Curiosity and Powerful Learning
Going deeper again
Professor David Hopkins
Wayne Craig
Being a relentless focus on improving the learning
outcomes of ‘every student’ in ‘every school’ across the
whole system…
Monday, 27 February 12
“Story, projection and parable do work for us;
they make everyday life possible; they are the
root of human thought; they are not primarily or even importantly - entertainment”
The Literary Mind - the Origins of Thought and Language, Mark Turner
Monday, 27 February 12
The story is always about moral purpose
I know if I need extra help or to be challenged
to do better I will get the right support
My parents are involved in the
school
I belong here
I know how I am being
assessed and what I need
to do to improve my work
I get to learn lots of
interesting and different
subjects
I can get the job that I want
I can work well with and
learn from many others as
well as my teacher
I know what good work
looks like and can help
myself to learn
I know what my learning
objectives are and feel in
control of my learning
I use computers to help me
learn
All these ….
whatever my background, whatever my abilities, wherever I start from
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The story so far...
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Literate
Numerate
Curious
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The AIZ - based on a conventional
three phase model
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The AIZ - based on a conventional
three phase model
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The AIZ - based on a conventional
three phase model
Monday, 27 February 12
The AIZ - based on a conventional
three phase model
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Maintenance
Permanent Structures
Management
Structure
&
Processes
School
Management
Team
• Committees
• Admin/Management/Development
• Roles & hierarchies
• Fixed & exclusive membership
• Bound to rhythm of school year
• Identifies professional learning
needs
Shared
Values
&
Beliefs
School
Improvement
Leadership
Team
School
Improvement
Team
Development
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Development:
temporary membership
system
• Teams & partnerships
• Development/improvement
• Change
• Cross-hierarchical
• Bound by rhythms of development
• Developmental professionally
• Inclusive membership
Fluid Structures
Which morphed into the...
Powerful Learning School Improvement Strategy
Monday, 27 February 12
Inside Out
curiosity
Fair to Adequate
Good to Great
Adequate to Good
Great to Excellent
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We have made great progress on two of
our three goals...
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Writing 3
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Numeracy 5
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Reading 7
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Writing 9
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Literate
Numerate
Curious
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Beginning the Curiosity Journey
1. Defining
2. Teaching
3. Going Whole School
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1. Defining Curiosity
1. Read the definitions of curiosity on the
cards provided
2. Discuss with colleagues on your table your
preferred definition or invent your own
3. Agree a common definition between you
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2. Teaching Curiosity
1. View the Costa video clip
2. Discuss with colleagues your favourite
strategy for promoting curiosity among
your students
3. Collate these strategies and share with
your school staff
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Monday, 27 February 12
2. Teaching Curiosity
1. View the Costa video clip
2. Discuss with colleagues your favourite
strategy for promoting curiosity among
your students
3. Collate these strategies and share with
your school staff
Monday, 27 February 12
As a result of our work on “Instructional
Rounds” we have identified ten Theories
of Action that when taken together
promote curiosity...
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Four Whole School Theories of Action
Prioritise High Expectations & Authentic
Relationships
If schools and teachers prioritise high expectations
and authentic relationships, then curiosity will
flourish.
Emphasise Enquiry Focused Teaching
If enquiry is a defining characteristic of a school’s
culture, then the level of student achievement and
curiosity will increase.
Adopt Consistent Teaching Protocols
If we adopt consistent teaching protocols, then
student behaviour, engagement, learning and
curiosity will be enhanced.
Adopt Consistent Learning Protocols
If we adopt consistent learning protocols in all
classes, then all students will experience an
enhanced capacity to learn, and to develop skills,
confidence and curiosity.
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Four Whole School Theories of Action
Six Theories of Action for the Teacher
Prioritise High Expectations & Authentic
Relationships
If schools and teachers prioritise high expectations
and authentic relationships, then curiosity will
flourish.
Emphasise Enquiry Focused Teaching
If enquiry is a defining characteristic of a school’s
culture, then the level of student achievement and
curiosity will increase.
Adopt Consistent Teaching Protocols
If we adopt consistent teaching protocols, then
student behaviour, engagement, learning and
curiosity will be enhanced.
Adopt Consistent Learning Protocols
If we adopt consistent learning protocols in all
classes, then all students will experience an
enhanced capacity to learn, and to develop skills,
confidence and curiosity.
Harness Learning Intentions, Narrative & Pace
If we harness learning intentions, narrative and pace so
students are more secure about their learning, and more
willing to take risks, then achievement and
understanding will increase and curiosity will be
enhanced.
Set Challenging Learning Tasks
If learning tasks are purposeful, clearly defined,
differentiated and challenging, then all students will
experience powerful, progressive and precise learning.
Frame Higher Order Questions
If we systematically employ higher order questioning,
then levels of student understanding will deepen and
levels of achievement will increase.
Connect Feedback to Data
If we connect feedback to data about student actions and
performance, then behaviour will be more positive,
progress will accelerate, and curiosity will be enhanced.
Commit to Assessment for Learning
If we commit to peer assessment, and assessment for
learning, then student engagement, learning and
achievement will accelerate.
Implement Cooperative Groups
If we implement cooperative group structures and
techniques to mediate between whole class instruction
and students carrying out tasks, then the academic
performance of the whole class will increase.
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+
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succeed because...
They excel at what they do not just
occasionally but for a high proportion of
the time
They prove constantly that
disadvantage need not be a barrier to
achievement
They put their students first, invest in
their staff and nurture their
communities
They have strong values and high
expectations that are applied
consistently and are never relaxed
They fulfil individual potential through
providing outstanding teaching, rich
opportunities for learning and
encouragement and support for each
student
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They are highly inclusive, having
complete regard for the educational
progress, personal development and
well being of every student
Their achievements do not happen by
chance, but by highly reflective,
carefully planned and implemented
strategies
They operate with a very high degree
of internal consistency
They are constantly looking for ways to
improve further
They have outstanding and well
distributed leadership
The heart: outstanding
leadership practice
The Principals of these schools are
not by and large iconic – they have
taken on challenging schools out of
a deep commitment to improving the
lot of their students and developing
their learning capacity
Moral purpose may be at the heart
of it but successful Principals need a
range of attributes and skills if they
are to succeed in dealing with the
challenges presented by turbulent
and complex communities
Have an unrelenting curiosity about
student learning and achievement
Clear and unshakeable principles and
sense of purpose related to student
learning
Vigilance and visibility; courage and
conviction
Predisposition to immediate action,
letting nothing slip
Insistence on consistency of approach,
individually and across the organisation
Belief in people and commitment to
build professional capacity
Hold oneself and others to high
standards of professional practice
Emotional intelligence
Tireless energy and persistence
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The “killer” Whole School Theory of Action
When teacher directed instruction is
infused by a spirit of inquiry the level of
student engagement and achievement
increases. This is the foundation stone
for high quality teaching and the
development of curiosity. A greater
emphasis on inquiry leads to improved
achievement and curiosity is enhanced
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The “killer” Theory of Action again...
Leadership works self consciously to ensure that over time the
vision of curiosity and spirit of enquiry is pervasive and
supported by robust and highly reliable school structures, in so
far as they:
-focus on specific outcomes which can be related to student learning,
rather than succumbing to external pressure to identify non-specific
goals such as 'improve exam results';
-draw on theory, research into practice, and the teachers' own
experiences in formulating strategies, so that the rationale for the
required changes is established in the minds of those expected to
bring them about;
-recognise the importance of staff development, since it is unlikely that
developments in student learning will occur without emphasising the
instructional behaviour of teachers;
-provide for monitoring the impact of policy and strategy on teacher
practice and student learning early and regularly, rather than rely on
'post-hoc' evaluations;
-pay careful attention to the consistency of implementation
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Processes for linking Curiosity and School Improvement
1. The curiosity journey is introduced
A clear reform narrative for student learning is developed and consistently
applied over time, with an urgency that translates the vision of curiosity into
clear principles for action
2. Key pedagogic strategies are selected
High leverage theories of action related to student learning (e.g. AfL and
HRLTP) are selected and implemented strategically
3. Professional learning is placed at the heart of the process
Staff development that emphasises non-judgmental peer
observation and support through triads, disciplined by clear definitions and
protocols that develop professional practice
4. Consistency across the whole school is seen as paramount
Leadership works self consciously to ensure that over time the vision of
curiosity and spirit of enquiry is pervasive and supported by robust and highly
reliable school structures (e.g. PLTs)
5. Cultures are changed and developed
A culture of disciplined action and a professional ethos that values curiosity
and enquiry is embedded and deepened over time
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3. Going Whole School
1. How would you build curiosity into the
school’s own narrative?
2. How would you layer curiosity through the
5 ‘killer app’ processes?
3. How does a commitment to curiosity affect
the culture of the school?
Monday, 27 February 12
Processes for linking Curiosity and School Improvement
1. The curiosity journey is introduced
A clear reform narrative for student learning is developed and consistently
applied over time, with an urgency that translates the vision of curiosity into
clear principles for action
2. Key pedagogic strategies are selected
High leverage theories of action related to student learning (e.g. AfL and
HRLTP) are selected and implemented strategically
3. Professional learning is placed at the heart of the process
Staff development that emphasises non-judgmental peer
observation and support through triads, disciplined by clear definitions and
protocols that develop professional practice
4. Consistency across the whole school is seen as paramount
Leadership works self consciously to ensure that over time the vision of
curiosity and spirit of enquiry is pervasive and supported by robust and highly
reliable school structures (e.g. PLTs)
5. Cultures are changed and developed
A culture of disciplined action and a professional ethos that values curiosity
and enquiry is embedded and deepened over time
Monday, 27 February 12
Narrative Implementation
School
Journey
Improvement
Dimension
Awful to
Adequate
Adequate to
Good
Good to Great
Environment
Orderly
Learning
Self directed
Teaching
Practice
Consistency
Share best practice
Models of learning,
tools for teaching
Curriculum
Literacy and
numeracy basics
Literacy and
numeracy across
curriculum
Cross curricular
enquiry projects
Assessment
Ownership for
progress of students
Assessment of
learning
Students set own
targets and monitor
progress
Data
Establish systems for
data use
Monitor student
progress through
data
Formative and
student use of data
Leadership
Developing
leadership capacity
Distributed
leadership
System leadership
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Key Pedagogic Strategies Timeline
Year 1
Term 1
Year 2
Term 2
cycles of
enquiry
P1
P2
Term 3
cycles of
enquiry
Term 4
SC
SC
Term 1
Year 3
Term 2
Term 3
Term 4
P5
cycles of
enquiry
P6
cycles of
enquiry
Narrative Implementation
P3
cycles of
enquiry
cycles of
enquiry
P4
cycles of
enquiry
cycles of
enquiry
Taking Stock - Mini-audit
Reporting
SC
Term 1
Term 2
SC
Term 3
cycles of
enquiry
P7
cycles of
enquiry
cycles of
enquiry
P8
SC
Taking Stock - Mini-audit
Reporting
P = Priority for development
SC = Success checks which take place at the end of work on a priority
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Term 4
Professional Learning Analysis
Professional Development Phase
Example: Theory of Action - 1
Harness learning intentions, narrative and pace
Theory
Explain and justify the new approach
Demonstrate
Show/model how it can be done in
practice
Practice
Teachers practice in their own classes
Feedback
Teachers receive feedback from their
triad (professional learning team)
Coaching
Supports teachers to improve their
practice
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A Measure of Consistency of Implementation - Levels of Use
Levels of Use
0 Non-Use
1 Orientation
2 Preparation
3 Mechanical
4a Routine
4b Refinement
5 Integration
6 Renewal
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Behaviours associated with the level
of use
No interest shown in the innovation; no
action taken
Begins to gather information about the
innovation
Begins to plan ways to implement the
innovation
Concerned about mechanics of
implementation
Comfortable with innovation and
implements it as taught
Begins to explore ways for continuous
improvement
Integrates innovation with other
initiatives; does not view it as an add-on;
collaborates
others
Explores
new and with
different
ways to
implement innovation
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“Welfarist” school
low in control
high in cohesion
High Cohesion
Low Control
“Survivalist” school
low in control
low in cohesion
“Hothouse” school
high in control
high in cohesion
Low Cohesion
High Control
“Formal” school
high in control
low in cohesion
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“Welfarist” school
low in control
high in cohesion
High Cohesion
Low Control
Where we are...
“Survivalist” school
low in control
low in cohesion
“Hothouse” school
high in control
high in cohesion
Low Cohesion
High Control
“Formal” school
high in control
low in cohesion
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“Welfarist” school
low in control
high in cohesion
High Cohesion
“Hothouse” school
high in control
high in cohesion
Low Control
Where we are headed...
Low Cohesion
High Control
“Formal” school
high in control
low in cohesion
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“Survivalist” school
low in control
low in cohesion
“Welfarist” school
low in control
high in cohesion
High Cohesion
“Hothouse” school
high in control
high in cohesion
Low Control
Where we want to be...
Low Cohesion
High Control
“Formal” school
high in control
low in cohesion
Monday, 27 February 12
“Survivalist” school
low in control
low in cohesion
“Welfarist” school
low in control
high in cohesion
High Cohesion
Low Control
“Survivalist” school
low in control
low in cohesion
“Hothouse” school
high in control
high in cohesion
Low Cohesion
High Control
“Formal” school
high in control
low in cohesion
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Pole A (Odd Numbers)
Measuring and monitoring targets and test results
Respecting authority – Providing direction
Category
Results (Control)
Hierarchy
(Control)
Pole B (Even Numbers)
Raising capability – Helping people learn – Laying
foundations for later success
Taking initiative and responsibility – Participation at every
level – Healthy dissent
The school comes first – No-one is bigger than the
school – Doing what is expected of you
Respect
(Cohesion)
People come first – Everyone can make a contribution
and deserves control over their own destiny
Respecting professional autonomy – Creating a
space to call your own – Perfecting your patch
Connection
(Cohesion)
Working together – Learning from each other – Sharing
resources and ideas – Investing in others
Recognising personal circumstances – Making
allowances – Toleration – It’s the effort that counts
Accountability
(Control)
Keeping promises – Confronting poor performance –
Taking ownership
Embedding – Evaluating – Measured reform and
taking stock
Innovation
(Cohesion)
Experimenting – Trying new things – Looking to the next
big idea
Preventing mistakes – Making sure nobody and
nothing slips through – Planning for all
eventualities
Single minded dedication – Relentless pace
Reliability
(Control)
Taking calculated risks for worthwhile goals – Try it and
see
Seriousness
(Cohesion)
Warmth – Humour – Repartee – Feet on the ground
Setting achievable goals and realistic expectations
Ambition (Control) A hunger for improvement – High hopes and expectations
– Incremental improvements
Investing time with those who can achieve the
most
Perfectibility
(Control)
Focusing on the value added – Holding hope for every
child – Every gain a victory
Dignity – Reserve – Respecting privacy – Keeping
a lid on it – Self control
Openness
(Cohesion)
Admitting mistakes – Providing challenging feedback –
Letting people know how you feel
Promoting excellence – Pushing the boundaries of
achievement – World class
Social Justice
(Cohesion)
Creating a pleasant and collegial working
environment
Mastering your subject – Gaining expertise –
Sharing knowledge
Keeping up with initiatives – Doing what’s required
– Following policy
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Service
(Cohesion)
Creating opportunities for everyone – Widening horizons
– Fighting injustice
Making sacrifices to put pupils first
Lifelong Learning Admitting you don’t know – Listening to dissent –
(Control)
Curiosity and humility
Independence
(Cohesion)
Anticipating initiatives – Making them work for us– Picking
and Choosing
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MAKING THE LINK TO
STUDENT LEARNING
Monday, 27 February 12
Personalised Learning
Assessment for Learning
Learning to Learn
Peer Assessment
Student Voice
Protocols
Rubrics
Artefacts
Heuristics
Worksheets
Student Learning and Achievement
MAKING THE LINK TO
STUDENT LEARNING
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The Logic of System Leadership
A summary that captures the flow of action
Moral purpose
Learning Potential of all Students
So we need to...
Develop student’s repertoire of
Learning Skills
We do this through...
Theories of Action
Models of Teaching
That are embedded in...
Consistency is ensured by...
System leadership is...
Monday, 27 February 12
Curriculum Context
and Schemes of Work
Whole School Theories of Action
especially Enquiry
Sharing Curriculum, Pedagogy and
Leadership Across and Between
Schools, Networks, Regions, Statewide, and Nationally
Reviews
Student Needs
School Aims
Audit
Long-listed
Priorities
Consideration of:
urgency
need
desirability
size and scope
root and branch
links between priorities
Selection and
sequence of priorities
in draft plan
PLAN
DEVELOPMENT
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Consultation &
approval of plan
Publicising plan
Action plans
National &
State Policies
Teacher'
Theory'of'
Ac,on'1
Unavoidable
Urgent
Desirable
Large'size'and'
scope
Small'size'and'
scope
Strong'roots
Weak'roots
Weak'links'to'
other'
priori,es
Monday, 27 February 12
Teacher'
Theory'of'
Ac,on'2
Professional'
Learning
Whole'
School'
Theory'of'
Ac,on'2
Na,onal/
State'
Ini,a,ves
curiosity
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curiosity
Monday, 27 February 12
Going Deeper...
The Powerful Learning Planning Framework
Year 1
Term 1
Year 2
Term 2
cycles of
enquiry
P1
P2
Term 3
cycles of
enquiry
Term 4
SC
SC
Term 1
Year 3
Term 2
Term 3
Term 4
P5
cycles of
enquiry
P6
cycles of
enquiry
P3
cycles of
enquiry
cycles of
enquiry
P4
cycles of
enquiry
cycles of
enquiry
Taking Stock - Mini-audit
Reporting
SC
Term 1
Term 2
SC
Term 3
cycles of
enquiry
P7
cycles of
enquiry
cycles of
enquiry
P8
SC
Taking Stock - Mini-audit
Reporting
P = Priority for development
SC = Success checks which take place at the end of work on a priority
Monday, 27 February 12
Term 4
The Powerful Learning Planning Framework
An example...
2012
2011
Term 1
Term 2
Term 3
Term 4
Expectations
&
Relationships
SC
Learning
Protocols
Term 2
Intentions
Pace
Narrative
SC
Tasks
SC
Taking Stock - Mini-audit
Reporting
Monday, 27 February 12
Term 3
Term 4
cycles of
enquiry
cycles of
enquiry
Enquiry
Teaching
Protocols
Term 1
2013
Term 1
SC
Feedback
&
Data
SC
cycles of
enquiry
Higher
Order
Questions
Term 2
Term 3
cycles of
enquiry
cycles of
enquiry
Term 4
SC
SC
SC
cycles of
enquiry
Taking Stock - Mini-audit
Reporting
SC
Powerful Learning & Autonomy
• Victoria has a proud tradition of school reform
and improvement:
• 1990s – Self Management
• 2000s – Building Capacity
• 2010s Autonomy
• Autonomy is defined as independence, self
governance and making one’s own decisions
• But we also know from the evidence in the
world’s best performing educational systems
that to sustain improvement they;
Monday, 27 February 12
Establish collaborative practices around teaching and
learning
Develop a mediating layer between the schools and the
centre; and
Architect tomorrow’s leadership
Linking Powerful Learning &
Autonomy
Linking Autonomy to Powerful Learning allows us to:
1.More fully express our moral purpose of enabling
every student to reach their potential
2.Ensure that every teacher has the maximum time to
teach and to develop their professional competence
3.Maximise resource allocation to ensue that this
happens
4.Explore the full potential of the ‘inside – out’ school
development strategy
5.Enable leadership to work more effectively with the
system both within and outside the school and
generate sustainable networks that deepen the
impact on student learning
6.Move from external to professional forms of
accountability
Monday, 27 February 12
Autonomy & System Leadership
• Schools should take greater responsibility for
neighbouring schools so that the move towards
networking encourages groups of schools to form
substantive collaborative arrangements
• All failing and underperforming (and potentially low
achieving) schools should have a leading school that
works with them in either a formal grouping
Federation or in more informal partnership
• The incentives for greater system responsibility
should include significantly enhanced funding for
students most at risk
• A rationalisation of national and local agency
functions and roles to allow the higher degree of
national and regional co-ordination for this
increasingly devolved system
Monday, 27 February 12
Autonomy & System Leadership
• Autonomous networked schools network to put
in place substantive collaborative arrangements
• Autonomous networked schools understand they
are as strong as the weakest link. Schools that
are failing and/or underperforming can expect to
receive unconditional support from all network
schools
• Autonomous networked schools support and
accept significantly enhanced funding for
students most at risk
• A rationalisation of national and local agency
functions and roles to allow the higher degree of
national and regional co-ordination for this
increasingly devolved system
Monday, 27 February 12
Leading change
‘You must be the change you
wish to see in the world’
Monday, 27 February 12
Professor David Hopkins
David Hopkins is Professor Emeritus at the Institute of Education
University of London, where until recently, he held the inaugural HSBC iNet
Chair in International Leadership.
He is a Trustee of Outward Bound and is Executive Director of the new
charity ‘Adventure Learning Schools’. David holds visiting professorships at
the Catholic University of Santiago, the Chinese University of Hong Kong
and the Universities of Edinburgh, Melbourne and Wales and consults
internationally on school reform. Between 2002 and 2005 he served three
Secretary of States as the Chief Adviser on School Standards at the
Department for Education and Skills.
Previously, he was Chair of the Leicester City Partnership Board and Dean
of the Faculty of Education at the University of Nottingham. Before that
again he was a Tutor at the University of Cambridge Institute of Education, a
Secondary School teacher and Outward Bound Instructor.
David is also an International Mountain Guide who still climbs regularly in
the Alps and Himalayas. His recent books Every School a Great School and
System Leadership in Practice are published by the Open University Press.
www.davidhopkins.co.uk
Monday, 27 February 12
Neuroscience and the
Theories of Action
Cognitive Principle
Why Don’t Students Like School? - Professor Doug Willingham
Monday, 27 February 12
Enquiry
People are naturally curious but we
are not naturally good thinkers; unless
the cognitive conditions are right, we
will avoid thinking
Neuroscience and the
Theories of Action
Why Don’t Students Like School? - Professor Doug Willingham
Monday, 27 February 12
Enquiry
People are naturally curious, but
curiosity is fragile
Neuroscience and the
Theories of Action
Why Don’t Students Like School? - Professor Doug Willingham
Monday, 27 February 12
Enquiry
Move from seeing and structuring
curriculum as a series of answers to
having questions as the basis of
instruction
Neuroscience and the
Theories of Action
Enquiry
Monday, 27 February 12
Neuroscience and the
Theories of Action
Cognitive Principle
Brain Rules - John Medina
Monday, 27 February 12
Enquiry
The more attention the brain pays to a
given stimulus, the more elaborately
the information will be encoded - and
retained
Neuroscience and the
Theories of Action
Monday, 27 February 12
Intentions
Learning intentions capture students’
attention and are critical as the
introduction to the story of the lesson
Neuroscience and the
Theories of Action
Why Don’t Students Like School? - Professor Doug Willingham
Monday, 27 February 12
Narrative
The human mind seems exquisitely
tuned to understand and remember
stories - so much so that psychologists
sometimes refer to stories as
“psychologically privileged” meaning
that they are treated differently in
memory than other types of memory
Neuroscience and the
Theories of Action
Stories are easy to comprehend
Stories are interesting
Stories are easy to remember
Why Don’t Students Like School? - Professor Doug Willingham
Monday, 27 February 12
Narrative
Events don’t happen randomly in
stories
Neuroscience and the
Theories of Action
Why Don’t Students Like School? - Professor Doug Willingham
Monday, 27 February 12
Narrative
Structure your lessons the way stories
are structured...the story structure
applies to the way you organise the
material that you encourage your
students to think about, not to the
methods you use to teach the material
Neuroscience and the
Theories of Action
Narrative
Four principles underpin stories
- Causality
- Conflict
- Complications
- Character
Why Don’t Students Like School? - Professor Doug Willingham
4Cs
Monday, 27 February 12
Neuroscience and the
Theories of Action
Brain Rules - John Medina
Monday, 27 February 12
Pace
Peer-reviewed studies confirm...before
the first quarter-hour is over in a
typical presentation, people usually
have checked out
Neuroscience and the
Theories of Action
Why Don’t Students Like School? - Professor Doug Willingham
Monday, 27 February 12
Pace
Change promotes attention
Neuroscience and the
Theories of Action
Teaching with the brain in mind - Eric Jensen
Monday, 27 February 12
Pace
We cannot hold much in our shortterm memory, and, mentally, we
fatigue easily. Teach in shorter
bursts...
Neuroscience and the
Theories of Action
Tasks
Monday, 27 February 12
Neuroscience and the
Theories of Action
Brain Rules - John Medina
Monday, 27 February 12
Tasks
The current (school) system is
founded on a series of expectations
that certain learning goals should be
achieved by a certain age. Yet there is
no reason to suspect that the brain
pays attention to those expectations.
Students of the same age show a
great deal of intellectual variability
Curiosity and Powerful Learning
Curiosity and Powerful Learning
curiosity
Teaching Models
Vision of Curiosity &
Spirit of Enquiry
curiosity
Whole School
Theories of Action
Monday, 27 February 12
curiosity
curiosity
Teacher
Theories of Action
Teaching Models
Our toolbox is the models of teaching, actually
models for learning, that simultaneously define
the nature of the content, the learning
strategies, and the arrangements for social
interaction that create the learning contexts of
our students
For example, in powerful classrooms students learn
models for:
• Extracting information and ideas from lectures and
presentations
• Memorising information
• Building hypotheses and theories
• Attaining concepts and how to invent them
• Using metaphors to think creatively
• Working effectively with other to carry out cooperative tasks
Monday, 27 February 12
the most knowledgable...
the wisest
Monday, 27 February 12
the most knowledgable...
the wisest
Monday, 27 February 12