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The Highland Council Learning and Teaching Reflection Framework

The Highland Council Learning and Teaching Reflection Framework. Section B Unit 2. Embedding Formative Assessment Making Thinking Explicit. Session 1 Building learning capacity. Highland Council CPD Reflection Framework.

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The Highland Council Learning and Teaching Reflection Framework

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  1. The Highland CouncilLearning and Teaching Reflection Framework Section BUnit 2 • Embedding Formative Assessment • Making Thinking Explicit

  2. Session 1 Building learning capacity

  3. Highland Council CPD Reflection Framework • Fostering the capacities of A Curriculum for Excellence through the principles and practice of formative assessment Reflective professionals and thinking children

  4. Highland approachFormative assessment principles • Participation • Dialogue • Engagement Thinking

  5. A thinking framework for ACfEdispositions and capacities Dispositions • Enthusiasm and motivation for learning • Self respect • Openness to new thinking and ideas Capacities • Think creatively and independently • Make reasoned evaluations • Make informed choices and decisions • Apply critical thinking in new contexts • Develop informed ethical views of complex issues

  6. Activity 1 • What makes a good learner? • Generate a list of the characteristics of a good learner and decide which are dispositions and which are skills. • Think of examples of ‘good thinking’ by learners. To what extent do these exemplify the capacities demonstrated by good learners?

  7. Session 2 Taking responsibility for learning

  8. Developing thinking • Key principles that emerge from research include the need for teachers to provide • Cognitive challenge - challenging children’s thinking from the earliest years • Collaborative learning - extending thinking through working with others • Metacognitive discussion -reviewing what they think and how they learn • Metacognition involves thinking about one’s own thinking

  9. Strategies to extend student thinking • THINK-time • THINK-pair-share • Ask for more • Withhold judgement • Cue alternatives • Challenge responses • Make a personal contribution • Ask for contributions • Ask for a summary • Ask students to ‘unpack their thinking’ • No hands up

  10. Metacognition and self-assessment • ‘For formative assessment to be productive, pupils should be trained in self-assessment so that they can understand the main purposes of their learning’ ( Black & Wiliam 1998 ). • ‘Self appraisal, when mediated, helps develop self awareness and self management – metacognitive thinking’ ( Fisher 1998 )

  11. Making thinking explicit Metacognitivediscussion Pupils taking greater responsibility for their own learning Peer and self-assessment Thinking ACfE dispositions and capacities (critical and creative thinkers and independent learners)

  12. Models of thinking skills Creative thinking is about generating ideas and increasing the breadth of perception Critical thinking involves encouraging pupils to reflect on their own and different points of view Information processing is necessary in order to define, compare, sequence and determine cause and effect

  13. Activity 2 • Taking responsibility for learning • What dispositions and skills do pupils need to develop if they are to take greater responsibility for their own learning? • Can they be fostered without significant changes to current practice? If so, how? If not, what needs to change and how can it be achieved?

  14. Session 3 Thinking: a whole school priority?

  15. Towards a Scottish Thinking Curriculum • Returning to first principles? • ‘The process of learning has to be in the minds of both learner and teacher when assessment is planned and when the evidence is interpreted. Learners should become as aware of the ‘HOW?’ of their learning as they are of the ‘WHAT?’ • (from Principles of Assessment is for Learning, 2002)

  16. Thinking: The way ahead? • “Give me a fish and I will eat today. Teach me to fish and I will eat for a lifetime.” • Chinese proverb • Teach for transfer – give pupils explicit help to link what they are learning to prior learning within/outwith your classroom • Establish a climate for thinking – a climate of “relaxed” alertness, high challenge but with high support and low stress where the views of others are respected • Help pupils develop a learning vocabulary and encourage metacognition

  17. Raising achievement through purposeful dialogue Teacher/ Teacher Teacher/ Pupil Pupil/ Pupil Reflective professionalsand thinking children Assessment FOR Learning

  18. Making Thinking Explicit Fostering the capacities of A Curriculum for Excellence through the principles and practice of formative assessment Metacognitive discussion Being explicit about learning Participation Pupils taking responsibility for learning Gathering evidence of learning Principles of formative assessment Practice of formative assessment Peer and self- assessment Thinking Dialogue Focusing feedback on improvement ACfE dispositions and capacities (critical and creative thinkers) Engagement Reflective professionals and thinking children

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