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Moving towards a student- centred classroom: Self assessment and self evaluation Professor John MacBeath

Moving towards a student-centred classroom: Self assessment and self evaluation

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Moving towards a student-centred classroom: Self assessment and self evaluation. Professor John MacBeath. Title Text. Why children fail How children learn Why schools fail How schools learn. Title Text. - PowerPoint PPT Presentation

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Page 1: Moving towards a student-centred classroom: Self assessment and self evaluation

Moving towards a student-centred classroom: Self assessment and self evaluation

Professor John MacBeath

Page 2: Moving towards a student-centred classroom: Self assessment and self evaluation

Title Text• Why children fail

• How children learn

• Why schools fail

• How schools learn

Page 3: Moving towards a student-centred classroom: Self assessment and self evaluation

Title Text Imagine yourself on a ship sailing across an unknown sea, to

an unknown destination. An adult would be desperate to

know where he is going. But a child only knows he is going

to school...The chart is neither available nor understandable

to him... Very quickly, the daily life on board ship becomes all

important ... The daily chores, the demands, the inspections,

become the reality, not the voyage, nor the destination.

(Mary Alice White, 1971)

Page 4: Moving towards a student-centred classroom: Self assessment and self evaluation

Title TextWhy children fail• Low self efficacy• Labelling• Forms of marking and grading• Peer pressure• Lack of prior learning• Misconception• Lack of appropriate tools• Context specificity• Lack of social capital

Page 5: Moving towards a student-centred classroom: Self assessment and self evaluation

Children and young people live nested lives, so that when classrooms do not function as we want them to, we go to work on improving them. Those classrooms are in schools, so when we decide that those schools are not performing appropriately, we go to work on improving them, as well. But those young people are also situated in families, in neighbourhoods, in peer groups who shape attitudes and aspirations often more powerfully than their parents or teachers.

David Berliner, 2005

Page 6: Moving towards a student-centred classroom: Self assessment and self evaluation

LEARNING IN THE UNFAMILIAR

tasks/problems

contexts/situationsfamiliar

unfamiliar

familiar problems infamiliarcontexts

novel problems infamiliarcontexts

unfamiliar problems inunfamiliarcontexts

tasks/problems

contexts/situationsfamiliar

familiar problems infamiliarcontexts

novel problems infamiliarcontexts

unfamiliar problems inunfamiliarcontexts

familiar problems innovelcontexts

unfamiliar

Does learning last? Does it transfer?

Page 7: Moving towards a student-centred classroom: Self assessment and self evaluation

LEARNING IN THE UNFAMILIAR

tasks/problems

contexts/situationsfamiliar

unfamiliar

familiar problems infamiliarcontexts

novel problems infamiliarcontexts

unfamiliar problems inunfamiliarcontexts

tasks/problems

contexts/situationsfamiliar

familiar problems infamiliarcontexts

novel problems infamiliarcontexts

unfamiliar problems inunfamiliarcontexts

familiar problems innovelcontexts

unfamiliar

Does learning last? Does it transfer?

Page 8: Moving towards a student-centred classroom: Self assessment and self evaluation

Title TextIntelligence is knowing what to do when you don’t know what to do(Jean Piaget)

Page 9: Moving towards a student-centred classroom: Self assessment and self evaluation

Title Text

Why do schools fail?

Page 10: Moving towards a student-centred classroom: Self assessment and self evaluation

Images of School

Page 11: Moving towards a student-centred classroom: Self assessment and self evaluation

Learning disabilities are tragic in children but they are fatal in organisations

Peter Senge , 1996

Page 12: Moving towards a student-centred classroom: Self assessment and self evaluation

Title TextOrganisational learning disabilities

• I am my position

• Nothing fails like success

• The enemy is out there

• The parable of the boiled frog

Page 13: Moving towards a student-centred classroom: Self assessment and self evaluation
Page 14: Moving towards a student-centred classroom: Self assessment and self evaluation

Title Text

anxiety over coverageanxiety over coverage internal competitiveness internal competitiveness emphasis on markingemphasis on marking parental pressuresparental pressures being judgedbeing judged being overdirectedbeing overdirected not being listened tonot being listened to being misunderstoodbeing misunderstood

TOXINSTOXINSWhy do teachers fail?Why do teachers fail?

Page 15: Moving towards a student-centred classroom: Self assessment and self evaluation

Title Text

How do children learn?

Page 16: Moving towards a student-centred classroom: Self assessment and self evaluation

1. Cognitive conflict (Piaget)

2. ‘Bandwidth’ (Qvotrup)

3. Mediation of emotional centres (Damasio)

4. Attention to the learning moment (Perkins)

5. Leverage (Dewey)

6. A social activity (Vygotsky)

7. Flow (Czikzentmihalyi)

7 key ideas in learning theory

Page 17: Moving towards a student-centred classroom: Self assessment and self evaluation

FLOW

APATHYBOREDOM

ANXIETY

Page 18: Moving towards a student-centred classroom: Self assessment and self evaluation

Title Text“I teach my teddy what I’m learning in class. He is now the smartest teddy in the street.”

And she is now the smartest girl in the class

Page 19: Moving towards a student-centred classroom: Self assessment and self evaluation
Page 20: Moving towards a student-centred classroom: Self assessment and self evaluation

• Embedded in relationships• Contextualised• Learner-centred• Concerned with skills and dispositions• Supportive but challenging• Enjoyable but risky• Relaxed but alert• Age blind

Teaching and learning in the wild

Page 21: Moving towards a student-centred classroom: Self assessment and self evaluation

Measured Attainment

Lifelong Learning

Individual Pupil

Community of Learners

Passive Consumption

Multiple Avenues of Inquiry

The School Day Opportunistic Learning

The Natural and Social World

The Classroom Seat

Learning How to Learn

Reproduction of the curriculum

WHY

HOW

WHERE

WHO

WHAT

WHEN

WHY

WHO

WHAT

WHERE

WHEN

HOW

Page 22: Moving towards a student-centred classroom: Self assessment and self evaluation

students decide adults support

adults decide

adults and students take joint decisions

adults consult on minor matters

adults decide with students as ‘decoration’

adults decide based on student views

The ladder ofparticipation

Page 23: Moving towards a student-centred classroom: Self assessment and self evaluation

students decide adults support

adults decide

adults and students take joint decisions

adults consult on minor matters

adults decide with students as ‘decoration’

adults decide based on student views

The ladder ofparticipation

decoration

invitation

participation

manipulation

Page 24: Moving towards a student-centred classroom: Self assessment and self evaluation

Title TextHOW DO TEACHERS LEARN?

• Peer observation • Lesson study• Co teaching• Mentoring, coaching and critical friendship• Learning from and with students• Collaborative lesson planning• Learning conversations• Sharing and discussing students’ work• Structured practice-focused meetings• Learning walls

Page 25: Moving towards a student-centred classroom: Self assessment and self evaluation

Title TextThe teacher conducts a lesson, purpose and plan in

made explicit

Colleagues observe with a research question they want to explore

Group meets to discuss their observations and offers critique

Another teacher implements revised lesson, again observedThe teacher

The teacher conducts a lesson, purpose and plan is made explicit

Colleagues observe with a research question they want to explore

Group meets to discuss their observations and offers critique

Another teacher implements revised lesson, again observed

Page 26: Moving towards a student-centred classroom: Self assessment and self evaluation

Reflective diarying

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Title Text

• Bullet point

• Bullet point

Page 28: Moving towards a student-centred classroom: Self assessment and self evaluation

• Multi task

• Read the context

• Listen to the silences

• Tune into the right bandwidths

• Create a climate for learning

• Find time for what matters

• Balance task, individual and group

What do teachers do?

Page 29: Moving towards a student-centred classroom: Self assessment and self evaluation

The TIG principle Individual

Task Group

Page 30: Moving towards a student-centred classroom: Self assessment and self evaluation

The TFD principle Thinking

Feeling Doing

Page 31: Moving towards a student-centred classroom: Self assessment and self evaluation

Ass

essm

ent O

F le

arni

ngA

ssessment FO

R learning

Assessment AS learning

Setting learning goals

Giving and getting feedback about progress

Using assessment data to monitor and plan next steps

Thoughtful questions, careful listening, and reflective

responses

Page 32: Moving towards a student-centred classroom: Self assessment and self evaluation

Is thinking visible here? Are pupils explaining things to one another? Are they offering creative ideas? Are they using the language of thinking? Am I? Are students debating interpretations? How is assessment enhancing thinking/feeling? Is this an environment conducive to learning?

Questions of visibilityQuestions of visibility

Page 33: Moving towards a student-centred classroom: Self assessment and self evaluation

MYST routine

Me: How do I model thinking? How do I make my own thinking visible?

You: How do I make my students’ thinking visible?

Space: How is the environment of the classroom organized to help facilitate thinking?

Time: How can I give thinking more time in my classroom? How does thinking change over time?

Page 34: Moving towards a student-centred classroom: Self assessment and self evaluation

1. What makes you say that?2. Connect, extend, challenge3. What do you think you know? 4. What puzzles you? 5. What do you wonder about? 6. Think Pair Share 7. I used to think…now I think

7 classroom routines

Page 35: Moving towards a student-centred classroom: Self assessment and self evaluation

What works best for me?

What are my strengths and weaknesses?

How am I smart?

What helps and hinders my learning?

Where and when do I learn best?

What do I know about learning?

Who do I learn best with?

Page 36: Moving towards a student-centred classroom: Self assessment and self evaluation

Title Text

• Delivering the curriculum

• Discussing purposes and objectives of learning

• Pupils devising indicators of achievement

• Pupils as assessors their own and others’ work

• Pupils as determiners of learning

• Pupils as learning partners

From delivery to learning partnerships

Page 37: Moving towards a student-centred classroom: Self assessment and self evaluation

Lui Chiu Yee, Kylie (Tai Po Old Market [Plover Cove] Public School)

“When we get older, teachers don’t tell us the answers. They ask questions, and let us find the answers by ourselves. We may surf the Internet, and go to the library to find some books. When we do it in this way, we can learn how to learn. We will be more interested in the things we learn. We also think that if teachers just stand in the classroom and talk and talk, it will be so boring. This is active education and we like it very much. Teachers always ask us to do some projects, and before they teach us they ask us to find some information, so we can learn by ourselves. They would tell us more, so we can remember it well.”

Page 38: Moving towards a student-centred classroom: Self assessment and self evaluation

• Seeks out opportunities to learn

• Acts with integrity

• Adapts to differences

• Is committed to making a difference

• Seeks broad based knowledge

• Brings out the best in other people

• Is insightful - sees things from new angles

• Has courage to take risks

• Seeks out and uses feedback

• Learns from mistakes

• Is open to criticism

WHO GETS THE JOB?

Page 39: Moving towards a student-centred classroom: Self assessment and self evaluation

Student learning

Professional learning

Organisational learning

Leadership

Page 40: Moving towards a student-centred classroom: Self assessment and self evaluation

Student learning

Professional learning

Organisational learning

Leadership