Slides used on 14th and 15th April in Bergen with Krokane school

1. Krokane school – is everything as it should be?

2. „Disaster‟ is old Greek for: „to lose your stars‟
Krokane star
Where are we
going?
How are we
doing?
Where next?

3. Respecting each other‟s opinions and standing up for
yourself
Mental Models
1. Children's opinions are important
2. It's important to have self esteem to be able to express your
opinions
3. We reflect to understand
Team tasks after leaving Newcastle, Feb 2011 …
 To share and reflect upon our mental models
 To reflect upon our attitudes to learning and teaching
 To encourage joint understanding with colleagues

4. What are our priorities?

6. Modell for påverknad (Daniel Kim)
Visjon P
Å
Mentalebilete V
E
R
System &strukturar K
N
Åtferdsmønster A
D
Hendingar

7. What is the typical influence on achievement?
900+ meta-analyses
50,000+ studies and
240+ million students

8. Maths
level
An Effect Size
A common scale for measuring progress in student achievement

9. Not everything counts
Not everything that counts can be
counted, and not everything that
can be counted counts
Sign hanging in
Einstein's office at Princeton

10. Visible Learning, John Hattie
25000
20000
No. of Effects
15000
10000
5000
0
Negative Positive

12. Assessment capable students accurately assess themselves

13. Assessment capable
students focus on
Learning Goals
Assessment capable
students focus on
progress
Assessment capable
students have a
growth mindset

14. Assessment capabilities begin with …
What‟s the point?
Ready Learning Intentions
Success Criteria
Initial instruction
Fire First attempts by children
Aim Formative assessment and
a focus on progress

15. What is the point of this lesson and will I make progress?
Learning Intentions
o To find out what links the Vikings with North East England
Success Criteria
o Know when and where the Vikings came from
o Identify names and places associated with the Vikings
o Ask relevant questions

16. Why did they Gate
AD 700 - 1100 attack Lindisfarne? Bairns
Lad
Tarn
Vikings Thriding
Norse Rape &
language pillage
Did they believe in
Longships God?
Dragon Horned
ships helmets

17. Marzano – groups of 3 work best
Informal
Formal
Long-term

18. Why did they Gate
AD 700 - 1100 attack Lindisfarne? Bairns
Captured
Lad
Yorvik in 866
Tarn
Vikings Thriding
Norse Rape &
language pillage
King Cnut Did they believe in
ruled England Longships God?
from 1016 Dragon Horned
helmets Gods included
ships Odin, Thor, Fri
Eric Bloodaxe
gg & Loki
Dead warriors went died in 954
to Valhalla

19. Learning Detectives

22. Year 7 – Food Unit
Learning Intentions
o Understand the process of hazard analysis and how it
applies to food
Success Criteria
o Use technical vocabulary
o Identify a wide range of types of hazard
o Communicate coherently

24. Setting targets
Target …
do your best!

26. Catherine Eccles – how much do we apply ourselves?
Application = value x expectation
Performance goal = all 10 year olds should get 75%
in their language exam
Learning goal = by improving my sentence
structure, I will produce higher quality work

27. The 3 golden feedback questions
Where are we going?
How are we doing?
Where next?

28. The Dreyfus Model of Skill Acquisition
Can read
Need routines the context
Basis for Action
Novice Beginner Competent Proficient Expert

29. Novice: rule-governed behaviour
 Need generalised rules and structures as a guide
 Quality management systems can be very helpful
 If something goes wrong, blame the system or senior people
Little personal responsibility in this context
Beginner: hungering for certainty
 Starting to notice patterns
 Wishing things were more predictable
 Looking for “the book” or “the expert” to provide the answers
 Feel limited personal responsibility

30. Competent: planned & analytical
 Efficient and organised
 Can assess relative importance and urgency
 Can readily describe and explain actions
 Feel personal responsibility for outcomes
Proficient: strategic and able to read context
 Seldom surprised, have learned what to expect
 Have organised knowledge into wise sayings
 Sometimes forget to explain complexities of the big picture to
analytical competent colleagues
 Rapid, fluid, involved, intuitive type of behaviour

31. Expert: right thing at the right time
Highly intuitive, based on huge store of wisdom
Great capacity to handle the unexpected
Highly nuanced behaviour, very context specific
Often there are no words to describe expert
performance, and often it is subconscious anyway
Hard to fit this into quality systems
Performance drops if generalised rules are imposed
Usually does not make for good teaching of
novices, but great for teaching competent people

32. P4C with young children – A M Sharp
What P4C does is give
children the
intellectual, social and
emotional tools that they
need to think well, to think
judiciously and reasonably
and, by means of the
classroom community of
inquiry, foster the
care, commitment and
courage to act on their

33. A principle of P4C is to sit in a circle

34. Another principle of P4C
Not all of our questions
answered …
… but all of our answers
questioned

35. Learning is
about
making links
From The Brain Rules
By John Medina

36. Socratic questions
Clarify Are you saying that …?
Can you give us an example of …?
Reasons Why do you say that …?
What reasons support your idea?
Assumptions Are you assuming that …?
What would happen if …?
How could we look at this in a different way?
Viewpoints
What alternatives are there to this?
Wouldn‟t that mean that …?
Effects
What are the consequences of that?

37. Most P4C sessions begin with a stimulus

38. What concepts can you spot in the video?
Identity (or being „me‟)
Names
Indifference
(„whatever‟)
The future
I think, therefore I am
Beliefs
Everything is possible

39. Example question starters
What is … Reality?
How do we know what is … Who decides what is …
What if …
Always or never
When would …
What is the difference between …
Is it possible to …
Should we …

40. A selection of thinking skills
ANALYSE DESCRIBE GROUP RESPOND
ANTICIPATE DETERMINE HYPOTHESI SEQUENCE
APPLY DISCUSS SE SIMPLIFY
CAUSAL- ELABORATE IDENTIFY SHOW HOW
LINK ESTIMATE INFER SOLVE
CHOOSE EVALUATE INTERPRET SORT
CLASSIFY EXEMPLIFY ORGANISE SUMMARISE
COMPARE EXPLORE PARAPHRA SUPPORT
CONNECT SE
GENERALISE TEST
CONTRAST PREDICT
GIVE VERIFY
DECIDE EXAMPLES QUESTION
VISUALISE
DEFINE GIVE RANK
REASONS REPRESEN
T

41. What next for Krokane school?
Disaster – lose your stars
Kantor – positions in a dialogue
Assessment capable students
Groups of 3 – informal, formal
and long-term
Dreyfus model
Learning is about making
links
Socratic questions

42. 1. Start using at P4C
2. Trying out the 3 groups of 3
3. Search for possibilities to use P4C within subjects
4. Work on (success) criteria
5. Preview every week using P4C questioning
6. Colour-coding to show progress
7. Ready – Fire – Aim
8. Try micro-teaching (filming lessons and then reviewing with a friend)
9. Use Socratic questions
10. One lesson per week using Socratic questions
11. Learning Detectives
12. Different resources for different groups
13. Photo students work for review during lessons
14. Different kinds of voting
15. Self assessment
16. Peer reviews
17. Learning links
18. Giving “Aim” response during the work – and refer to criteria
19. Feedback
20. Teacher-teacher observations

43. challenginglearning.com
p4c.coop
james@p4c.com
@JamesNottinghm