Developing Attitudes, Skills & Knowledge

James Nottingham www.p4c.com

www.jamesnottingham.co.uk
 Focusing on learning

Pupils show greater motivation, are better

behaved and are more likely to be
independent and strategic thinkers when
teachers are not obsessed by grades.

If there is one new thing we need in our

school system right now, it is a well-
developed focus on learning.

Chris Watkins, Institute of Education, Aug 2010

From an analysis of 100 international studies on how children learn
 The ASK model Attitudes, Skills & Knowledge

S Skills
Intellectual
Social
Communicative
Physical

Attitudes
Curiosity
Desire to succeed
Open-mindedness
Resilience
A K Knowledge
Facts
Figures
Concepts
Self-Regulation Ideas
Do not kill the cat!
Rules, rules, rules
 A selection of attitudes
Examples from 7 year olds Examples from 11 year olds Examples from 14 year olds

Trying my best Always trying hard Persevering

Being willing to be helped Being open to advice Being open to support and coaching

Concentrating hard Thinking carefully Being focused on whats relevant

Having a go Being willing to try new things Being open to new experiences

Not giving up Never-say-die attitude Resilience

Not worrying about mistakes Learning from mistakes Treating mistakes as useful feedback

Asking questions Being curious Enquiring and being curious

Persistence
Standing up for what you believe

Emmeline Pankhurst
1858 - 1928

Suffragette
Attention to detail
Going the extra few inches ...

Before ... After ...

 The impact of core values

Sderporten school, Norrkping

The school is extremely multi-cultural, with most children having recently

arrived in the country and speaking Swedish as a second language.

Our Core Values have helped to:

Achieve in 2010 the best exam results since the national grading system
was introduced in Sweden in 1997

The schools video surveillance is being switched off in autumn 2010

 Creating Core Values through consensus

Parents, governors and staff speak openly about the significant impact of
the current headteacher. This is reflected in better teaching, a lively
curriculum, good behaviour and rising standards. The headteacher's
approach is collegiate. She has generated a debate within the school
about the type of school that staff wished to create and how it would meet
the needs of the pupils and the community. This process was a model of
good practice. It was research-based, engaged all staff and generated a
strong sense of commitment and belonging; staff speak about feeling
valued and able to contribute. The outcomes were a five year plan which
identifies clearly the key priorities to raise standards. This process has
provided a clear sense of direction to the school and a shared purpose.

Ofsted, 2008
 Myers Briggs Type Indicator (MBTI)

Developed during World War II, MBTI is a

personality indicator designed to identify
personal preferences

In a similar way to left or right-handedness,

the MBTI principle is that individuals also
find certain ways of thinking and acting
easier than others

Sensing Evidence Gut feeling Intuition

Introversion Think to talk Talk to think Extroversion

Judging Definite Possible Perceiving

Logic/Reason Empathy
Thinking Feeling
 The ASK model Attitudes, Skills & Knowledge

S Skills
Intellectual
Social
Communicative
Physical

Attitudes
Curiosity
Desire to succeed
Open-mindedness
Resilience
A K Knowledge
Facts
Figures
Concepts
Self-Regulation Ideas
A selection of thinking skills

ANALYSE DESCRIBE GROUP RESPOND

ANTICIPATE DETERMINE HYPOTHESISE SEQUENCE
APPLY DISCUSS IDENTIFY SIMPLIFY
CAUSAL-LINK ELABORATE INFER SHOW HOW
CHOOSE ESTIMATE INTERPRET SOLVE
CLASSIFY EVALUATE ORGANISE SORT
COMPARE EXEMPLIFY PARAPHRASE SUMMARISE
CONNECT EXPLORE PREDICT SUPPORT
CONTRAST GENERALISE QUESTION TEST
DECIDE GIVE EXAMPLES RANK VERIFY
DEFINE GIVE REASONS REPRESENT VISUALISE
 Flexible, insightful and productive thinking

From:
Bloom emphasising higher-order thinking

Claxton suggesting Resilience, Resourcefulness,

Reflectiveness and Reciprocity

Lipman promoting critical, creative and caring thinking

Engaging with:

Verbal acts such as saying, asserting,

proposing, hinting, inferring, alleging and contending
Mental acts such as focusing, committing energy
and enthusiasm, and maintaining concentration
Physical acts involving positive and interested
body language
Having the inclination to:
Wonder and inquire
Reflect upon and evaluate ideas and performances
Take responsibility as well as calculated risks
Work collaboratively as well as independently
Imagine new possibilities and be open-minded
Be resilient and tenacious
Manage emotions and impulses
Be thoughtful
Understanding information by:
Locating relevant data
Seeking clarity and precision
Comparing and contrasting
Sorting, classifying, and sequencing
Making connections
Representing information
Seeking deeper understandings
Identifying misconceptions
Create new ideas by:

Looking for alternatives and possibilities

Generating hypotheses
Innovating
Assembling and formulating
Suspending logic temporarily
Searching for value
Thinking flexibly
Asking What if?
Enquire about the subject matter by:

Asking relevant questions

Defining problems
Predicting outcomes
Testing conclusions
Seeking details to give depth
Interpreting meaning
Developing reasoning by:

Giving reasons
Using precise language
Inferring and deducing
Applying logic
Testing assumptions
Presenting balanced arguments
Judging the value of something by:

Developing criteria
Checking accuracy
Identifying improvements
Testing relevance and significance
Benchmarking
Comparing with alternatives
The ASK model Attitudes, Skills & Knowledge

S
Lesson 3
Lesson 1

Lesson 2

A K
 Learning Intentions

Lesson 1
To be curious about the rivers and the impact of them on
our lives (A)
Ask relevant questions about rivers (S)

First 5 minutes get pupils into the pit

e.g. Does a river have to have water in it?

15 minutes research about rivers

10 minutes in groups to collect questions, and group them
into categories
5 minutes to decide which is the best question and why
10 minutes sharing with whole class
5 minutes planning for next lesson
 Learning Intentions

Lesson 3
Use 3 different types of thinking to ask and then answer
questions about rivers (S)
Check your answers firstly with another group then in the
topic books or online (K)

Select 3 skills from:

Classify
Define
Estimate
Give Reasons
Predict
Rank
Sequence
(P) Review

Review
Preview
ASK: Attitudes

Completely focussed
My partner is completely absorbed in this new learning
and is taking creative risks to extend their understanding

Determined
My partner is determined to learn and is focused on
making progress

Interested
My partner is interested in the learning and is trying
things to improve skill and knowledge

Casual
My partner is not really interested in the learning but is
having a go at it

Uninterested
My partner shows no signs of interest in the topic as yet
ASK: Skills
Highly skilled
My partner displays outstanding skill, makes no
significant errors and can perform almost without
thinking

Proficient
My partner can perform the skill or process in a very
capable manner

Practised
My partner is well practised and able to perform the skill
quite well now

Developing
There are some signs that my partner is beginning to
learn and develop the skill

Beginner
My partner hasnt moved beyond the beginner/novice
stage yet
ASK: Knowledge
A thorough understanding
My partner knows about and fully understands this new
learning and is able to explain its wider significance to
others

A good understanding
My partner can give some good answers to the questions
of what, why, when and how

A basic understanding
My partner can give a basic answer to each what, why,
when and how question but with little detail

One or two ideas

My partner has a bit of knowledge about the topic but
cannot explain things yet

No knowledge
My partner doesnt seem to have any knowledge about
this topic yet
 Contact Details

www.jamesnottingham.co.uk

james@p4c.com

www.challenginglearning.com