F S N A R T R O ACTIVITIES F & PRODUCTIVITY WHAT DO OUR STUDENTS NEED TO ACHIEVE A LEVEL SUCCESS? - THE RESEARCH
GRIT AND RESILIENCE - PERSEVERANCE IN THE FACE OF CHALLENGE DUCKWORTH MENTAL TOUGHNESS - STUDY BEHAVIORS COUNT CLOUGH ET AL GROWTH MINDSET INTELLIGENCE IS NOT FIXED, BRAINS CAN GROW DWECK HARD WORK=SUCCESS/MARGINAL GAINS & HIGH PERFORMANCE SYED FLOW-ENERGIZED FOCUS THROUGH FULL EMERSON IN A TASK CSIKSZENTMIHALYI QUESTIONS WE SHOULD BE ASKING WHAT DOES THE DATA TELL US? DO ALL STUDENTS WHO ACHIEVE WELL AT GCSE GO ON TO ACHIEVE WELL AT A LEVEL? SHOULD THIS BE RESEARCHED? HOW DO WE SHARE THIS INFORMATION?
WHAT MAKES SOME STUDENTS MAKE GIANT LEAPS BETWEEN 16-18 MAKE BREAKTHROUGHS? WHAT MAKES SOME STUDENTS GO THE OTHER WAY HIT CEILINGS? CASE STUDIES Breakthrough s? Safiya Sharif: GCSE results: 10, mainly Bs and Cs. Predicted a C for AS, achieved a B Muna Digale: GSCE results: 10, mix of As, Bs and Cs. Predicted a C for AS, achieved
a B GCSE results: 10, mainly A*. Predicted A for AS, achieved a B Aina Ahmed: Meher Ul-Nisa: GSCE results: 10, Mainly A*/A and Bs. Predicted a B for AS, achieved a C Ceiling? * MOST CITED QUALITIES STUDENTS NEED FOR SUCCESS: * According to research PERSEVERANCE, RESILIENCE AND GRIT Can I identify where its going CONFIDENCE AND OPTIMISM
wrong for Aina and Meher? MOTIVATION, DRIVE AND AMBITION TOLERANCE AND RESPECT HONESTY, INTEGRITY AND DIGNITY CONSCIENTIOUSNESS, CURIOSITY AND FOCUS THE SOLUTION? From The A Level Mindset Oakes & Griffin CAN WE USE A MODEL OR SYSTEM TO 'TEACH' SUCH QUALITIES? BOILED DOWN, SUCH A SYSTEM MIGHT LOOK LIKE THIS: VISION- STUDENTS KNOW WHAT THEY WANT TO ACHIEVE
EFFORT- THEY PUT IN MANY HOURS OF INDEPENDENT STUDY SYSTEMS- THEY ORGANISE THEIR LEARNING RESOURCES AND TIME PRACTICE- THEY PRACTICE AND DEVELOP THEIR SKILLS ATTITUDE- THEY RESPOND CONSTRUCTIVELY TO SETBACKS VISION- WHAT DO YOU WANT TO DO WITH YOUR LIFE? HOW CAN WE HELP STUDENTS TO When goal pursuit is fueled by personal endorsement and valuing of the goal, commitment and perseverance will be high- Ntoumanis et al
2014 HAVE A CLEAR GOAL THEY WANT TO ACHIEVE MAKE AN ACTIONABLE PLAN STICK TO THE GOAL DESPITE OBSTACLES (MEHER/AINA?) FREDS STORY GCSEs: 10, mostly Ds and Cs (and a U)! AS subjects: Media, IT and Business Predicted grades: BBB In AS Media he went from a U to a C Fred has a vision! HOW TO TRANSLATE INTO OUR PRACTICE
USE VISION ACTIVITIES WHO? FORM TUTORS/PSHE/PARENTS WHY? OPEN UP STUDENTS' THINKING, BUILD CONFIDENCE, PROMOTE SELF AWARENESS. EFFORT- HOW MUCH HARD WORK YOU DO FIXED MINDSET LEARNERS CARRY WITH THEM THE MYTH OF EFFORTLESS SUCCESS - HALF OUR LEARNERS (AND TEACHERS) WILL BELIEVE 'YOU'VE EITHER GOT IT OR YOU HAVEN'T'. HOW CAN WE SHATTER THIS MYTH?
HOW TO TRANSLATE INTO OUR PRACTICE PROMOTE STORIES, STUDIES AND RESEARCH WHICH COMPEL FIXED MINDSET LEARNERS TO THINK AGAIN (DUCKWORTH, BLOOM) HOW? POSTERS, ASSEMBLIES, FORM ACTIVITIES OUR MESSAGE MUST RESOUNDINGLY BE: 'WILLINGNESS TO PUT IN GREAT AMOUNTS OF TIME AND EFFORT ARE SIGNIFICANT FACTORS IN SUCCESS QUANTIFY EFFORT- MEASURE IN HOURS OF INDEPENDENT STUDY PER WEEK. HOW: SUBJECT TEACHERS, FORM TUTORS, MENTORS (SEE EFFORT ACTIVITIES) INDEPENDENT STUDY
How do we move our students from reactive to proactive? Reactive Proactive Complete tasks set by teachers (KS4 model) Work set by students themselves (KS5 model) We need to teach proactive independent study 'read around the subject' will leave
students bemused. How: Create a proactive study checklist of ten activities for your A Level course for them to try out, creating a culture in which students know what IS looks like. EXAMPLE ENGLISH IS CHECKLIST 1. KEEP A READING JOURNAL IN WHICH YOU SUMMARISE EACH CHAPTER AFTER READING 2. COMPLETE A RANGE OF TAKEAWAY HOMEWORK TASKS OF YOUR OWN CHOOSING 3. READ ONE OF THE CRITICAL ESSAYS ON MY BLOG, HIGHLIGHT KEY POINTS, CONDENSE ARGUMENT ONTO REVISION CARDS 4. MINDMAP KEY TOPICS EG: SYMBOLISM IN THE GREAT GATSBY 5. CREATE A REVISION RESOURCE ON A SUBJECT TO SHARE WITH THE REST OF THE CLASS 6. CONTRIBUTE TO THE PADLETS AFTER EACH CLASS 7. CREATE A DETAILED PLAN FOR AN EXAM STYLE QUESTION, HIGHLIGHTING WHERE AOS ARE MET
8. READ OTHER TEXTS FROM THE READING LIST PROVIDED, MAKE A SUMMARY OF POINTS OF COMPARISON 9. CONDENSE LESSON NOTES ONTO REVISION CARDS 10.COLLECT QUOTATIONS: USE POST-ITS OR CREATE A QUOTATION BOARD UNDER DIFFERENT HEADINGS SYSTEMS - There is a direct link between a students level of organisation and their final grade. THERE ARE AROUND 130 LESSONS IN A YEAR 12 AND YEAR 13 CURRICULUM THATS 260 BITS TO ORGANISE FOR EACH COURSE MOST STUDENTS DO 3 A LEVELS 780 SEPARATE BITS! IF STUDENTS CANT ORGANISE, THEY CANT LEARN BUT DO WE OFFER
GUIDANCE ON HOW TO ACHIEVE THIS SKILL? WHAT ARE SYSTEMS? A SYSTEM TO ORGANISE LEARNING SO STUDENTS CAN MAKE SENSE OF IT ALL A SYSTEM TO ORGANISE THEIR TIME SO THAT THEY CAN COMPLETE KEY TASKS AND DEADLINES HOW TO TRANSLATE INTO OUR PRACTICE MODEL AND TEACH PROJECT MANAGEMENT HOW: TEACHERS TO USE SYSTEMS ACTIVITIES E.G. THE ENERGY LINE SYSTEMS ACTIVITY: THE
ENERGY LINE TO DO LISTS OFTEN OVERWHELM THEY TELL YOU WHAT, BUT NOT WHEN TO AVOID FEELING OVERWHELMED, ENCOURAGE STUDENTS TO USE AN ENERGY LINE TO PRIORITISE TASKS: Extreme High Medium Low Idle
PRACTICE THE MISSING PART OF THE PUZZLE OFTEN STUDENTS APPEAR TO BE WORKING VERY HARD BUT DO NOT MAKE THE PROGRESS WE EXPECT SO EFFORT ALONE DOES NOT = SUCCESS HOW CAN WE BE SURE THEY ARE WORKING ON THE RIGHT THINGS? TRANSLATING PRACTICE INTO UM OUR PRACTICE THE PROCESS OF LEARNING AND MASTERY CAN BE CATEGORISED THUS: CONTENT REVIEW AND CONSOLIDATE SKILLS- PUTTING KNOWLEDGE INTO PRACTICE IN HIGH STAKES CONTEXT E.G. TIMED EXAM QUESTIONS/
MOCK PAPERS FEEDBACK PROVIDE EXPERT FEEDBACK THAT ALLOWS STUDENTS TO DEVELOP PERFORMANCE ARE WE SPENDING ENOUGH TIME ON EACH AREA? SEE PRACTICE ACTIVITIES. HOW CAN THESE BE EMBEDDED? ATTITUDE A SETTLED WAY OF THINKING Most people know what they really want to change, yet they just cant get themselves to do it. (Robbins 1992) WHAT DO WE MEAN BY STUDENTS ATTITUDE? THEIR PROCESS OF LEARNING (GROWTH VS FIXED MINDSET?) THEIR BUOYANCY AND POSITIVITY THEIR RESPONSE TO CHALLENGE OR DIFFICULTY
THEIR RESILIENCE, GRIT How can this be measured and changed? see attitude activities SHOW THEM HTTP:// WWW.TED.COM/TALKS/ANGELA_LEE_DUCKWORTH_GRIT_THE_POWER_OF_PAS SION_AND_PERSEVERANCE#T-356639 GRIT HTTP:// WWW.TED.COM/TALKS/CAROL_DWECK_THE_POWER_OF_BELIEVING_THAT_YO U_CAN_IMPROVE
GROWTH MINDSET/CHALLENGE AND DIFFICULTY AND THE POWER OF NOT YET HTTP:// WWW.TED.COM/TALKS/SANDRINE_THURET_YOU_CAN_GROW_NEW_BRAIN_CEL LS_HERE_S_HOW HOW TO GROW NEW BRAIN CELLS! DELIVERY OF VESPA HOW MIGHT WE BEGIN TO IMPLEMENT SUCH A MODEL? COULD WE DEVELOP A CURRICULUM TO TEACH THESE SKILLS? WHAT MIGHT THIS LOOK LIKE? LECTURE PROGRAMME ASSEMBLIES TUTORIALS
COACHING INTERVENTION Theres no doubt, some of this is already happening. How can we build on what we are already doing well? Sample curriculum overview model available for further discussion
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