Who are the people below?

Did I win? Did I lose? Those are the wrong

questions. The correct question is: Did I make my best effort? If so, he says, You may be outscored but you will never lose.
http://dartmouthacademylearning.wordpress.com/

Learning is what you do when you dont know what you do. Learning to learn, or the development of learning-power, is getting better at knowing when, how and what to do when you dont know what to do.

What lessons can be learnt in our own teaching and learning across the academy?
Number 4s have the responsibility of summarising what has been said from the individuals 1,2 and 3. Number 1s will be held accountable for feeding back to the rest of the group.

Talk about developing habits, not fixed ability

Carol Dwecks two mindsets: is your mind a bucket or a muscle?

BUCKET
Fixed ability Born smart Proving Conservative learning Failure/mistakes bad Effort aversive Ignores information Shirk/blame/cheat Comparative/competitive

MUSCLE
Expandable ability Get smarter Improving Adventurous learning Failure/mistakes useful Effort pleasurable Focuses on information Try/commit/be open Collaborative/generous

Learning muscles against Year Group.

Learning muscles against subject area

How can teachers promote learning power in the classroom?

Discussing what you value to the students about teaching and learning in everyday life. How you talk to students individually and within groups about their learning and achievement, setting the right classroom climate. Selecting the right activities which build each aspect or aspects of learning power.

How you can model your own learning in the classroom from their every day life.

EXPLAINING - telling students directly about learning power

MODELLING - showing what it means to be an effective learner

Making an Effective

Learner

COMMENTATING conveying messages about learning power through evaluation

ORCHESTRATING selecting the right activity in the classroom

THINK PAIR SHARE

Looking at your learning muscles you have been assigned. Can you explain what this learning muscle is building and what are you rewarding students for flexing this learning muscle? If you have a blank piece of paper please can suggest other descriptions of learning muscles and how you would reward students for flexing this muscle?

TEAM STATEMENT ONLY NUMBER 2 CAN WRITE IT DOWN

Carousel Feedback
Carousel Feedback (communication skills, information sharing) Teams rotate from project to project to give feedback to other teams. 1. Teams stand in front of their own projects. 2. Teams rotate clockwise to the next project. 3. For a specified time, teams discuss their reactions to the other teams project no writing at this time. 4. Person #1 records feedback on feedback form. 5. Teacher calls time. 6. Teams rotate, observe, discuss, and give feedback on next project. A new recorder is selected each round. 7. Teams continue until each team rotates back to its own project or until the teacher calls time. 8. Teams review the feedback they received from the other teams.

Typical GCSE student

MTG above a C grade.

Addicted to spoonfeeding. Does not ask questions.

Rote learner.
Gives up easily when challenged out of comfort zone Compartmentalizes learning Can not identify what they knew or did not know.

LEARN MORE
Revision sessions, more past past papers, revision guides etc

LEARN BETTER
Kagan structures, critical thinking, multiple intelligences, assessment for learning etc

BETTER LEARNERS

Find My Rule
Box 1
Box 2

Clay
Sand Limestone Iron ore

Cement
Iron Brick Glass

Stand up, Pair up

Stand up with hand up and then find another person with hand up. High five. The person which is the tallest goes first and has 30 seconds to explain their answer. The second person then thanks the other person and has 30 seconds to explain their answer. Person 1 thanks and then they move to find new partners.

How do you build the learning muscles into your teaching?

Imagination - How to cope with the unexpected?

To cycle two hundred miles through one of the hottest places on Earth. Death Valley.

The ride takes place in one of the hottest places on Earth. Two hundred miles with over 10 000 feet of climbing. Lose over a one and half litres of water an hour and 300 calories. The year before over 50% of riders did not finish.

Will Mr C actually die in Death Valley?

Perseverance - Its just before 5am feeling great.

Could I cycle the 5000 miles needed to train for this event in one week?

Could I do the 200 miles needed every week in one day? Can I eat and drink anything I want during the ride? Is it fair to spend no time with my family as I have not got the time to fit them in?

Why can I not just take the time of school and not let anyone know?

Date 12/2

Distance 42.36

Route T-Bike

Average speed Time 25.2 1.40

13/2

45.04

15.1

2.55

Evaluation Gale force winds, thought better to get trainer out. Good to work on position and style and turning with equal pressure. Enjoyed a flat fast ride, had a slight niggle with right knee after warm down and bath felt better. Drank a good 2 litres. Very strong south westerly winds were very difficult need to work on my cycle position to maximise streamlining. At some places on averaging 6 mph uphill, very tired need to keep focus. Felt great in the morning, really worked hard up the hills and kept a high rpm. Relaxed downhill. Need to tighten up front derallieur as high gear is rubbing. Still need to practice descending faster. Repeated the route and really concentrated on position and style down hill. Much more confidence but maybe need brighter lights. Legs felt good out of saddle 1 mile climb. Food taken went down well no cramps, can eat peanut butter and jelly sandwiches no ill effects. Still need to drink more fluids. A lot of steep 1 in 4 climbing, extremely knacked but legs held up well. Felt comfortable with the bike set up.

14/2 15/2

Rest 28.72

15.0

1.54

16/2

28.72

15.5

1.50

17/2

80.35

New

13.5

5.55

Teachers caught modelling their own learning in the classroom.

At Dartmouth Academy the teachers are sharing their own learning experiences with students. They have their own learning walls where they demonstrate how they learn using the academy learning muscles. A shocked parent commented The teachers should just teach our kids and make sure they are learning. Who cares what teachers are learning? Michael Gove in an interview yesterday stated Teachers should be conveying knowledge not talking about their own learning. How will this help them pass their examinations? The academy has not commented on this as yet but an insider in the academy has leaked that a radio interview on BBC radio 4 we take place tonight.

In your groups you have 5 minutes to prepare the radio interview which will last for no more than 40 seconds. You need to explain why is it important to model learning and examples of how they use their own learning to build the learning muscles and learning.

A 21st Century Academy

What kind of epistemic apprenticeship?

19th Century Clerk 21st Century Explorer

Being right Copying down Listening to teacher Accepting what youre told Working alone Sitting still Remembering facts Showing respect Following instructions Being evaluated

Being adventurous Creating ideas Discussing with peers Questioning things Working with others Being active Imagining possible solutions Showing initiative Taking responsibility Self-evaluating

What is 21st century education?

Education is a preparation for the future For life, not just for university or work For all, not just for some The future is complex, challenging and uncertain work, technology, globalisation, leisure Therefore, 21st century education should prepare all young people to deal well with uncertainty To be confident, capable and enthusiastic learners and explorers

How can you become a better learner?