growing a learning culture habits of mind – the nz way andy kai fong lincoln high school...
TRANSCRIPT
Growing a Learning Culture
Habits of Mind – The NZ Way
Andy Kai FongLincoln High School
Christchurch
www.lincoln.school.nz/interlinc/
Key Points
• Value of shared understandings
• Changing approach to Habits of Mind
• Framework for Learning
• Tools and Strategies
Shared Understandings
Team Learning
Learning Teams
Powerful Collaboration
Personal professional development
…with students
…with parents
Shared Vision
Why School?
InformsShapes and informs
requires
is promoted by
WHY school?What is our educative purpose?What are we trying to achieve?
WHAT should students learn?
What is essential?What is desirable?
HOW do students learn?
Principles of effective learning
Learning Theory
Values and Beliefs
Context
Generic Skills and
Attributes
What practices, organisation and structures will achieve these?
- student groupings- timetable structure
- learning culture- nature of learning experience- curriculum offerings/strucutre
- assessment strategies- reporting practices
- use of learning technologies- professional development programmes
- use of resources- learning/teaching strategies
- pastoral care policy and practices
EvaluationReflective Practice, ongoing review
Curriculum
Conditions conducive to
learning
Approaches to learning
Team Learning
• 2002– Professional Learning
Group (PLG)
• 2003– PLG 2– Assessment Learning
Group– Learning Area Teams– Class Learning Teams
• 2004– PLG 3
– Action Learning Teams
– Leadership Forum• senior HOD’s
– Class Learning Teams• 4 classes at Yr 9
– Focused Study Teams• structured readings
– Assessment Learning Team (core HOD’s)
Habits of Mind- a changing approach
• from explicit instruction with common approach…..
• …to “caught not taught” with common approach
Framework for Learning
Habits of Mind
Shared Understandings / Team Learning
Tools and Strategies
Shared Vision and Why School?
Tools and Strategies
• Questioning and Problem Solving
• Thinking Flexibly
• Metacognition
Questioning & Problem Solving
• 3 Storey Intellect
• Question (Q-) Matrix
3 Storey Intellect
“There are one-storey, two-storey and three-storey intellects with skylights. All fact collectors who have no aim beyond their facts are one-storey people. Two storey people compare, reason, generalise, using the labour of fact collectors as their own. Three-storey people idealise, imagine, predict – their best illumination comes from above the skylight.”
- Oliver Wendell Holmes
Applying
Processing
Gathering
Use the ideas, solve problems or make decisions. Apply new knowledge and understanding to new situationsManipulate the information
Make connections to prior knowledge and previous experience
Develop concepts Find the facts
Understand the material
Three Storey Intellect
Applying
Processing
Gathering
Three Storey Intellect
count, match, select, recite,
define, identify
compare / contrast, explain why,
reason, classify, interpret,
analyse
imagine, predict, speculate
apply, evaluate
Applications of 3 Storey Intellect
• Unit / Lesson Plans– any subject– scaffolding learning and thinking together
• Information Literacy Model– structure for research model
• Formulating questions / assessment criteria– illustrates thinking required to answer simple vs hard questions
• Subject specific– Maths (GSA)
Mathematics is problem solving
1Gathering
2Processing
3Applying
What do I know?
Understand the problem
What tools might I use?
Compare, Research, Generalise - Keep a record
Guess and Improve
Look for Patterns
Make a table
Make a simpler problem
Work backwards
Conclude
Predict
Check results (How do you
know?)
List possibilities
Draw a diagram
Applying Past knowledge
(What do I know already)
Questioning(what do I need/want
to know)
Managing Impulsivity
(Plan before acting)
Thinking Flexibly(Look at it from a different angle)
Persevering(Try other strategies)
Thinking and Communicating
with clarity(Be precise in your
records)
Striving for accuracy and
precision(Check your findings)
Find a rule
Habits of Mind(What do we do when faced with
an unfamiliar situation)
Thinking Flexibly
• Compare and Contrast
• Thinking Maps®
Compare & Contrast
• Visual Tool designed to help students structure their thinking on a given task ie finding similarities and differences.
Applications – novel / short story / cd
Metacognition
• Thinking about one’s thinking
• Planning, Monitoring and Evaluating ones thinking
“learning occurs most readily and most effectively when whole brain processing is engaged, and in particular when the process of learning moves from experience to reflection on experience…”
- Julia Atkin
Student Reflection
• I drew this picture because I found it difficult to concentrate and get stuff written down
• It is like smelling a rose without a nose: learning without concentrating
…student reflections
• “….next term I will focus on my listening skills as they need to be improved.”
• “ I picked up some things but not others, like a magpie”