Zayed University 2002

1. The following is John MacBeath’s presentation from “Tomorrow’s Teachers:Success Through Standards” Conference Zayed University 2002

2. THREE QUESTIONS • Which world country has the highest • standards? • What does the word ‘standards’ mean • to you? • What is the best way to raise standards?

3. A MEASURE OF LEARNING? • What can tests measure and what can’t they measure? • What is most worth measuring? • What can we deduce from aggregated data and what is its • value? • Is age of student a good basis for making comparisons? • When is an outcome an outcome? • How much are measures sensitive to context – time, place, • relationship, mood, motivation? • Does learning follow a smooth sequential path or is a more • erratic process? • What are the effects of testing on learning? • What are the social and peer group effects on learning? • Who gets the credit for what students learn?

4. Top down Bottom up pressure support internal external

7. THE MISSING STEPS? • Account for input of resources • eg time Measure output and calculate value added Measure prior level of attainment Document nature of process

8. attainment tactical learning understanding metacognition learning skills and strategies

9. attainment tactical learning understanding metacognition 4Km learning skills and strategies

10. WHAT WE KNOW ABOUT LEARNING • Learning is most effective when: • it has a purpose for the learner • there is a goal, end point or target to be achieved • the goal is set, understood, or ‘owned’ by the learner herself • it is seen as worth investing effort in • it is neither too ambitious to be worth investing effort in, nor so unambitious that it can be achieved without effort (‘the zone of proximal development’)

11. But also • when it is spontaneous and • surprising • when it sets off for one goal but • achieves another • when it asks critical questions of its • own premises

12. INTELLIGENCE DEFINED “Intelligence is knowing what to do when you don’t know what to do” (Jean Piaget)

13. ENTRY POINTS What is learning? What happens when you are learning something? How do you know when you have learned something? Why do we forget things? How do we remember things? Can we unlearn?

14. THE 5 W + H THE 5 W + H THE 5 W + H WHERE? do I do my best work? WHEN? do I learn best? HOW? do I learn best? WHO WITH? Who do I like to work with/without? WHAT? motivates me? WHY? am I doing it anyway?

15. THINGS THAT HELP ME LEARN my mum my favaourite chair my computer music which helps me my friends my radio my living room stereo on the phone TV helps me relax when I’m doing HW at the dining room table everyone in living room so I can feel comfortable around young people. My mum who's clever…’

17. Do you try to overcome your weaknesses?

18. When faced difficult schoolwork, do you tend to give up?

19. THE FORCE FIELD

20. Human capital Social capital Organisational capital Knowledge, motivation, attitudes, beliefs and values embedded in organisational intelligence Teacher knowledge, motivation attitudes, beliefs and values Teachers’ plural knowledge, motivation attitudes, beliefs and values KNOWLEDGE CREATION AND TRANSFER Pupil knowledge, motivation attitudes, beliefs and values Pupils’ plural knowledge, motivation attitudes, beliefs and values Pupils as activists in sustaining and perpetuating organisational capital

21. 8 STEPS TO STANDARDS • Emphasise the important • Build capacity • Involve stakeholders • Watch –don’t copy • Learn from their mistakes • Listen to dissent • Transform through conservation • Celebrate achievement