2. Levels of Influence (Daniel Kim) Vision L E V E R A G E Mental Models Systems & Structures Patterns of Behaviour Events
3. Your vision is the star by which you navigate A vision is shared by the people who created it A vision is a vivid description of where you want to be next
4. Modell for påverknad (Daniel Kim) Visjon PÅVERKNAD Mentalebilete System & strukturar Åtferdsmønster Hendingar
6. Other mental models are obvious as soon as we meet them Outdoor Learning at Torvmyrane vs. Steve McLaren (the Wally with the Brolly)
7. Some mental models take a lot more research to find Education in Finland Every child shall reach an agreed level There are no excuses Teacher assessment is the most important
8. Which mental models are getting in our way? Finland comes out top in Pisa; therefore we should do what they do We all have gifts and weaknesses, and that’s just how it is Students need to hear a lot of praise to help them learn
9.
10. Some dearly held mental models create problems Clever girl! Gifted musician Brilliant mathematician Bright boy Top of the class! By far the best
11. The effects of different types of praise Mueller and Dweck, 1998 In six studies, 7th grade students were given a series of nonverbal IQ tests.
12. Mueller ogDweck, 1998 Roseintelligensen “Wow, detereinveldig god poengsum. Detteer du flinktil.” Roseprosessen “Wow, detereinveldig god poengsum. Du må ha prøvdhardt.” Rosikontrollgruppa “Wow, detereinveldig god poengsum.”
15. The effects of praise Swimming “You do your best swimming when you concentrate and try your best to do what Chris is asking you to do” Ballet “You’re the best ballerina in the world!”
16. 1.Good girl; 2.How extraordinary; 3.Great effort; 4.Outstanding performance; 5.What a scientist you are; 6.Unbelievable work; 7.You’re a genius; 8.You're getting better; 9.Clever boy 10.You should be proud; 11.You've got it; 12.You're special; 13. Very talented; 14. You've outdone yourself; 15. What a great listener; 16. You came through; 17.You’re very artistic; 18.Keep up the good work; 19.It's everything I hoped for; 20.Perfect; 21.A+ Work; 22.You're a shining star; 23.Inspired; 24.You're #1; 25.You're very responsible; 26.You're very talented; 27.Spectacular work; 28.Great discovery; 29.You're amazing; 30.What a great idea; 31.Well worked through; 32.Very thoughtful; 33.You figured it out; 34.Top of the class; 35. You make me smile
17. Modell for påverknad (Daniel Kim) Visjon PÅVERKNAD Mentalebilete System & strukturar Åtferdsmønster Hendingar
18. Which mental models do teachers wish to encourage? We want our students to think of themselves as independent learners We want everyone (staff and students) to be outstanding learners We really want learning to last
19. Designing structures to change mental models Concept Conflict Clarity 1 2 Confusion The Pit 188
21. A selection of thinking skills GROUP HYPOTHESISE IDENTIFY INFER INTERPRET ORGANISE PARAPHRASE PREDICT QUESTION RANK REPRESENT RESPOND SEQUENCE SIMPLIFY SHOW HOW SOLVE SORT SUMMARISE SUPPORT TEST VERIFY VISUALISE ANALYSE ANTICIPATE APPLY CAUSAL-LINK CHOOSE CLASSIFY COMPARE CONNECT CONTRAST DECIDE DEFINE DESCRIBE DETERMINE DISCUSS ELABORATE ESTIMATE EVALUATE EXEMPLIFY EXPLORE GENERALISE GIVE EXAMPLES GIVE REASONS 136
22. Recent Demo Lesson Concepts What is a toy? (5 year olds) Was the mouse telling lies?(7 year olds) What happens when you die? (11 year olds) What’s the difference between tragedy and romance? (14 year olds) What is culture? (15 year olds) Is zero the same as nothing? (17 year olds)
28. Too much innovation “One of the most critical problems our schools face is not resistance to innovation but the fragmentation, overload and incoherence resulting from the uncritical and uncoordinated acceptance of too many different innovations” Fullan & Stiegelbauer, 1991
29. Almost Everything Works 95% of all things we do have a positive achievement on education When teachers claim they are having a positive effect on achievement or when a policy improves achievement, this is almost a trivial claim: virtually everything works
30. Effects on Achievement (Hattie, 2009)
31. Decision-making process Shared Vision Action Research H A C B E D G F Task Analysis E A Implementation Plan C Long-Term Plan G Stewardship Conferences D F H B
