All Leadership and Teaching Blogs below (Views my own)
Dr Dan Nicholls | @DrDanNicholls
What if our opportunity is to build, design and curate a curriculum that inspires the next generation? What if this curriculum, built by teachers, as curators of the curriculum, enabled the next generation to be unusually well prepared for their future? What if this requires us to think deeper about the curriculum and what children really need?
Enabling children to understand their place in the world, which they exploit because a developed sense of self and agency built on an ability to seek meaning and make connection based on evolving understanding secured through playing with knowledge and skills.
The Conference seeks to empower experts to discuss teaching and how we play with pedagogy to secure learning against the background of cognitive science and within the structure of the CLF Teaching Framework; concentrating on the key aspects that affect learning. Focusing on…
- The CLF Cognitive Science: the cognitive basis for how we learn; so that teaching, pedagogy and learning has a sound scientific basis.
- The CLF Teaching Framework: the framework that provides for structure and language for experts to discuss teaching, pedagogy and learning across the Trust.
It is probably true that when teachers are empowered to play with pedagogy, informed by assessment, within an inspiring curriculum, children learn and flourish.
It is also probably true that within a Trust or collection of schools a shared teaching framework offers the opportunity to deeply collaborate and develop approaches to pedagogy that accelerates learning.
The removal of levelspresents an enormous opportunity for teachers and leaders at Key Stage 3 to be curators of a curriculum that inspires children to learn, build understanding and seek meaning. What does an effective KS3 curriculum look like and how can this be designed to inspire the next generation to learn and make good decisions throughout their lives? How can it create the next historians, mathematicians, geographers, musicians, authors, artist, sportspeople, scientists, writers, innovators, dreamers, magicians, environmentalists, mothers, fathers, responsible citizens, leaders…?
Cognitive science has opened up new (and not so new) understanding of how we learn and make progress that need to better inform teaching and our present approaches to education…
What if learning something new is a physical (and chemical) process in the brain? What if the ability to know, understand or do something relies on the development and consolidation of connections in the brain? What if progress is a measure of how far these connections form and establish in the long term memory so that over time a child knows, understands and is able to do more? …
What if the key role of Education is to secure attainment mobility for all children? What if we are beguiled by high attainment and consciously or unconsciously label this as innate talent? What if this limits our expectations of what a child is capable of? What if high attainment is actually the result of opportunity, supported effort, deliberate practice and high expectations… early advantage? What if we need to reconsider and evaluate provision in relation to how well it reverses delayed attainment to create opportunity through attainment mobility. Maybe then we would have a world class education system that genuinely supports children to attain what they need. Seek the neural connections that reverse delayed attainment…
The removal of levels at KS3 and Ofsted’s “no prescribed or preferred
method” presents an enormous opportunity for teachers and leaders at KS3 to own the curriculum, develop assessment, improve pedagogy and inspire students to develop into rounded, successful individuals (who also achieve well at GCSE and A-level). What could a life after levels approach to KS3 look like? How can Age Related Expectations be used to transform the curriculum, assessment, teaching and progress of children at KS3?
What are the key aspects of effective meetings/groups? How do we nudge and develop the quality of social interaction within groups/teams so that they deliver purposeful collaboration and drive improvement? In short, how do effective teams and groups collaborate to secure high performance and accelerate improvement? (How do your meetings rate against the checklist in the Maybe then… section?)
How can Multi Academy Trusts realise their potential in a rapidly changing educational landscape so that they become more than the sum of their parts and make a contribution to system leadership that transforms education as we know it?
1 + 1 = 3
Earthrise: “The vast loneliness is awe-inspiring and it makes you realise just what you have back there on Earth.” (Jim Lovell)
Thunks have the ability to change our view, our thinking, our behaviours, our habits and the way we lead and teach; just like seeing earth from space changes perspective and forces us to reflect. The following is a herd of thunks designed to add ideas and viewpoints that stop and force reflection…prompting improvement in our leadership and teaching…
LEADERSHIP… (teaching below)
How can leaders and teachers tell stories of improvement that deliver discernible difference? Perhaps the measure of our own impact should be judged through the stories of discernible difference that we can tell….
… or, put simply, how do we make stuff happen and ensure change sticks?
Some thoughts for the Middle Leadership Workshop: Middle Leadership
Understanding how to “start a movement” is a key leadership quality at all levels within organisations. Why is it that somethings tip and others do not; why some approaches are adopted and become habitual and others mis-fire?
How can we start, propagate and embed a movement that sticks and accelerates improvement?
“What if… we view disadvantaged children as low attaining and not as low ability, instil a deep and widely held belief in what is possible and then set eye-watering targets that underline our ambition to overcome the inertia of context.”
Do we disadvantage the disadvantaged? How do we disrupt the loop of unequal opportunity?
To grow great organisations and support systems to improve it is essential to grow connected collaboration – where individuals and organisation are deliberately altruistic. How can we be more deliberately altruistic to improve the system? […]
How can we strategically lead an organisation? Securing the WHY, articulating the DREAM, finding URGENCY, focusing on what matters and being fanatically disciplined to deliberately deliver improvement. As leaders how do we inspire and strategically lead in our organisation? […]
It is probably true that attitude matters… it is everywhere; determining our limits and those that we expect of others…it is these underlying attitudes that determine the outcomes and progress of students in classrooms and schools/academies. How can we create a whatever it takes attitude? […]
It is probably true that the longer we lead, teach or support within an organisation the blinder, more conditioned we become. Organisational blindness begins at six weeks – good leaders recognise this and seek to actively reduce blindness. How can we reduce organisational blindness? […]
“Seeking Marginal Gains – enables improvement through small steps and creates a contagious ethos and environment where a philosophy of continuous improve dominates – reaching beyond what most settle for as possible. How do we create a culture of continuous improvement and make things happen?… […]
“The truth is that only a tiny fraction of people get lucky.” (Gove, 2013) Beckham and Gladwell demonstrate the importance of creating conditions where people over perform. But what are the conditions for over-performance?… […]
CLF Signature Pedagogy – blogs…
Ethic of Excellence: Signature Pedagogy 1 | An Ethic of Excellence
- It is probably true that:“Once a student sees that he or she is capable of excellence, that student is never quite the same. There is a new self-image, a new notion of possibility. There is an appetite for excellence.” (Ron Berger)It is also probably true that where an ethic of excellence runs through teaching and learning a child’s progress is accelerated and they outperform their peers. This maybe the most important aspect for driving up standards, accelerating progress, securing unusually good outcomes and giving all children a new sense of possibility; enhancing their life chances for the long term.
Effective Feedback: Signature Pedagogy 2 | Effective Feedback
- It is probably true that effective feedback is the important aspect for improving performance and accelerating progress. Where an expert coach (teacher or other) offers feedback that is timely, specific, within the task and moves individuals to respond and take action, children see things differently and are supported to deliberately practise to make gains in knowledge, skill and understanding.
Questioning (explanation and modelling): Signature Pedagogy 3 | Questioning (explanation and modelling)
- It is probably true… that questioning is an incredibly powerful way to drive learning and accelerate progress – particularly those questions or explanations that unlock light bulb moments of personal discovery. When questioning is used in concert with quality explanation and modelling children get a new view of the world, increased access to knowledge, greater opportunity to understand and develop skills. It is perhaps these aspects of pedagogy that have the greatest ability to intervene, inject and steer greater gains in learning.
Stretch and Challenge: Signature Pedagogy 4 | Stretch and Challenge
- It is probably true… that consistently, deliberately and purposefully pitching learning just beyond a child’s present ability, that point between confusion and boredom, is perhaps the hardest part of teaching. This requires a depth of awareness of where each child is and specifically what each individual needs to do next to learn and make progress.
Life without levels | with opportunity comes great responsibility. “The removal of levels from the curriculum creates an amazing opportunity to redefine success and progress for children…and to reshape teaching (and assessment)” Quality first teaching counts the most… […]
“Not all approaches aimed at securing progress over time are equally effective or equally well delivered. We need to ensure teaching is increasingly progress and outcome-orientated – concentrating the strategies that provoke progress and secure outcomes for students.” […]
What matters is that students receive typically good and outstanding teaching every lesson so that they make progress over time and achieve outcomes that allow them to be successful in the future. We need to judge teaching from this perspective; using a triangulation of evidence to judge quality… […]
When it comes to raising achievement a “whatever it takes” mindset is key to ensure that students perform. Where there is a focus on quality first teaching and a balance of being deliberate, precise and rigorous on strategies and approaches that matter… there are no limits to what can be achieved. […]
“Once a student sees that he or she is capable of excellence, that student is never quite the same. There is a new self-image, a new notion of possibility. There is an appetite for excellence.” (Ron Berger) How do we get students to produce their personal best work, more often? […]
In the world of celebrity the role of luck maybe high; however, we live in a world where a series of conditions, attitudes and deliberate approaches enable individuals to succeed. What can Billy Beane, Dan Coyle, Myelin and the Oakland As tell us about greatness and success? […]