JOHN EDWARDS & BILL MARTIN

1. JOHN EDWARDS & BILL MARTIN MAGNIFICENT CLASSROOMS - If you want your classroom to change, you have to change March 24, 2006 Edwards Explorations P.O. Box 1934 Brisbane 4001

2. JOHN HATTIE -UNIVERSITY OF AUCKLAND What are the major factors that influence student achievement? 337 meta-analyses 200,000 effect sizes 180,000 studies 50 million students

3. EFFECT SIZE An effect size of 1.0 means: • An increase of one standard deviation • Advancing a student’s achievement by one year • Improving the rate of learning by 50%, or • A correlation between the variable being tested and student achievement of .50

4. Distribution of effects

5. TYPICAL EFFECTS OF SCHOOLING • Deliberate attempts to improve student achievement have an average effect of .40 • Student maturation accounts for .10

6. Audio-visual aids Behavioural objectives Class size Cognitive strategy training Computer-assisted instruction Cooperative learning Creativity programs Expectations Feedback Finances Home encouragement Homework Piagetian programs Quality instruction Remedial programs Retention of students Self-assessment Socio-economic status Study skills Testing Factors effecting student learning

7. The also-rans Studies Effect size • Audio-visual 299 0.26 • Behavioural objectives 157 0.24 • Finances 1,634 0.14 • Class size 2,559 0.05 • Retention 3,626 -0.17

8. The middle Studies Effect size • Socio-economic status 1,657 0.44 • Homework 568 0.41 • Expectations 912 0.36 • Remedial programs 1,438 0.35 • CAI 18,231 0.32 • Testing 1,463 0.31

9. Major Impact Studies Effect size • Quality instruction 1,925 0.93 • Feedback 13,209 0.81 • Cognitive strategy training 7,649 0.80 • Home encouragement 25,706 0.69 • Piagetian programs 786 0.63 • Cooperative learning 1,153 0.59 • Study skills 3,224 0.54 • Self-assessment 152 0.54 • Creativity programs 2,340 0.52

10. FOUR MAJOR AREAS • FEEEDBACK • THINKING SKILLS • TEACHING/LEARNING • PARENT ENCOURAGEMENT

11. PRODUCTIVE MINDSET - 1 Provide regular skilled feedback to each student.

12. PRODUCTIVE MINDSET - 2 Get regular skilled feedback on your performance.

13. PRODUCTIVE MINDSET - 3 Provide the data that will enable people to make the decisions they want to make.

14. WALLBESSER - EVALUATION • Evaluation is gathering information for decision-makers. YOU THEN ASK 3 QUESTIONS: • Who are the decision-makers? • What are the decisions they want to (have to) make? • What will convince them one way or the other?

15. PRODUCTIVE MINDSET - 4 Ensure that each child develops a rich conscious repertoire of thinking skills.

16. PRODUCTIVE MINDSET - 5 Make explicit the thinking skills that you are teaching.

17. Thinking skills matrix

18. PRODUCTIVE MINDSET - 6 Students need productive thinking dispositions as well as thinking skills.

19. PRODUCTIVE MINDSET - 7 Model the use of thinking skills in your own life - walk the talk.

20. PRODUCTIVE MINDSET - 8 Focus on the development of actionable knowledge rather than the acquisition of information.

21. PRODUCTIVE MINDSET - 9 Show students that learning is iterative - Teach them to action learn.

22. ACTION LEARNING ACT ACT ACT GATHER DATA GATHER DATA DESIGN DESIGN REFLECT REFLECT

23. TRANSFORMATIONAL LEARNING L + clear understood flows time THEPIT confusion frustration angst L -

24. PRODUCTIVE MINDSET - 10 Ensure that each student regularly experiences the ecstasy of learning.

25. PRODUCTIVE MINDSET - 11 Work with families. Help them to new understandings of learning and the importance of context.

26. JOHN EDWARDS & BILL MARTIN THE SELF-DIRECTED LEARNER - When voices are heard that are usually stilled. March 24, 2006 Edwards Explorations P.O. Box 1934 Brisbane 4001

27. THE BUTLER MODELOF PERSONAL ACTION OUTSIDE SELF INSIDE SELF PERSONAL PRACTICAL KNOWLEDGE PUBLIC INFORMATION REFLECTION & GENERATION CURRENT PRACTICE MENTAL MODELS

28. TRANSMISSION MODEL The single greatest determiner of what a person is able to learn is my ability to skilfully craft the message, transmit it, and lodge it in the learner.

29. CONSTRUCTIVISM MENTAL MODELS FILTER WHAT I ALREADY KNOW M’ M MEANING MAKER M”

30. SOCIAL CONSTRUCTIVISM SOCIAL PERSONAL r R

31. PERSONAL PRACTICAL KNOWLEDGE • The knowledge from which you drive performance • Comes from your actions and your reflections • Must switch on reflection • Unique to you • Has a character recognisably different from knowing “about” things

32. BRUNER - REFLECTION If one fails to develop any sense of reflective intervention in the information one encounters, one operates continually from the outside in - information controls you. If you develop a sense of self premised on your ability to penetrate information for your own uses, and you share and negotiate the results, then you become a member of the culture-creating community.

33. BUTLER MODEL OUTSIDE SELF INSIDE SELF PERSONAL PRACTICAL KNOWLEDGE PUBLIC INFORMATION REFLECTION & GENERATION CURRENT PRACTICE MENTAL MODELS

34. GEMMA SIM “We all have the mindset that we are dependent on people who are above us.”

35. JOHN EDWARDS EVERY CHILD SHOULD LEAVE SCHOOL WITH A RICH, CONSCIOUS REPERTOIRE OF REFLECTION AND GENERATION STRATEGIES

36. BUTLER MODEL OUTSIDE SELF INSIDE SELF PERSONAL PRACTICAL KNOWLEDGE PUBLIC INFORMATION REFLECTION & GENERATION CURRENT PRACTICE MENTAL MODELS

37. CARL ROGERS - 1 “Through my experience I’ve found that there is one main obstacle to communication: people’s tendency to evaluate. Fortunately , I’ve also discovered that if people can learn to listen with understanding, they can mitigate their evaluative impulses and greatly improve their communication with others.”

38. CARL ROGERS - 2 “We can achieve real communication and avoid this evaluative tendency when we listen with understanding. This means seeing the expressed idea from the other person’s point of view, sensing how it feels to the person, achieving his or her frame of reference about the subject being discussed.”

39. FACILITATIVE QUESTIONING • Help the person to find their OWN insights into their OWN issues. • Focus totally on the person being questioned - LISTEN to them. • Ask questions to genuinely try to understand what they are saying. Stay with them like a terrain-hugging plane. • Keep out your own agendas - do not try to “fix” the person or give them your answers. • Have total respect for the person being questioned. (Edwards & Butler 1994)

40. WHERE TO NOW? There is a huge range of approaches to teaching thinking. How to choose? • Cognitive operations approaches • Heuristics oriented approaches • Formal thinking • Symbolic facility • Thinking-about-thinking

41. BILL MARTIN & JOHN EDWARDS THINKING TEACHERS - THINKING CLASSROOMS March 25, 2006 Edwards Explorations P.O. Box 1934 Brisbane 4001

42. SOCRATES & PLATOSixth Century B.C. Cognitive training - theoretical reason and contemplation. True knowledge is innate within the immortal soul and comes from the spiritual world. Ultimate knowledge comes from the process of reminiscence whereby your intellect remembers what it knew before its association with this imperfect body.

43. DESCARTESSeventeenth Century • Mind/body split: “I think therefore I am.” • Nature/nurture • Since that time our scientists, psychologists and educators have been enamoured of a mind somehow divorced from body, that can be studied in isolation. • This led to the Newtonian-Cartesian world view, and the rise of reductionism. • Descartes thought that we had a soul with innate faculties. • These faculties were trained in school, and later corrected where they went wrong. (Hobbes - UK 19th century) • Hobbes was a British empiricist, who believed that knowledge comes from experience, from sense impressions.

44. BALDWIN. J (‘96)Psychology applied to the art of teaching • There is too much emphasis on memory, neglecting reason. • There is too much spoon-feeding and lecturing, which allows for feeble student thinking. • There is poor modelling of clear thinking by teachers. • There is a failure to develop systemes and structures of thinking. • There is too much reliance on second hand work rather than direct experience, and • There is too much hurrying.

45. BALDWIN. J (1896)New York: Appleton Press, p.185 “Few really take this step, few really think. One person in a thousand thinks up to the truth. Is it strange? Do our schools teach pupils to think? Do our churches? Do political parties? It need not surprise you to find the unthinking masses drifting along in grooves made by their predecessors. A revolution is demanded. The school-room is the place to begin. A great want of the world is thinking teachers capable of educating a race of thinkers.”

46. Bain - late Nineteenth CenturyBRAIN THEORY SHOWS! • Linked physiology and psychology • Showed that how you are feeling effects how you think. • From this time forth professional people have looked at the relationship between the two once again (after Descartes split them).

47. Early 20th centuryBRAIN THEORY SHOWS! At the start of the twentieth century the classic argument in education was over specific versus general transfer of training. In 1912 Thorndike won the argument for specific transfer by pointing out that brain theory showed that it was the identical elements between training and transfer that led to successful transfer.

48. Sixteen years laterBRAIN THEORY SHOWS! In 1918, Lashley, the leading brain researcher of his time, denounced Thorndike for his ill-founded neurological opinions. BUT, the argument had been won, and this is why we still teach academic disciplines.

49. 1960’s BRUNER: “Virtually all of the evidence of the last two decades on the nature of learning shows that massive general transfer can be achieved by appropriate learning … the teaching and learning of structure rather than simply the mastery of facts and techniques is at the centre of the classic problem of transfer.” VERNON: “Not only our current intelligence and attainment tests, but the whole education system favours the conformist mentality, the pupil who is good at amassing facts…”

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