Being explicit about learning

1. Participation A Route to Engagement A Highland journey 04-09 Dialogue Handing on responsibility for learning Engagement Gathering evidence of learning Thinking Being explicit about learning Focusing feedback on improvement Embedding a Curriculum for Excellence in the classroom

2. Fostering the CfE capacities and raising achievement Can we develop a simple and coherent model for learning, teaching and assessment that will foster the capacities of Curriculum for Excellence and help young people to take greater responsibility for their own learning?

3. Participation Dialogue Engagement Thinking Fostering critical and creative thinkers • General aims • Develop a coherent conception of formative assessment • 2 Explore the links between formative assessment and approaches to making thinking explicit as a powerful way of fostering the CfE capacities

4. Teacher Teacher Teacher Pupil Pupil Pupil Reflective professionals and thinking children The children and young people of Scotland need teachers who themselves exemplify the four capacities (BtC 1) Raising achievement through purposeful dialogue

5. Creative thinkers with openness to new thinking and ideas who can think creatively and independently link and apply different kinds of learning in new situations communicate in different ways and in different settings create and developsolve problems Motivated young peoplewith enthusiasm and motivation for learningdetermination to reach high standards of achievement self respecta sense of physical, mental and emotional wellbeingsecure values and beliefsambition respect for otherscommitment to participate responsibly in political, economic, social and cultural life an enterprising attituderesilienceself-reliance Affective Cognitive Using the ‘indicative descriptions’ to understand the attributes and capabilities underpinning the four capacities. (cf BtC 3) Information processors who can develop knowledge and understanding of the world and Scotland’s place in itunderstand different beliefs and cultures learn independently and as part of a group use technology for learning be self aware Critical thinkerswho canmake reasoned evaluationsassess risk and take informed decisions make informed choices and decisionsevaluate environmental, scientific and technological issuesdevelop informed, ethical views of complex issues apply critical thinking in new contexts Cognitive Cognitive

6. A coherent model of learning, teaching and assessment Participation P R I N C I P L E S Thinking Dialogue Engagement

7. A coherent model of learning, teaching and assessment Being explicit about learning P R A C T I C E Gathering evidence of learning Peer and self-assessment Focusing feedback on improvement

8. A coherent model of learning, teaching and assessment Learning how to learn Being explicit about learning Participation P R I N C I P L E S P R A C T I C E Pupils taking responsibility for learning Gathering evidence of learning Peer and self-assessment Thinking Dialogue Focusing feedback on improvement CfE dispositions and capacities (critical and creative thinkers) Engagement

9. A Route to Engagement: sharing ideas and practices (i) Exploring the principles of formative assessment Dialogue To what extent are interactions in my classroom based on high quality dialogue? • Developing formative assessment practices Peer and self-assessment To what extent do I give structured and regular opportunities for peer and self- assessment • Creating autonomous learners Pupils taking greater responsibility for their own learning How do I show pupils that successful learning requires purposeful thinking and sustained effort on their part?