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I just read this tonight- Hands-Off Teaching Cultivates Metacognition."A great teacher teaches as little as possible, while modeling the behaviors of how to figure something out.
http://www.edutopia.org/blog/hands-off-teaching-cultivates-metacognition-hunter-maats-katie-obrien

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An exciting new study suggests that what teachers do in the classroom is more important than their beliefs when it comes to helping students develop a growth mindset.

Students were more likely to have a GROWTH mindset in classrooms where teachers:

Focused praise and encouragement on process and strategy

Asked students to explain their thinking

Created the norm that all could contribute

Students were more likely to have a FIXED mindset in classrooms where teachers:

Focused on speed and accuracy

Only gave students one chance to submit work for a grade

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I liked it in the shape of a brain, with the figures climbing it and working together to get to the top :-) It's all about building those learning muscles and working together to achieve it.

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How can we make this part of our school culture? We need to embed it and make it a natural part of what we do. We need to open the discussion with the kids, not just us, to find out how we can do this.

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I think it is really important to cherry pick approaches, philosophies that BEST SUIT OUR SCHOOL so that the hybrid model works for us. (personalised for NCG). From this shared understanding ALL will incorporate into our thinking, planning and practice. Done in a deliberate way with outcomes of student learning at the heart of it.

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Powerful learning begins with students who are unafraid of being wrong, and who feel that working towards understanding is an adventure. A sense of safety is essential; encouraging students to share their mistakes or misunderstandings with the group.

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'We need to create the conditions for teachers to understand how to understand how to make the creation of their classroom culture conscious rather than unconscious' - this takes time (which is hard to find) and the confidence to articulate this with each other

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Continuing to develop & nurture our girls to shift the culture and mindset of their learning "behaviour" so that they can be powerful learners, learn to love and embrace challenges, and build the learning out of these.
ie: enable their empowerment !!

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What we want is the child in pursuit of learning, not learning in pursuit of the child (George Bernard Shaw)

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The purpose of the group is to slowly develop the expansive school and to offer strategies to cause change. Jen

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What does powerful learning look like? Nat

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What does powerful learning look like? Nat

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It looks like students who are active learners. They are engaged in the class and in their learning process. I think powerful learning is explicit- students can talk about their learning. They are critical thinkers, they question things, they think for themselves (they don't want to be spoon fed). We need to model this and 'live' this ourselves. We should be explicit about the learning process ourselves and talk about how we learn. We are also learners and the girls should see this :-)

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Agree with Natalie - language and our choice of vocab is key - we need to be role modelling the process of how to learn, process and reflect for our students too.

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"teachers enable the most effective learning". These are approaches ,strategies,pedogogy. If this is effective it will "enhance learning outcomes" for students. Student outcome are a raft of things: meta-cognition, engagement, completion of tasks, developing social skills, literacy,numeracy skills, articulating opinions..How could we measure the effectiveness of what we do.

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Powerful learning is about learning dispositions and developing competencies - our subjects are vehicles we can use to develop these attributes.
Jen

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We need to be explicit in our language. A shared language around the learning process. If we can talk about it explicitly with a shared language, then the kids will be able to do so too. This will give them ownership of the learning process.

We need to model the learning process. Both with the staff and our students. Modelling is essential :-)

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Growth Mindset and building learning muscles -  this is Technology Education at its best! Welcome to the fun! In technology education we focus on all four aspects of learning power. This is powered individually to drive their own learning amongst common themes.

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The notion of exercising the mind as a muscle was a powerful analogy. Nothing is achieved if the teacher lifts the weights for you.

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I like the point about student-centred learning being a change of emphasis rather than a revolution!

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I love the terminology and reference to providing a "satisfying kind of stretch" to oneself and others in the learning process.

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We need to investigate the triggers that allow the 'learning process' and be able to pin point/identify them ourselves.  Once we understand this then we can identify a starting point and build on that.
Powerful learning at NCG needs to be a whole school culture and we need to harness the good practices until this becomes a virus infecting the whole school.  Girls coming to classes joyfully and eager to learn, engaged and positive.

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I have surveyed my Level 3 Accounting class in terms of where their learning powers currently lie: see document:"Where does my learning lead"  as a beginning to gauge  where to start  in terms of which learning muscles to focus on.  Rarely - 2, Sometimes, 4 and Always 6.

1 Powerful learning at NCG: Powerful learning means the girls know when and  how to use their learning muscles.
2 PLG goal:Common language is used by students at NCG - this PLG is the vehicle for showing teachers how to integrate BLP in their classrooms.

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Metacognition: The Gift That Keeps Giving

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Metacognition: The Gift That Keeps Giving

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http://www.edutopia.org/blog/metacognition-gift-that-keeps-giving-donna-wilson-marcus-conyers