well I’ve been fortunate enough in my life to have had two careers but I don’t
life to have had two careers but I don’t
life to have had two careers but I don’t have a clique at them and the first of
have a clique at them and the first of
have a clique at them and the first of those careers has been as an
those careers has been as an
those careers has been as an educationist which is why I’m here with
educationist which is why I’m here with
educationist which is why I’m here with you today but the second career has been
you today but the second career has been
you today but the second career has been as a professional mountain guide and
as a professional mountain guide and
as a professional mountain guide and this is a photograph of myself or my
this is a photograph of myself or my
this is a photograph of myself or my eldest son on the top of the North Col
eldest son on the top of the North Col
eldest son on the top of the North Col of Mount Everest taken a few years ago
of Mount Everest taken a few years ago
of Mount Everest taken a few years ago now the North Col of Everest is seven
now the North Col of Everest is seven
now the North Col of Everest is seven thousand one hundred meters twenty three
thousand one hundred meters twenty three
thousand one hundred meters twenty three and a half thousand feet and you may be
and a half thousand feet and you may be
and a half thousand feet and you may be asking well why am i starting a talk on
asking well why am i starting a talk on
asking well why am i starting a talk on curiosity and powerful learning against
curiosity and powerful learning against
curiosity and powerful learning against the back cloth of the North Col of
the back cloth of the North Col of
the back cloth of the North Col of Everest well for a couple of reasons
Everest well for a couple of reasons
Everest well for a couple of reasons the first is to demonstrate to you that
the first is to demonstrate to you that
the first is to demonstrate to you that I’m a really neat and cool sort of a guy
I’m a really neat and cool sort of a guy
I’m a really neat and cool sort of a guy but seriously with a real reason I was
but seriously with a real reason I was
but seriously with a real reason I was guiding on Everest at that time was
guiding on Everest at that time was
guiding on Everest at that time was because of this young man here Paul
because of this young man here Paul
because of this young man here Paul silat Oh Paul is a service user with
silat Oh Paul is a service user with
silat Oh Paul is a service user with MacIntyre care which is the country’s
MacIntyre care which is the country’s
MacIntyre care which is the country’s largest charity for those with a mental
largest charity for those with a mental
largest charity for those with a mental disability
disability
disability what and Paul lives and works inside the
what and Paul lives and works inside the
what and Paul lives and works inside the charity but what sets him aside from his
charity but what sets him aside from his
charity but what sets him aside from his colleagues is his obsession for
colleagues is his obsession for
colleagues is his obsession for mountaineering and I’ve been privileged
mountaineering and I’ve been privileged
mountaineering and I’ve been privileged over the years to a guide Paul and some
over the years to a guide Paul and some
over the years to a guide Paul and some of his friends to a large number of the
of his friends to a large number of the
of his friends to a large number of the world’s great great mountains on one of
world’s great great mountains on one of
world’s great great mountains on one of those trips Paul expressed his sort of
those trips Paul expressed his sort of
those trips Paul expressed his sort of fixation about Mount Everest and I
fixation about Mount Everest and I
fixation about Mount Everest and I didn’t think it was quite possible to
didn’t think it was quite possible to
didn’t think it was quite possible to actually get Paul to the summit of
actually get Paul to the summit of
actually get Paul to the summit of Everest because the acclimatization
Everest because the acclimatization
Everest because the acclimatization takes so so long but I did feel that
takes so so long but I did feel that
takes so so long but I did feel that actually climbing to the North Col of
actually climbing to the North Col of
actually climbing to the North Col of Everest which is nowadays regarded as
Everest which is nowadays regarded as
Everest which is nowadays regarded as being a mountaineering objective in its
being a mountaineering objective in its
being a mountaineering objective in its own right and was of course the sort of
own right and was of course the sort of
own right and was of course the sort of the gateway to the early British a sense
the gateway to the early British a sense
the gateway to the early British a sense of Everest I did think that that was
of Everest I did think that that was
of Everest I did think that that was possible and this is a photograph of
possible and this is a photograph of
possible and this is a photograph of paula myself just below the top of the
paula myself just below the top of the
paula myself just below the top of the north
north
north I thought quite a lot about Paul as some
I thought quite a lot about Paul as some
I thought quite a lot about Paul as some of you know because I believe it’s at
of you know because I believe it’s at
of you know because I believe it’s at this point on the North Col of Everest
this point on the North Col of Everest
this point on the North Col of Everest that my two Koreans
that my two Koreans
that my two Koreans so come together at all Paul because I
so come together at all Paul because I
so come together at all Paul because I want to demonstrate that under the right
want to demonstrate that under the right
want to demonstrate that under the right conditions even somebody with a with a
conditions even somebody with a with a
conditions even somebody with a with a disability like Paul’s can do quite
disability like Paul’s can do quite
disability like Paul’s can do quite extraordinary things and I believe this
extraordinary things and I believe this
extraordinary things and I believe this is what we do in education as well our
is what we do in education as well our
is what we do in education as well our moral purposes educators is to create
moral purposes educators is to create
moral purposes educators is to create the conditions inside our schools in our
the conditions inside our schools in our
the conditions inside our schools in our system to enable every young person to
system to enable every young person to
system to enable every young person to reach their potential whatever their
reach their potential whatever their
reach their potential whatever their potential may be five years before I
potential may be five years before I
potential may be five years before I actually was on this ascent of Everest I
actually was on this ascent of Everest I
actually was on this ascent of Everest I was appointed it’s the chief adviser on
was appointed it’s the chief adviser on
was appointed it’s the chief adviser on school standards to the Secretary of
school standards to the Secretary of
school standards to the Secretary of State in our government and became
State in our government and became
State in our government and became responsible in the early 2000s for the
responsible in the early 2000s for the
responsible in the early 2000s for the quality of education inside the nation’s
quality of education inside the nation’s
quality of education inside the nation’s schools and those of you who almost as
schools and those of you who almost as
schools and those of you who almost as old as I am will remember that we had a
old as I am will remember that we had a
old as I am will remember that we had a a a great deal of educational reform in
a a great deal of educational reform in
a a great deal of educational reform in in the late 90s where we accelerated the
in the late 90s where we accelerated the
in the late 90s where we accelerated the standards of literacy and numeracy in
standards of literacy and numeracy in
standards of literacy and numeracy in quite a spectacular fashion amongst
quite a spectacular fashion amongst
quite a spectacular fashion amongst generation a generation of young of
generation a generation of young of
generation a generation of young of young people which is just now beginning
young people which is just now beginning
young people which is just now beginning to to work through into our system but
to to work through into our system but
to to work through into our system but when I took over responsibilities I was
when I took over responsibilities I was
when I took over responsibilities I was consult with all I was excited about the
consult with all I was excited about the
consult with all I was excited about the rise in standards I was concerned about
rise in standards I was concerned about
rise in standards I was concerned about the way in which we’re achieving this
the way in which we’re achieving this
the way in which we’re achieving this because it was very much a top-down
because it was very much a top-down
because it was very much a top-down reform very heavily target driven and I
reform very heavily target driven and I
reform very heavily target driven and I was beginning to be concerned as to
was beginning to be concerned as to
was beginning to be concerned as to whether although we were raising
whether although we were raising
whether although we were raising academic standards will be building
academic standards will be building
academic standards will be building learning capability into the lives of
learning capability into the lives of
learning capability into the lives of our young people and so I began to she
our young people and so I began to she
our young people and so I began to she in concert with ministers like Estelle
in concert with ministers like Estelle
in concert with ministers like Estelle Morris and David Miliband we began to
Morris and David Miliband we began to
Morris and David Miliband we began to shape reshape the educational policy
shape reshape the educational policy
shape reshape the educational policy agenda we would have focused on the
agenda we would have focused on the
agenda we would have focused on the personalization of learning where we
personalization of learning where we
personalization of learning where we would continue to raise standards but
would continue to raise standards but
would continue to raise standards but also increase the learning capability of
also increase the learning capability of
also increase the learning capability of our young people as well
our young people as well
our young people as well and some of you will remember the policy
and some of you will remember the policy
and some of you will remember the policy document X
document X
document X and enjoyment and there’s a clue in that
and enjoyment and there’s a clue in that
and enjoyment and there’s a clue in that term that we’ve we producing at that
term that we’ve we producing at that
term that we’ve we producing at that time to sort of generate these high
time to sort of generate these high
time to sort of generate these high levels of personalization in the
levels of personalization in the
levels of personalization in the learning of our young people so it seems
learning of our young people so it seems
learning of our young people so it seems to me there’s a as educators we have
to me there’s a as educators we have
to me there’s a as educators we have three goals that we’ve heard a lot about
three goals that we’ve heard a lot about
three goals that we’ve heard a lot about those already to today doctor we
those already to today doctor we
those already to today doctor we shouldn’t we need to help our students
shouldn’t we need to help our students
shouldn’t we need to help our students acquire youthful useful and important
acquire youthful useful and important
acquire youthful useful and important areas of knowledge we help them and we
areas of knowledge we help them and we
areas of knowledge we help them and we need to help to become powerful learners
need to help to become powerful learners
need to help to become powerful learners by expanding and making articulate their
by expanding and making articulate their
by expanding and making articulate their repertoire of learning skills and by
repertoire of learning skills and by
repertoire of learning skills and by that token we need to help them become
that token we need to help them become
that token we need to help them become fine caring and principled citizens the
fine caring and principled citizens the
fine caring and principled citizens the question is how do we go about achieving
question is how do we go about achieving
question is how do we go about achieving that and I don’t think we do it through
that and I don’t think we do it through
that and I don’t think we do it through sort of didactic environments like this
sort of didactic environments like this
sort of didactic environments like this like like this painting of the classroom
like like this painting of the classroom
like like this painting of the classroom of the University of Bologna in 1350
of the University of Bologna in 1350
of the University of Bologna in 1350 although my worry as I spend increasing
although my worry as I spend increasing
although my worry as I spend increasing amounts of time in in our nation’s
amounts of time in in our nation’s
amounts of time in in our nation’s classrooms and those around the world
classrooms and those around the world
classrooms and those around the world they don’t look an awful lot different
they don’t look an awful lot different
they don’t look an awful lot different from what you’re seeing in blonde yeah
from what you’re seeing in blonde yeah
from what you’re seeing in blonde yeah in 13 in 1350 so Ken Robinson in his
in 13 in 1350 so Ken Robinson in his
in 13 in 1350 so Ken Robinson in his very famous TED talk spoke about the
very famous TED talk spoke about the
very famous TED talk spoke about the same themes I just like to so share a
same themes I just like to so share a
same themes I just like to so share a little extract from that talk by Ken
little extract from that talk by Ken
little extract from that talk by Ken with you now
[Applause]
[Applause] but either to really sort of powerful
but either to really sort of powerful
but either to really sort of powerful implications from what Ken was saying
implications from what Ken was saying
implications from what Ken was saying there the first is that have really high
there the first is that have really high
there the first is that have really high performing educational systems focus
performing educational systems focus
performing educational systems focus relentlessly on the quality of teaching
relentlessly on the quality of teaching
relentlessly on the quality of teaching inside their classrooms and and to try
inside their classrooms and and to try
inside their classrooms and and to try to reduce the variability between
to reduce the variability between
to reduce the variability between classrooms the focus is is on action
classrooms the focus is is on action
classrooms the focus is is on action inside the school or rather than the
inside the school or rather than the
inside the school or rather than the structural changes that our system seems
structural changes that our system seems
structural changes that our system seems to be bedeviled with and the second
to be bedeviled with and the second
to be bedeviled with and the second implication that I draw from what Ken
implication that I draw from what Ken
implication that I draw from what Ken was saying is that our goal as educators
was saying is that our goal as educators
was saying is that our goal as educators is to try to build powerful learners my
is to try to build powerful learners my
is to try to build powerful learners my three goals are on the top of the slide
three goals are on the top of the slide
three goals are on the top of the slide and underneath that are the types of
and underneath that are the types of
and underneath that are the types of learning skills I believe that we have a
learning skills I believe that we have a
learning skills I believe that we have a responsibility to induct our students
responsibility to induct our students
responsibility to induct our students into and to help them acquire and
into and to help them acquire and
into and to help them acquire and through through doing that they become
through through doing that they become
through through doing that they become curious and powerful learners so it
curious and powerful learners so it
curious and powerful learners so it seems to me that curiosity which is the
seems to me that curiosity which is the
seems to me that curiosity which is the metaphor I am using for powerful
metaphor I am using for powerful
metaphor I am using for powerful learning in which we’ve heard quite a
learning in which we’ve heard quite a
learning in which we’ve heard quite a bit about already today curiosity really
bit about already today curiosity really
bit about already today curiosity really matters and all of the research evidence
matters and all of the research evidence
matters and all of the research evidence suggests the curiosity is fundamental to
suggests the curiosity is fundamental to
suggests the curiosity is fundamental to academic success to job performance to
academic success to job performance to
academic success to job performance to relationships to life satisfaction to
relationships to life satisfaction to
relationships to life satisfaction to problem-solving and more recently we’ve
problem-solving and more recently we’ve
problem-solving and more recently we’ve been hearing about research which says
been hearing about research which says
been hearing about research which says that it contributes to longevity as well
that it contributes to longevity as well
that it contributes to longevity as well a question that faces us is how do we do
a question that faces us is how do we do
a question that faces us is how do we do this do we actually believe with
this do we actually believe with
this do we actually believe with Einstein that actually curiosity is a
Einstein that actually curiosity is a
Einstein that actually curiosity is a delicate little plant which aside from
delicate little plant which aside from
delicate little plant which aside from stimulation stands mainly in need of
stimulation stands mainly in need of
stimulation stands mainly in need of freedom I would like to believe that was
freedom I would like to believe that was
freedom I would like to believe that was true
true
true and in some context I think it is but in
and in some context I think it is but in
and in some context I think it is but in a lot of the schools that I work with in
a lot of the schools that I work with in
a lot of the schools that I work with in this country in this city and around the
this country in this city and around the
this country in this city and around the world we have to adopt a different a
world we have to adopt a different a
world we have to adopt a different a different tack if we want our students
different tack if we want our students
different tack if we want our students to be curious we have to teach them but
to be curious we have to teach them but
to be curious we have to teach them but the question is how do we do that
[Music]
[Music] I hope you enjoyed that as much as I did
I hope you enjoyed that as much as I did
I hope you enjoyed that as much as I did I wish I had time to play it again I’d
I wish I had time to play it again I’d
I wish I had time to play it again I’d like to take a few minutes if I meant to
like to take a few minutes if I meant to
like to take a few minutes if I meant to explain to you how I am in my own work
explain to you how I am in my own work
explain to you how I am in my own work attempting to achieve this goal of
attempting to achieve this goal of
attempting to achieve this goal of enabling our students to become curious
enabling our students to become curious
enabling our students to become curious and powerful learners and I’m doing this
and powerful learners and I’m doing this
and powerful learners and I’m doing this through the use of an approach to
through the use of an approach to
through the use of an approach to professional learning amongst teachers
professional learning amongst teachers
professional learning amongst teachers which I call instructional rounds it’s
which I call instructional rounds it’s
which I call instructional rounds it’s based upon the medical model of of
based upon the medical model of of
based upon the medical model of of training which actually happens inside
training which actually happens inside
training which actually happens inside the hospital and by these sort of the
the hospital and by these sort of the
the hospital and by these sort of the professor you’re asking two questions
professor you’re asking two questions
professor you’re asking two questions diagnosis what is wrong with this
diagnosis what is wrong with this
diagnosis what is wrong with this patient and and treatment how do we make
patient and and treatment how do we make
patient and and treatment how do we make them better I’ve been conducting these
them better I’ve been conducting these
them better I’ve been conducting these instructional rounds here in Bolton over
instructional rounds here in Bolton over
instructional rounds here in Bolton over the last few months with actually quite
the last few months with actually quite
the last few months with actually quite quite impressive results let me give you
quite impressive results let me give you
quite impressive results let me give you an example of what we were doing in
an example of what we were doing in
an example of what we were doing in Easter Academy just just before Easter
Easter Academy just just before Easter
Easter Academy just just before Easter the Academy invited two dozen teachers
the Academy invited two dozen teachers
the Academy invited two dozen teachers or head teachers from other schools in
or head teachers from other schools in
or head teachers from other schools in the city to to join in on the round and
the city to to join in on the round and
the city to to join in on the round and they asked for the volunteers six
they asked for the volunteers six
they asked for the volunteers six volunteers from the staff to open their
volunteers from the staff to open their
volunteers from the staff to open their classrooms open to to visitation by the
classrooms open to to visitation by the
classrooms open to to visitation by the round members the only instruction that
round members the only instruction that
round members the only instruction that I gave to that group of observers in the
I gave to that group of observers in the
I gave to that group of observers in the morning before the observation was that
morning before the observation was that
morning before the observation was that I will not allow or permit any
I will not allow or permit any
I will not allow or permit any evaluation any judgment over the order
evaluation any judgment over the order
evaluation any judgment over the order of an individual teacher we are here to
of an individual teacher we are here to
of an individual teacher we are here to describe the practice inside the school
describe the practice inside the school
describe the practice inside the school and its impact upon student learning
and its impact upon student learning
and its impact upon student learning description description description no
description description description no
description description description no evaluation no judgment and that was very
evaluation no judgment and that was very
evaluation no judgment and that was very difficult for a lot of our colleagues
difficult for a lot of our colleagues
difficult for a lot of our colleagues and so we went off on our rounds and we
and so we went off on our rounds and we
and so we went off on our rounds and we went to spent about 15 to 20 minutes in
went to spent about 15 to 20 minutes in
went to spent about 15 to 20 minutes in each classroom taking down descriptive
each classroom taking down descriptive
each classroom taking down descriptive data if you can think about it we at the
data if you can think about it we at the
data if you can think about it we at the end of the morning we had 24 people six
end of the morning we had 24 people six
end of the morning we had 24 people six as a hundred and forty-four individual
as a hundred and forty-four individual
as a hundred and forty-four individual pieces of data on the practice in ISA
pieces of data on the practice in ISA
pieces of data on the practice in ISA Academy and that afternoon I took them
Academy and that afternoon I took them
Academy and that afternoon I took them through a pretty rigorous inductive
through a pretty rigorous inductive
through a pretty rigorous inductive analytic process to try and make sense
analytic process to try and make sense
analytic process to try and make sense collectively of the data that we that we
collectively of the data that we that we
collectively of the data that we that we had gathered the aim was not to say how
had gathered the aim was not to say how
had gathered the aim was not to say how good teacher a or teacher B was but what
good teacher a or teacher B was but what
good teacher a or teacher B was but what is the presenting practice in the in the
is the presenting practice in the in the
is the presenting practice in the in the school once we have actually achieved
school once we have actually achieved
school once we have actually achieved agreement and unanimity on an
agreement and unanimity on an
agreement and unanimity on an observation I would summarize it I would
observation I would summarize it I would
observation I would summarize it I would return it to the group and then I would
return it to the group and then I would
return it to the group and then I would try and translate that into a theory of
try and translate that into a theory of
try and translate that into a theory of action statement a hypothesis that
action statement a hypothesis that
action statement a hypothesis that described the impact upon teaching on
described the impact upon teaching on
described the impact upon teaching on the learning of the students in in the
the learning of the students in in the
the learning of the students in in the school when a teacher does X and
school when a teacher does X and
school when a teacher does X and students do Y when teachers consistently
students do Y when teachers consistently
students do Y when teachers consistently ask higher order questions then students
ask higher order questions then students
ask higher order questions then students are more engaged and begin to develop
are more engaged and begin to develop
are more engaged and begin to develop their own curriculum knowledge when I
their own curriculum knowledge when I
their own curriculum knowledge when I began doing this about six years ago now
began doing this about six years ago now
began doing this about six years ago now in Melbourne again the reserve the the
in Melbourne again the reserve the the
in Melbourne again the reserve the the reception was highly enthusiastic people
reception was highly enthusiastic people
reception was highly enthusiastic people were saying to me David I really am
were saying to me David I really am
were saying to me David I really am beginning to understand now what’s
beginning to understand now what’s
beginning to understand now what’s actually going on inside that classrooms
actually going on inside that classrooms
actually going on inside that classrooms because I would normally use a checklist
because I would normally use a checklist
because I would normally use a checklist right and that was the same reaction I
right and that was the same reaction I
right and that was the same reaction I had from colleagues in the Academy last
had from colleagues in the Academy last
had from colleagues in the Academy last month so what I did in the early days
month so what I did in the early days
month so what I did in the early days was I began then to synthesize all of
was I began then to synthesize all of
was I began then to synthesize all of those all of those theories of action
those all of those theories of action
those all of those theories of action that I was beginning to generate and
that I was beginning to generate and
that I was beginning to generate and what was interesting for me was that the
what was interesting for me was that the
what was interesting for me was that the more of these I did and I did them in
more of these I did and I did them in
more of these I did and I did them in Australia in London and Chile in Beijing
Australia in London and Chile in Beijing
Australia in London and Chile in Beijing the more I did the less I began to learn
the more I did the less I began to learn
the more I did the less I began to learn because it was the same types of things
because it was the same types of things
because it was the same types of things coming out time and time again so I
coming out time and time again so I
coming out time and time again so I thought perhaps were onto something here
thought perhaps were onto something here
thought perhaps were onto something here we can synthesize these the perhaps
we can synthesize these the perhaps
we can synthesize these the perhaps we’ve got the sort of a sense of what
we’ve got the sort of a sense of what
we’ve got the sort of a sense of what actually genuine practice looks like
actually genuine practice looks like
actually genuine practice looks like inside class inside classrooms and the
inside class inside classrooms and the
inside class inside classrooms and the same things were coming out irrespective
same things were coming out irrespective
same things were coming out irrespective of whether in a primary school a
of whether in a primary school a
of whether in a primary school a secondary school an Fe College or a
secondary school an Fe College or a
secondary school an Fe College or a special
special
special for the same types of constructs
for the same types of constructs
for the same types of constructs beginning to emerge and there you see
beginning to emerge and there you see
beginning to emerge and there you see them on the screen now I began to take
them on the screen now I began to take
them on the screen now I began to take them back to the teachers I originally
them back to the teachers I originally
them back to the teachers I originally work with they said David yes those are
work with they said David yes those are
work with they said David yes those are what we were seeing right so those are
what we were seeing right so those are
what we were seeing right so those are the constructs rather than the theories
the constructs rather than the theories
the constructs rather than the theories of action that come up in a moment but
of action that come up in a moment but
of action that come up in a moment but they said to me the teachers won’t there
they said to me the teachers won’t there
they said to me the teachers won’t there David yes some of these things I have
David yes some of these things I have
David yes some of these things I have control of as a teacher others I don’t
control of as a teacher others I don’t
control of as a teacher others I don’t and so I began to realize there was some
and so I began to realize there was some
and so I began to realize there was some theories of action which related to the
theories of action which related to the
theories of action which related to the whole school and some to the teacher
whole school and some to the teacher
whole school and some to the teacher then some old cynic said to me David
then some old cynic said to me David
then some old cynic said to me David don’t get too excited about this this is
don’t get too excited about this this is
don’t get too excited about this this is only the work of teachers and that will
only the work of teachers and that will
only the work of teachers and that will really be really riled me and so I went
really be really riled me and so I went
really be really riled me and so I went through my colleague and friend John
through my colleague and friend John
through my colleague and friend John Hattie who’s some of you will know or
Hattie who’s some of you will know or
Hattie who’s some of you will know or his work you will know he wrote a book
his work you will know he wrote a book
his work you will know he wrote a book called visible learning which is hand
called visible learning which is hand
called visible learning which is hand now has a global reach and in that book
now has a global reach and in that book
now has a global reach and in that book John began he the research scientists
John began he the research scientists
John began he the research scientists began to analyze about 80 different
began to analyze about 80 different
began to analyze about 80 different teaching behaviors and try to calculate
teaching behaviors and try to calculate
teaching behaviors and try to calculate its impact upon learning using the
its impact upon learning using the
its impact upon learning using the concept of of effect size so how far can
concept of of effect size so how far can
concept of of effect size so how far can we push the normal curve of distribution
we push the normal curve of distribution
we push the normal curve of distribution toward towards the right so John
toward towards the right so John
toward towards the right so John collaborated with me and we use his
collaborated with me and we use his
collaborated with me and we use his research to actually calibrate the
research to actually calibrate the
research to actually calibrate the impact of these theories of of these
impact of these theories of of these
impact of these theories of of these theories of action so here are the four
theories of action so here are the four
theories of action so here are the four theories of action about the whole
theories of action about the whole
theories of action about the whole school the first is to prioritize high
school the first is to prioritize high
school the first is to prioritize high expectations both schools I go into
expectations both schools I go into
expectations both schools I go into nowadays have authentic relationships
nowadays have authentic relationships
nowadays have authentic relationships but not always high expectations are we
but not always high expectations are we
but not always high expectations are we generating a curriculum which is based
generating a curriculum which is based
generating a curriculum which is based upon inquiry rather than didacticism
upon inquiry rather than didacticism
upon inquiry rather than didacticism thirdly do we have protocols about how
thirdly do we have protocols about how
thirdly do we have protocols about how we teach how we ask higher order
we teach how we ask higher order
we teach how we ask higher order questions how we formulate groups which
questions how we formulate groups which
questions how we formulate groups which are consistently appro applied across
are consistently appro applied across
are consistently appro applied across the school and do we have a language
the school and do we have a language
the school and do we have a language about learning that we are consistently
about learning that we are consistently
about learning that we are consistently using to actually help and induct our
using to actually help and induct our
using to actually help and induct our students into into do we have a set of
students into into do we have a set of
students into into do we have a set of articulated learning protocols the
articulated learning protocols the
articulated learning protocols the effect sizes of these are quite
effect sizes of these are quite
effect sizes of these are quite interesting the first three are around
interesting the first three are around
interesting the first three are around about point four which will give you
about point four which will give you
about point four which will give you about lying percentile points or of
about lying percentile points or of
about lying percentile points or of increase in terms of not in terms of
increase in terms of not in terms of
increase in terms of not in terms of the one on learning that it more
the one on learning that it more
the one on learning that it more directly affect students is much high
directly affect students is much high
directly affect students is much high round about point seven which will give
round about point seven which will give
round about point seven which will give you fifteen percent our points then we
you fifteen percent our points then we
you fifteen percent our points then we come to the theories of action for the
come to the theories of action for the
come to the theories of action for the teacher do we harness learning
teacher do we harness learning
teacher do we harness learning intentions do we build a narrative for
intentions do we build a narrative for
intentions do we build a narrative for the lesson and connect that to success
the lesson and connect that to success
the lesson and connect that to success criteria at the end are we setting kill
criteria at the end are we setting kill
criteria at the end are we setting kill our students challenging tasks in the
our students challenging tasks in the
our students challenging tasks in the zones of proximal development that that
zones of proximal development that that
zones of proximal development that that margin between existing knowledge and
margin between existing knowledge and
margin between existing knowledge and new knowledge are we asking a range of
new knowledge are we asking a range of
new knowledge are we asking a range of questions with a emphasis on
questions with a emphasis on
questions with a emphasis on higher-order intellectual thinking are
higher-order intellectual thinking are
higher-order intellectual thinking are we are we giving the appropriate
we are we giving the appropriate
we are we giving the appropriate feedback we’ve heard a lot about that
feedback we’ve heard a lot about that
feedback we’ve heard a lot about that today as well are we using assessment
today as well are we using assessment
today as well are we using assessment for learning techniques where students
for learning techniques where students
for learning techniques where students assess each other against explicit
assess each other against explicit
assess each other against explicit criteria and are we using cooperative
criteria and are we using cooperative
criteria and are we using cooperative groups to capture those metacognitive
groups to capture those metacognitive
groups to capture those metacognitive moments where students can deconstruct
moments where students can deconstruct
moments where students can deconstruct what we’re saying in in whole class
what we’re saying in in whole class
what we’re saying in in whole class situations and try to make and try to
situations and try to make and try to
situations and try to make and try to make sense of them since to me that this
make sense of them since to me that this
make sense of them since to me that this is a very powerful way of generating
is a very powerful way of generating
is a very powerful way of generating knowledge of effective practice from the
knowledge of effective practice from the
knowledge of effective practice from the practice of teachers and as I come to a
practice of teachers and as I come to a
practice of teachers and as I come to a close I want to try to emphasize and
close I want to try to emphasize and
close I want to try to emphasize and that if you look down that these sort of
that if you look down that these sort of
that if you look down that these sort of principles of learning you can see that
principles of learning you can see that
principles of learning you can see that you can see that they are directly
you can see that they are directly
you can see that they are directly affected and directly generated are the
affected and directly generated are the
affected and directly generated are the theories of action that we’re using and
theories of action that we’re using and
theories of action that we’re using and by that token collectively we are
by that token collectively we are
by that token collectively we are enhancing the the level of curiosity and
enhancing the the level of curiosity and
enhancing the the level of curiosity and creativity that our students are
creativity that our students are
creativity that our students are actually utilizing it and acquiring so
actually utilizing it and acquiring so
actually utilizing it and acquiring so for example we can when we use learning
for example we can when we use learning
for example we can when we use learning intentions we’re helping students to
intentions we’re helping students to
intentions we’re helping students to link prior to new knowledge when we are
link prior to new knowledge when we are
link prior to new knowledge when we are when we are using challenging tests we
when we are using challenging tests we
when we are using challenging tests we are accelerating the cognitive
are accelerating the cognitive
are accelerating the cognitive development of our youngsters when we
development of our youngsters when we
development of our youngsters when we when we are using learning protocols
when we are using learning protocols
when we are using learning protocols we’re providing the scaffolding for
we’re providing the scaffolding for
we’re providing the scaffolding for learner
learner
learner autonomy so what I’m trying to do since
autonomy so what I’m trying to do since
autonomy so what I’m trying to do since uh Murray well I’m trying to say is that
uh Murray well I’m trying to say is that
uh Murray well I’m trying to say is that we can teach curiosity we can can teach
we can teach curiosity we can can teach
we can teach curiosity we can can teach creativity by creating these powerful
creativity by creating these powerful
creativity by creating these powerful learning conditions for our students as
learning conditions for our students as
learning conditions for our students as much as I did with Paul on Everest the
much as I did with Paul on Everest the
much as I did with Paul on Everest the really important point though is that
really important point though is that
really important point though is that these theories of action are not given
these theories of action are not given
these theories of action are not given to you by some sort of aging
to you by some sort of aging
to you by some sort of aging superannuated professor or some
superannuated professor or some
superannuated professor or some political master these theories of
political master these theories of
political master these theories of action have been generated inductively
action have been generated inductively
action have been generated inductively from the powerful practice of thousands
from the powerful practice of thousands
from the powerful practice of thousands of teachers
of teachers
of teachers unfortunately around the world but now
unfortunately around the world but now
unfortunately around the world but now increasingly here at Bolton so in
increasingly here at Bolton so in
increasingly here at Bolton so in conclusion I just would like to share
conclusion I just would like to share
conclusion I just would like to share with you there’s sort of definition of
with you there’s sort of definition of
with you there’s sort of definition of learning experiences that I wrote with
learning experiences that I wrote with
learning experiences that I wrote with one of my mentors Bruce Joyce some time
one of my mentors Bruce Joyce some time
one of my mentors Bruce Joyce some time ago
ago
ago learning experiences are composed of
learning experiences are composed of
learning experiences are composed of content process and social climate as
content process and social climate as
content process and social climate as teachers we create forum with our
teachers we create forum with our
teachers we create forum with our students opportunities to explore and
students opportunities to explore and
students opportunities to explore and build important areas of knowledge
build important areas of knowledge
build important areas of knowledge explore and build develop powerful tools
explore and build develop powerful tools
explore and build develop powerful tools for their own learning and to live in
for their own learning and to live in
for their own learning and to live in humanizing social conditions thank you
”
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