Developing Attitudes, Skills and Knowledge - slides used by James Nottingham in workshop 2 of Hawker Brownlow conference, 21 May 2011

1. Developing Attitudes, Skills & Knowledge James Nottingham www.p4c.com www.jamesnottingham.co.uk 78

2. Focusing on learning “Pupils show greater motivation, are better behaved and are more likely to be independent and strategic thinkers when teachers are not obsessed by grades.” “If there is one new thing we need in our school system right now, it is a well-developed focus on learning.” Chris Watkins, Institute of Education, Aug 2010 From an analysis of 100 international studies on how children learn

4. Social

5. Communicative

7. Desire to succeed

8. Open-mindedness

9. Resilience

11. Figures

12. Concepts

14. Rules, rules, rules

15. A selection of attitudes Examples from 7 year oldsExamples from 11 year oldsExamples from 14 year olds Trying my best Always trying hard Persevering Being willing to be helped Being open to advice Being open to support and coaching Concentrating hard Thinking carefully Being focused on what’s relevant Having a go Being willing to try new things Being open to new experiences Not giving up Never-say-die attitude Resilience Not worrying about mistakes Learning from mistakes Treating mistakes as useful feedback Asking questions Being curious Enquiring and being curious 28

16. Persistence

18. Standing up for what you believe Emmeline Pankhurst 1858 - 1928 Suffragette

19. Attention to detail

20. Going the extra few inches ... Before ... After ...

24. Myers Briggs Type Indicator (MBTI) Developed during World War II, MBTI is a personality indicator designed to identify personal preferences In a similar way to left or right-handedness, the MBTI principle is that individuals also find certain ways of thinking and acting easier than others Evidence Gut feeling Sensing Intuition Think to talk Talk to think Introversion Extroversion Definite Possible Judging Perceiving Logic/Reason Empathy Thinking Feeling

26. Social

27. Communicative

29. Desire to succeed

30. Open-mindedness

31. Resilience

33. Figures

34. Concepts

36. Flexible, insightful and productive thinking From: Bloom emphasising higher-order thinking Claxton suggesting Resilience, Resourcefulness, Reflectiveness and Reciprocity Lipman promoting critical, creative and caring thinking 77

38. Mental acts such as focusing, committing energy and enthusiasm, and maintaining concentration

39. Physical acts involving positive and interested body language 78

41. Reflect upon and evaluate ideas and performances

42. Take responsibility as well as calculated risks

43. Work collaboratively as well as independently

44. Imagine new possibilities and be open-minded

45. Be resilient and tenacious

46. Manage emotions and impulses

47. Be thoughtful 78

49. Seeking clarity and precision

50. Comparing and contrasting

51. Sorting, classifying, and sequencing

52. Making connections

53. Representing information

54. Seeking deeper understandings

55. Identifying misconceptions 78

57. Generating hypotheses

58. Innovating

59. Assembling and formulating

60. Suspending logic temporarily

61. Searching for value

62. Thinking flexibly

63. Asking ‘What if?’79

65. Defining problems

66. Predicting outcomes

67. Testing conclusions

68. Seeking details to give depth

69. Interpreting meaning 79

71. Using precise language

72. Inferring and deducing

73. Applying logic

74. Testing assumptions

75. Presenting balanced arguments79

77. Checking accuracy

78. Identifying improvements

79. Testing relevance and significance

80. Benchmarking

81. Comparing with alternatives139

82. The ASK model – Attitudes, Skills & Knowledge S Lesson 3 Lesson 1 Lesson 2 A K

84. Ask relevant questions about rivers (S)First 5 minutes – get pupils into the pit e.g. Does a river have to have water in it? 15 minutes research about rivers 10 minutes in groups to collect questions, and group them into categories 5 minutes to decide which is the best question and why 10 minutes sharing with whole class 5 minutes planning for next lesson

87. Define

88. Estimate

89. Give Reasons

90. Predict

91. Rank

93. ASK: Attitudes Completely focussed My partner is completely absorbed in this new learning and is taking creative risks to extend their understanding Determined My partner is determined to learn and is focused on making progress Interested My partner is interested in the learning and is trying things to improve skill and knowledge Casual My partner is not really interested in the learning but is having a go at it Uninterested My partner shows no signs of interest in the topic as yet A

94. ASK: Skills Highly skilled My partner displays outstanding skill, makes no significant errors and can perform almost without thinking Proficient My partner can perform the skill or process in a very capable manner Practised My partner is well practised and able to perform the skill quite well now Developing There are some signs that my partner is beginning to learn and develop the skill Beginner My partner hasn’t moved beyond the beginner/novice stage yet S

95. ASK: Knowledge A thorough understanding My partner knows about and fully understands this new learning and is able to explain it’s wider significance to others A good understanding My partner can give some good answers to the questions of what, why, when and how A basic understanding My partner can give a basic answer to each what, why, when and how question but with little detail One or two ideas My partner has a bit of knowledge about the topic but cannot explain things yet No knowledge My partner doesn’t seem to have any knowledge about this topic yet K

96. Contact Details www.jamesnottingham.co.uk james@p4c.com www.challenginglearning.com