them options – the Agree with often being the ‘easiest‘ response, but not always; whereas some students can Build upon and Challenge previous responses. By bouncing these questions around the room you can exemplify differentiated progress of the highest order.

Teacher question: Which character would you most like to sit next to?
Student A answer: I would most like to sit next to Crooks. As he can read well, because he owns books, he could help me with answers and we could discuss our ideas.
Teacher question: Student B, give some ABC feedback based on A’s answer
Student B answer: I would build upon that idea: Crooks would be good to get answers from, but he might make me excluded from my friends just because I was speaking to a black man. Therefore I would probably challenge A’s answer, choosing Slim instead. slim is also intelligent, but he is popular, and you have to think about having friends as well as giving good answers in class.

What is science?
school model prison
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