For……

the money?

the status?

the power?

the admin work?

the meetings?

- to wake up young minds, open up new horizons, impart wisdom and knowledge, help children to succeed?

To Teach?

www.taolearn.com

All slides in ‘Resources for Teachers’

Crowd control?

To gain good qualifications?

To get to a good university?

To get a good job?

Preparation for life?

To develop brilliant learners?

Under- privileged

Under-resourced

and yet

curious

interested

adventurous

courageous

good skills?

good learners?

self-motivated

self-directed

self-regulated

autonomous

independent

lifelong learners?

Why do you think it is that the longer children stay in school

- the less curious they become?

- the less questions they ask?

..... is always self managed

and self-regulated

“Teaching is the canny art of

intellectual temptation”

- Jerome Bruner

“Great teaching involves putting children

into difficult situations out of which they

can only get by thinking”

– John Heron

1) Believes that success in learning is possible for them

2) Has the skills necessary to learn effectively

3) Learns by experience, from and with other students,

at their own pace, following their own leads, in a well

scaffolded environment where they feel safe to make

mistakes

setting learning goals

planning out their study

asking good questions

generating motivation and perseverance

processing information effectively – sifting, sorting, comparing, verifying, trying out different ways to learn

working to deadlines

reflecting on their achievement – both process and content

making changes to their learning processes where necessary

Do your students have all these skills?

up to 73% of university students report difficulties preparing for an exam

most tertiary students have been found to have weak or ineffective strategies for processing information both in the classroom and in their own study

when making notes from lectures or from text most students miss 60 - 70% of the key points

- good note making is positively correlated with academic achievement

- material omitted from notes has only a 5 - 15% chance of being recalled

Even when they have good notes many students still have great difficulty organising the information they have collected.

52% admit that their notes are disorganised

61% report having trouble sequencing the ideas to make coherent sense

At the secondary level, even given well organised, well structured notes with summaries provided:

two thirds of students study for tests purely by rereading their notes

more than half of them do that reading the day before the test or exam

around 12% of students do nothing more than recopy their notes verbatim

50% use passive repetition of key points as their single study technique.

Only 20% of teachers believe that teaching students how to learn is a priority

Only 17% of students report that teachers actively help them learn or improve their ‘study skills’

Are a combination of cognitive affective metacognitive

- processes, skills, techniques and strategies

Organising and transforming information

Asking good questions

Taking good classroom notes

Using memory techniques

Goal setting

Reviewing information regularly

Time management

Organising the study environment

Persistence and perseverance

Focus and concentration, overcoming distractions

Self-motivation

Mindfulness

Reducing anxiety

Delaying gratification

Managing impulsiveness and anger

Developing resilience

Knowledge – awareness of how I think and learn

- noticing own thinking

Noticing the effectiveness of different learning strategies used and skills practiced in the understanding and retention of content

Performance – using that knowledge to improve performance

Being prepared to change ineffective strategies, learn new skills

Student Self Regulation

high low

Self initiated

task statements

22 per hour 11 per hour

Questions asked

by students

questioning peers

half the time

mostly asking the

teacher

Task directed

statements

from teacher

2

- encouraging the

child’s own thinking

and planning

17

- doing the thinking

and planning for

the child

‘Student’ – must keep talking:

“I see ......” “I imagine ....”

“I think .......” “I feel ........”

“I know ......” “I am trying to ........”

‘Teacher’ – must only ask questions:

focus on the process not the solution

elicit learning and thinking strategies

ask process focused questions

DO NOT provide the answer

2008 QCA - “A Framework of personal, learning and thinking skills that are essential to success in learning, life and work”:

Independent inquirers

Creative thinkers

Reflective learners

Team workers

Self-managers

Effective participators

EIC - Elementary Integrated Curriculum Framework – core curriculum adopted by 47 states (2011)

Academic Success Skills: Collaboration Effort/Motivation/Persistence Intellectual Risk Taking Metacognition

Creative Thinking Skills: Elaboration Flexibility Fluency Originality

Critical Thinking Skills: Analysis Evaluation Synthesis

Learning Skills and Work Habits:

Responsibility

Organization

Independent Work

Collaboration

Initiative

Self-Regulation

Poland Belgium

Italy Korea

Singapore Mexico

New Zealand The Slovak Republic

Spain and Turkey

have all developed curricula of essential learning skills for students

ATL - 5 Skill Categories

Communication

Social

Self Management

Research

Thinking

ATL - 10 Skill Clusters

Communication

Collaboration

Organisation

Affective Skills

Reflection

Information Literacy

Media Literacy

Critical Thinking

Creativity

Transfer

Communication The skills of effectively exchanging thoughts, messages and

information through interaction

The skills of reading, writing and using language to communicate

information

Collaboration The skills of working cooperatively with others

Organization The skills of effectively managing time and tasks

Affective skills The skills of managing state of mind

Reflection The metacognitive skills of re-considering what has been taught

and learned by reflection on content, learning skills and learning

strategy use

Information

literacy

The skills of finding, interpreting, judging and creating information

Media literacy The skills of interacting with different media to compare and

contrast different representations of information

Critical thinking The skills of critique of text, media, ideas and issues

Creativity and

innovation

The skills of invention – developing ideas and things that never

existed before

Transfer Utilising skills and knowledge in multiple contexts

Curiosity

Independence

Cooperation

Asking questions

Exploration

Risk taking

Learning from experience

Positivity

Reading

Writing legibly

Engaging with others

Listening well

Persevering with tasks

Concentrating

Time management

Researching

Remembering

........

Time management

Making good notes

Reviewing information regularly

Self-motivation

Perseverance

Goal setting

Researching

Asking good questions

Processing information effectively

Working to deadlines

Remembering

........

In order to succeed in your classes, what are the most important ATL skills your students need?

- first identify the most important Clusters then the most important skills

Do you teach your students these skills?

Each ATL Skills Cluster is significant at every

level of the IB but skills examples will increase

in complexity

Individuals vary greatly in their age related

skills proficiency

Build continuity of skills across each level

Design for total skills profile across all levels

Level 1

Novice

- observing

Level 2

Learner

- copying

Level 3

Practitioner

- demonstrating

Level 4

Expert

- self-regulating

Observes others performing tasks and using the skill High levels of scaffolding from teacher needed

Copies others performance of the skill Medium level of scaffolding needed

Can demonstrate the skill on demand Minimal teacher scaffolding required

Can teach others the skill No teacher scaffolding required

SKILLS HEIRARCHY

Level 1

The Novice

Observation

Level 2

The Learner

Emulation

Level 3

The Practitioner

Demonstration

Level 4

The Expert

Self-Regulation

Observes others performing

tasks and using the skill

Gains an understanding of

how the skill

operates and what the

distinguishing

characteristics of the skill

are

Gathers procedural

information about the

performance of the skill,

asks questions to clarify

procedure

Errors are frequent

High levels of scaffolding

from teacher needed -

explanations, training,

structural support

Copies others performance

of the skill

Works through the skill in a

step by step fashion, seeks

clarification for correctness

of performance

Consolidation of learning is

occurring through

experience

Is very conscious of

performing the skill and

correcting errors with

deliberation

Performs skill only with

known content in known

context

Medium level of scaffolding

needed - correcting poor

Can demonstrate the skill on

demand

Flexibility of skill use in

different contexts is

developing

Automaticity is developing

Errors are corrected quickly

Can perform skill either with

different content or in

different context

Minimal teacher scaffolding

required – setting directions,

goals, assessable outcomes

Can perform the skill without

thinking through the process

first

Can teach others the skill

Automaticity is established

Can use skill with unfamiliar

content in unfamiliar context

High levels of performance

occur

Any errors are corrected

automatically

No teacher scaffolding

needed

Top 10 Learning Skills

needed by your students

Novice

Observing

Learner

Copying

Practitioner

Demonstrating

Expert

Self-regulating

Self assess present learning skill proficiency

decide on skills to focus on

make the skills explicit – description, examples

have students self-assess skill proficiency

analyse class results for general skill deficiencies

develop lessons to bring all students up to the same

skill level – (explicit)

build skill practice into subject lessons – (implicit)

encourage students to regularly self-assess

proficiency up to mastery level

Skill Description – can use search engines to find

correct information on the internet in order to answer

specific questions

Minimum skills – can use Google for simple search

tasks

Maximum skills – can use Boolean operators, search

limiters and RSS feeds to accurately find precise

information

Skill description: can maintain singularity of

thought for extended periods of time

Minimum skills – can keep mind focused on

one task for ten seconds

Maximum skills – can keep mind focused on

one task for one hour

Inquiry – establishing the purpose of the unit

key and related concepts

global context

statement of inquiry

inquiry questions – factual, conceptual and debatable

subject group objectives

summative assessment tasks

relationship between summative assessment tasks and statement

of inquiry

approaches to learning - ATL

Action: teaching and learning through inquiry

content - selected or required subject matter

description of the learning process

learning experiences and teaching strategies

formative assessment

differentiation

resources

Reflection: considering the planning, process and

impact of the inquiry

prior to teaching the unit

during teaching

after teaching the unit

6 billion cell phones in the world

85% of new phones are web enabled

2 billion broadband subscriptions

255 million websites

150 million blogs

8 trillion text messages sent in 2011

107 trillion emails – 89% of which were spam

Youtube – 48 hours uploaded every minute

– 3 billion videos viewed every day

every piece of subject matter was available to your students on the internet, and

they all had access to internet linked tablets, and

they all had access to high speed broadband all day....

What could teaching look like then?

Process Oriented Skills Based Guided

Inquiry Learning

To teach ATL skills, practice Inquiry

teaching/learning and develop self-regulated

learners

A focus on the teaching of ATL skills at all levels of the IB

The proliferation of high quality school subject based

websites

The ubiquity of internet accessible devices

The availability of high speed broadband

The high level of comfort your students all have with the

digital world

1) Form subject or interest groups of 2-3 people with one

internet connected device per group

2) Connect to www.topmarks.co.uk

3) Select ‘subject’ and ‘level’ – click ‘go’

4) Evaluate 3 websites in your subject that none of you are

familiar with for:

▪ breadth – what range of topics are presented?

▪ depth – what levels of schooling are covered?

▪ structure – how is the information presented – video, audio, games

Focus on ATL skills rather than subject matter

Pose questions, outline problems, set challenges, give

clear measurable objectives

Put students into small groups

Assign roles – researcher, questioner, recorder, director

Enable them to connect to the best subject based

internet resources

Facilitate their journey

Groups of 2 – 1 researcher, one guide/recorder

5 groups per table

1 task per group – answer the questions

What does it mean?

What are some examples?

How does it relate to an IB education?

Could you use the idea in class?

Could you teach it to students? How?

Present key points to each other - put all the ideas together

Students differ in the degree of self-

regulation they have the skills for

Teachers differ in the degree of self-

regulation they allow in the classroom

High self-regulation skills

- student manages all aspects of own learning

- student thinking at maximum, teacher involvement at minimum

Intermediate self-regulation skills

- student manages much of own learning, asks the teacher questions

- students thinking engaged, teacher as guide and support

Low self-regulation skills

- student totally passive, needs to be ‘taught’ everything, have all

questions answered, helped through every step of learning

- student thinking at a minimum, teacher totally involved in all

phases of student learning

Strong teacher regulation

- teacher controls all information, answers all questions

- student thinking at a minimum, teaching by transmission only

Shared regulation

- teacher provides skills training, problem statements, concepts

- students actively engage in finding information, solving problems

- students thinking engaged, teaching by facilitation

Loose teacher regulation

- teacher’s only functions are supplying the learning objectives and

assessing their achievement

- student thinking at a maximum, minimal teaching activity

De

gre

e o

f S

tud

en

t S

elf

-re

gu

lati

on

Degree of Teacher Regulation of Learning

Strong

Shared

Loose

High Destructive friction

Constructive friction

Congruence

Intermediate Destructive friction

Congruence Constructive friction

Low Congruence Constructive friction

Destructive Friction

1) Assess for ability to self-regulate learning

2) Allow for 3 levels of self-regulation in class

3) Groups of 3-4 with one computer + high speed internet

4) Work directly with the low SRL students teaching them the appropriate learning skills

5) Help the intermediate SRL students where required

6) Allow the high self-regulated learners to work independently

7) Pose problems, set challenges, give measurable objectives, help them to ask the right questions

What percentage of your lessons are available to

students (right now) as well structured and supported,

fully independent learning experiences?

Are you aware of all the websites that have resources

for your subject?

Take a look at: www.taolearn.com/resources.php

www.marktreadwell.com/Digital_Resources

www.marktreadwell.com/Image_Libraries

Through regular reflection on:

Content – understanding of subject matter

what don’t I understand yet?

what questions do I have?

ATL Skills – progress towards mastery

what skills have I practiced today?

how competent do I now feel in each skill?

Strategies – effectiveness of learning/teaching strategies

what strategies have I used or been exposed to today?

how effective was each one for me?

Metacognition 1 – Reflection on Content

Evaluate understanding of subject matter, identify gaps

What I don’t understand is ……..How do I ………?What do I have to do to ……..?What I need to know is ……… The thing I just don’t get is ………What do you mean when you say ………?

What questions do you have so far?

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Novice

- observation

Learner

- emulation

Practitioner

- demonstration

Expert

- self-regulation

Organising, transforming, information

Asking good questions

Taking good classroom notes

Using memory techniques

Goal setting

Reviewing information regularly

Time management

Organising own home study environment

Persistence and perseverance

Focus and concentration, overcoming

distractions

Self-motivation

Mindfulness

Reducing anxiety

Delaying gratification

Managing impulsiveness and anger

Metacognition 2 – Reflection on ATL Skills

Teaching/Learning Strategies I understood and

learnt well

I mostly

understood

I did not

understand

Sugata Mitra videos

Curiosity of students - discussion

Purpose of schooling & teaching

Moonwalking Bear clip

‘Think Aloud’ exercise

Colour Changing card trick clip

Top 10 ATL Skills exercise

Horizontal mapping ATL Skills

Self-assessment ATL Skills

Internet search 1 – ‘Topmarks’

Internet search 2 – ‘autotelic’

Metacog 1 – Reflection on Content

Metacog 2 – Reflection on ATL Skills

Metacog 3 – Reflection on Strategies

Metacognition 3 – Reflection on Strategy Use

Focusing on teaching ATL skills rather than subject

content

Allowing students to engage in inquiry learning using

good quality internet resources

Enabling self-regulated learning to occur in the

classroom

Using self-assessment of content, process and ATL skill

proficiency to develop full metacognitive awareness

BLOOM’S REVISED TAXONOMY

Nationwide innovation in secondary education aimed

at developing self-regulated learners:

1) Students becoming ‘owners’ of the learning

process

2) Learning as the active construction of knowledge

3) Students learning in collaboration with other

students

Sounds just like the IB doesn’t it?

Conclusions:

1) Teachers found it very difficult to stop

‘teaching’

2) Good PD was not available to support teachers

in developing self-regulated learners

3) ‘Transmission teaching’ was still the norm

Teachers must learn how to stop teaching

and allow learning to take place

Only by being allowed to practice the skills of

self-regulated learning will students become

self-regulated learners.

Teach the teachers:

how to teach ATL Skills within the context of

their subject based lessons

how to turn the classroom experience into

guided inquiry learning

how to help students to self-assess their

content, skills and strategy use through

reflection