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Learning Matters
Autumn 2015 Volume two
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v
Stress, Scuba and Self-Efficacy Tim Filtness
In many situations
Deputy Head (Academic)
experiencing equipment failure is moderately annoying (and no, that
the most pertinent example of this
into stress research (it was the
isn’t a euphemism). This is
happened a few summers ago at
topic of my doctoral thesis) two
the end of a deep dive. I had been
clear themes emerged for me: a)
particularly the case when
exploring part of the stern section
people ‘deal’ with stressors in very
things break at an
of the Moldavia - a fantastic wreck
different ways, and b) this appears
inconvenient time, or in
sunk during WW1 off the coast of
to have little to do directly with
circumstances in which
Brighton – when one of my
their intelligence, fitness,
regulators failed catastrophically at
underlying ability or even prior
40m, violent purging much of my
experience. Instead, when difficult,
fall back on: witness the
remaining gas into the sea. Under
unplanned and stressful situations
well-planned inspection
those circumstances, at that depth
arise, one characteristic reliably
and with about 20min of
correlated with positive outcome is
decompression still to complete, a
the degree of confidence that a
Smartboard won’t
bolt to the surface was absolutely
person has in his or her ability to
calibrate, the bulb in the
out of the question: at the least it
handle, fix or otherwise cope with
would have resulted in
the problem. This idea was first
decompression illness - the bends
expressed by Albert Bandura in his
other Biologists will relate
- but more likely, as I was breathing
Social Cognitive Theory, in which
- no matter how much you
a helium-rich mix, it would have
he asserts that ‘self-efficacy’ beliefs
killed me before I got there. Apart
(SE) – the extent to which we
from underscoring the importance
believe we are capable of
pondweed just won’t
of regular training in adventurous
achieving something – are the
photosynthesize.
sports, this kind of equipment
most significant of the ‘cognitive
failure serves to emphasise what I
resources’ that underpin
However, every now and again
believe is the critical influencing
performance, particularly during
losing something critical at a
factor that saved my life that day –
emotive contexts like my diving
crucial moment can be truly
I didn’t panic. The real question is,
example.
petrifying. If you have ever
why not?
you don’t have much to
lesson when your
projector dies or – as
plead with it the
The reason I’m writing this piece
popped a tyre on the motorway or a trouser seam in an interview
Amor fati? Valar morghulis?
for Learning Matters is because a
you’ll know what I mean. For me,
Perhaps not. Having read a little
number of authors have identified
60156 SCHOOL brain_Layout 1 15/10/2015 17:03 Page 3
SE beliefs as a central
identified as students develop
characteristic of higher achieving
confidence in themselves by
students. According to Dale
drawing vicariously upon the
Schunk, these pupils display
successes of their friends.
greater persistence, deeper
Challenge is another theme, as
engagement, more pronounced
Schunk reports that SE is
interest, a greater sense of
significantly strengthened when
ownership with their studies, more
students complete tasks they
positive goal-setting techniques,
perceive to be difficult, particularly
more effective self-regulatory
if they are provided with the
strategies and (as emphasised
means to achieve this
earlier) diminished anxiety under
independently. Bandura develops
stress. Recalling that SE beliefs are
the term ‘enactive mastery’ to
not directly linked to intelligence,
encapsulate this. Although based
as a teacher I found the notion of
upon prior experience, ‘mastery’ is
SE compelling – could I really help
more concerned with the
students ‘do better’ simply by
perception of reinforcing
asking them to believe that they
achievement, rather than the feats
could? Again, Schunk asserts that
per se. Drawing on this, Margolis
this is very much the case,
and McCabe recommend that
supporting his claim with a good
teachers regularly scaffold,
deal of evidence indicating that
employing learning strategies that
teachers can assist students to
not only capitalise on underlying
develop greater academic SE and,
student interest, but that reinforce
consequentially, achieve at a
the correct use of strategy in terms
higher level.
of final performance outcomes. Unpicking the prolix I think that
So how might we, as teachers,
means explaining to boys that
accomplish this? Schunk
what happens in my lessons is not
recognises teacher feedback as a
only interesting (even in the face of
key player in developing SE, both
disagreement), but that it is also
in terms of its timing (intervention
going to help them to pass their
is most successful when given
exams! Hardly rocket-science, but
within a few hours of the learning
if it helps the boys to develop a
activity), and also in the style and
degree of confidence in
content of the feedback (feedback
themselves and thereby tackle
that reinforces recent success, or
stressors as significant as my
that emphasises the balance
failing scuba kit, then I shall
between ability and effort is best).
definitely be giving it a go next
Schunk argues that structured
week.
‘
goal-setting is also important,
End
particularly when goals are unambiguous and relate to specific performance standards. A role for peer-peer learning is
Learning Matters
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WHEN TEACHERS
WATCH
TEACHERS Peter Chillingworth
v
Director of Continuous Professional Development
Teaching is a great profession for buzzwords and phrases which everyone seems to write about and share opinions on. The school inspectors have given the profession the gold-standard phrase ‘the outstanding lesson’ and the internet, book publishers and external trainers are all willing to offer any teacher the perfect guide to the delivery of this gem. Reading or listening to experienced teachers can be an effective way to develop our teaching but I have found myself nodding in agreement with all that is described, but the transfer of these new these elements into our day-to-day practice is often the challenge once the book has been read. For a number of years Sherborne School has engaged in the practice of teacher peer-to-peer observation. Under Vicky Clayton’s guidance we have experimented with random pairs, subject groups, faculty teams and, in this year, triads or teams of three mutual observers. In these observations staff are encouraged to take risks and to try new strategies and techniques in their classrooms. The observer observes not the teacher but the learners, the pupils in the room and how they respond to the new techniques being explored. Many of the experimental strategies and techniques can be developed towards delivering the holy grail in teaching; the three essential components of an outstanding lesson:
•
EXCEPTIONAL PUPIL ENGAGEMENT •
EXCEPTIONAL PUPIL PROGRESS •
EXCEPTIONAL PUPIL ENJOYMENT
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How do we know when we are in
show the class that they have
control if they are confident they
an outstanding lesson and what do
progressed by establishing what
are progressing and an
the three essential components
they know before embarking on
outstanding teacher helps
look like when we are sitting
new knowledge or understanding
facilitate this and helps them feel
observing someone else’s lesson?
and will test their learning through
this with a range of strategies.
the questions they ask at the end. Pupil engagement goes beyond
In the course of the lesson the
Finally, an outstanding teacher
just attentive listening and
tasks they perform may be
might aim to wrap a lesson up
engagement is often facilitated by
differentiated for the particular
and, like meerkats, the boys’
the ‘craft’ of the teacher over the
individual pupil or groups of
heads may rise from the tasks they
many lessons, as engagement is
pupils. This will be because they
are doing, mouths open and they
an emotional experience. The
know the pupils well and
will look to the clock in the room.
pupils arrive ready to learn and
understand their individual needs.
Often they haven’t noticed the
know what is expected of them,
They will adapt and tailor the
passage of time and, although
they settle swiftly into a starter
support they offer as they circulate
deep in the task, they will
activity that may well set the
to support the learning of all
understand the importance of the
context or get them thinking or
pupils in their classroom helping
final phase of the lesson, the point
talking to each other about the
them to understand, to progress
where they have the opportunity
topic they are studying or
and to achieve. Outstanding
to check their understanding, to
something of related
lessons move with pace to help
recognise what they have learnt
interest. Lessons that engage
make the most of the momentum
and to learn what they might do to
often fire a pupil’s curiosity and
the pupils have gained and
consolidate knowledge or to
they ask probing questions. They
differentiation helps prevent those
prepare for the next lesson.
want to clarify what they are
who swiftly understand from
experiencing. In practical lessons
stalling and helps those who might
I have been fortunate to see all
the pupils move to see better or
struggle stay with the pace and
three of these components on
listen attentively to what others are
understand.
many occasions in the
saying or doing. The pupils are
observations I have made for my
busy and want to progress with
And what of pupil enjoyment? I’m
colleagues. Many of the strategies
what they are doing and are
sure we all can recall a great
they have employed I now employ
interested in the outcome, they
teacher from our own school days
in my own teaching. For me, to
often share their ideas and, when
and whilst we may not recall what
see the same pupils I teach
questioned, will talk with
they taught us we cannot forget
responding so powerfully to
enthusiasm for the work they are
how we felt about being in their
something a colleague is trying is
doing. I move around the
lessons. As observers we will often
far more compelling than reading
classroom, but engaged pupils
see the link between those
strategies in books. Seeing the
rarely notice me moving; they are
teachers who are really enjoying
effect of real engagement, the
too focused on what they are
the lesson they have designed and
achievement of real progress or
doing. Often a classroom of
the enjoyment of their pupils in
just watching the enjoyment of the
engaged pupils is noisy, reflecting
that lesson. Their enthusiasm and
boys in an outstanding lesson is
the collective energy and
passion has become infectious and
the perfect motivator to help drive
enthusiasm of the pupils.
the rapport they have with the
our own experimentation and the
class (and that they have worked
development of our practice. It
‘Seeing’ progress is difficult for an
to establish) creates a ‘safe’
also helps develop the notion that,
observer and often we need to
environment for a pupil to take
as teachers, there is always
look for ‘progress in action’. This
risks; to ask the stupid question
something new to try and that our
can come back to the all-important
that everyone might want to ask
colleagues are extremely adept at
questions which the pupils ask or
and to try to link elements of their
helping teach us how to
will require the observer to ask the
learning without fear of ridicule.
implement what we have seen. End
pupils questions if appropriate. An
Pupils enjoy a sense of
outstanding teacher will often
achievement as they feel more in
‘
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CAN WE INCORPORATE
SPORT INTO OUR LEARNING?
First of all, what is learning? Learning is about attempting new things, being inquisitive, and being innovative and asking why? It’s all about improving on the status quo: with learning you move forward; without learning you and your
v
society are just going to be left behind. And so we see that the point about
social, emotional, cultural and academic.
learning is to overcome ignorance – to
This is because it is human nature to
achieve progress – progress as a society
want to improve, or to be the best.
and to progress as an individual.
The central question was ‘can we incorporate sport into our learning?’.
As society becomes more progressive; it grows, thrives and matures to the benefit
As I have written, learning is about
of all of us. Overcoming ignorance in the
innovation and attempting new things in
community has created positive and
order to progress. The same can be said
beneficial change in society as a whole,
of sport. In sport you should always try
but also in business and in science.
to innovate, for example: most teams try new tactics every week. If they use the
Ignorance is the cause of racism and
same tactics every week, they’ll lose
prejudice. With education and learning,
because people will know how to play
we can create a more equal and just
against them. So the team learns not to
society – equality between races,
do that, and to try new things.
religions and the sexes. Ignorance in
Innovation and learning in sport is not
business causes huge problems such as
limited to the progression of teams, it
the recent VW emissions scandal – now
also impacts the technology and training
we have learnt what they have done, we
methods used. Through on-going
can do something about it. Research
research, technology has influenced the
and development learning in science has
design of boots, clothing and diet. Why,
created all sorts of benefits: cures for
one day we may see the broad
diseases, better ways to grow things etc
implementation of goal-line video! Training methods have also advanced –
Then there’s the self-benefit. It’s
many teams have sophisticated training
important not to stand still as an
facilities and have introduced
individual too, you have to keep moving;
psychological management.
you have to progress. As an individual it’s essential to make progress in all aspects of your life, including spiritual,
60156 SCHOOL brain_Layout 1 15/10/2015 17:03 Page 7
Learning is also about improving on the status quo, just like in sport, when you can learn from your loss (or mistakes) and from your wins. The you have to learn from your mistakes to improve. If you don’t, you will make the same mistakes all through till the end. Some people define an idiot as someone who keeps making the same mistakes! Learning helps support and improve the community and relationships. The same is true of sport. Sport creates teamwork; it helps promote bonding by making people have to work together to make the team click. You cannot have a team full of selfish or ignorant people otherwise nothing will work! A big part of this is realising that sport brings people of all creeds and colours together – sport helps people understand and appreciate their differences. Sport also enables people to take up a leadership, and become responsible for others and themselves. The same applies to studying – whilst it’s important to be self-motivated, sometimes it helps to study in groups. Sport helps you progress as an individual: It enables self-reflection, self-improvement, and creates the mental attitude to achieve something. Just like in an exam, you want to do well, so therefore you will put the time and the effort into your work, just as you would into your training in the field. On reflection, I am convinced that the answer is ‘Yes’. We can incorporate sport into learning, for the following reasons: it is a fundamental kick-starter of progress (socially and individually). It breaks down ignorance, it forces open barriers; it enables the right winning mindset. Sport and learning run in parallel and are interconnected.
‘
BILLY CRIPPS (4C)
same applies in the classroom, where
End
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v
Connecting with Sherborne Qatar Following my visit to Sherborne Qatar to work with their
Geography department and help it develop, a strong link has been forged between the two departments. The Head of Geography at Sherborne Qatar (SQ) is visiting Sherborne UK in a reciprocal visit to better understand the nature of our school and potential ways that SQ can emulate Sherborne Dorset (SD). Potential fieldtrips are being discussed and interactions between the pupils developed. Teaching Geography with pupils from all corners of the world would be inspiring and watching the SQ teachers draw upon experiences from pupils from India, Australia and South Africa alongside the Middle East was a rich environment for geographical study. The discussions they had, their perceptions of space and place, the races, religions all made for Geographical issues to be discussed in great detail. Trying to establish this within a lesson at SD, whilst struggling to get pupils to understand the potential benefits of migration, the inequality within and between nations or catastrophic nature of some environmental issues across the world, is a challenge. To enable SD to become more global we hope to set up Sixth Form conferencing next year as SD supports SQ with the development of their CIE A Level course. Another initiative we are keen to explore is the idea of boys who wish to have a work buddy with whom they can exchange past paper questions. This is both powerful in terms of developing the pupils learning, but also allowing the Shirburnians to see a point of view from a different perspective depending on where they are in the world. I hope to take a group of boys to Qatar in 2016 to
‘
explore the desert, investigate environmental management, study sustainability, look at the challenges of rapid urbanisation and explore the role of migrants in Qatar’s economy and development. End
Tom Mason Head of Geography
Subject Reps
Pupil
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JUDY Head of Modern Languages
THURMAN bring about changes or tweaks to the way we teach, feed back and deliver the experience of learning a foreign language. The L6 come up with topics to research. So far we have looked at marking and feedback, hall, the variety of tasks
v
How do we know that the advice
Some of the findings have
we give to pupils has the effect we
surprised us or at least run a
want it to? Can we as classroom
different course to MFL or school
teachers judge the success of our
policy. We have learned that pupils
subject delivery in terms of pupil
prefer oral feedback to written
learning? A few years ago I would
targets, that Sixth Formers want
have answered yes, but working
more freedom over hall choice and
with the MFL reps has made me
structure and that pupils do not
view the learning process of our
like tasks from textbooks, even
pupils in a different light. The eight
when they are specifically geared
L6 MFL student reps work with me
towards improving examination
on a specific focus. Their job is to
technique. This process works well
canvas the views of the pupil body
both ways; pupils feel empowered
in their respective houses on these
to have a say in their learning and
foci and feed back to me. Their
teachers are invigorated by having
findings are passed to the
to reflect on what they do and how
department and we can begin to
it suits their learners. .End
Learning Matters
in class and vocabulary learning.
‘
60156 SCHOOL brain_Layout 1 15/10/2015 17:03 Page 10
I GRO LEARNING SOMETHIN “I don’t know.” Surely the
people who genuinely
she’d probably have
which classicist to ask
words a student least
care about what they’re
worn red. I mention Dr
about the recording
wants to hear from a
learning. This means,
Wild for a reason – his
history of Eric Korngold’s
teacher. They can mean
surely, that from time to
blogging and writing
violin concerto, or
two things. Either your
time it’s fine to say, “I
make clear to anyone
indeed, of anything; and
teacher is a twit who
don’t know,” so long the
who’s familiar with it that
news just in is that a
doesn’t have a grasp on
teacher seems to care
the go-to for what’s a la
member of senior
the subject, or else the
about the answer as
mode from medieval to
management has a
next words are going to
much as the student
modern times is on our
special interest in
be, “What an excellent
does. Rather than
staff.
Icelandic sagas.
thing for you to go and
shutting it down, or
research. Let me know
parking it as something
We’re lucky to have
Before you ask, this
what you find out. So
for someone else to
teachers among us who
article is only in part a
Google, perhaps it’s
are pursuing their own
thinly-veiled plug for The
long, suckaz.”
worth while saying, “Let’s
passions and researches:
Ancient Art of Growing
But are they really such a
try to work it out
some are pursuing post-
Old, a book that has an
taboo? The student
together.”
graduate degrees as I
exquisite cover and
type, and they’re doing
would therefore make an
asked a question, after all. We’re not always able
Now, I’ve not always
so between answering
ideal present – at £14.99
to predict what these
managed this. When I
emails and looking after
it’s less dear than the
questions are, and more
was asked, “What would
boys. Others are world
Champagne you were
often than not, relevant
the Wife of Bath worn to
experts on subjects that
planning to buy and
to a fuller understanding
her wedding?”, I did
happen to interest them -
which, it turns out, is not
of the subject. Once
what any sensible teacher
surely you know by now
such a good idea in
you’ve discounted such
would have done. I sent
favourites as, What team
an urgent message to Dr
do you support?, and,
Wild. He told me the
What’s the time?, most
answer: it turns out that
questions come from
W OLD G NEW EVERY DAY... excess. But writing it
using comparable figures
and what that tells us
who is supposed to have
helped me to kick about
from more recent
about inter-planetary
said, “I grow old learning
lots of the less expected
developing societies?
geometry. In short, these
something new each
are people who care
day.” Now, as teachers,
way. I felt much more
The joy of Sherborne’s
about the ever-changing
we are necessarily older
sympathy for the Wife of
Common Room is that its
applications and
than the people we’re
Bath’s endlessly mocked
members fizz with new
relevance of their
instructing. But what a
desires; it made me think
knowledge. I’m sure I’m
subjects. They remind us
gift we can impart if we
about ancient diet; which
wrong to let my heart sag
constantly of how
can somehow make
sports Galen thought
a little on seeing that the
exciting it is to learn
lessons seem like they
were good and bad for
Physics text book the
things – they not only
are part of a process that
you (he turns out to have
boys use now is written
share that knowledge,
will last beyond syllabus
approved of a gentler
by the same author who
but share the joy of
and even our time at
form of rugby); and
wrote the one I used for
acquiring it.
school. Let’s make it all
ultimately, it made me
O level (yes, O level). But
think about how you do
the heart leaps up in the
Which leads me, as
know,” so long as
actually know anything.
knowledge that the
someone old enough to
students understand that
How do you determine
people nursing students
have sat O levels, to
we really want to. End
what a Roman’s life
through the syllabus are
share with you something
expectancy was? What’s
the ones who email us
I found out in my own
more reliable – analysing
about the motions of
researches. It was Solon,
exhumed bodies, or
Venus around the sun,
the Athenian legislator,
right to say, “I don’t
‘
questions that came my
TOM PAYNE
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Department Sites
v
Jonathan Salisbury
I began learning how to build websites using Hypertext Markup Language (HTML) and Cascading Style Sheets (CSS) in 1996. When I arrived at Sherborne School two years later, the D&T department had a room full of Acorn computers: three very bulky RM PCs were installed soon afterwards and it wasn’t long before I had created a D&T site. With very little opportunity for students to access it, it became a vehicle for keeping up my skills and the project eventually fizzled out. Occasionally the opportunity to develop a new site presented itself – RocSoc, for example – but I worked mostly on my personal website.
The most obvious first
long time, negotiating
step for a department to
the N drive labyrinth,
take is to provide better
before arriving here:
access to information that already exists, such as
N:\Subjects\DT\Mark
Word documents and
Schemes\A2\6RM02_GC E_2009.pdf
PowerPoint presentations. The easiest way to achieve this is to remove the need for users to know where the documents they want to find are stored. The central holding point for digital information for
A department website – or “site” if it is not on the “web” – would help to alleviate this problem by providing organised links to files in plain English. Might it be easier to click on a link?
When Ben Ryder was appointed Head of Digital
teaching staff is the “N
Education, he introduced us to ways in which technology
Drive”, a big hard disk
A LEVEL MARK
could enhance our teaching. From quizzes on smartboards
that everyone connected
SCHEME 2009
and making videos using iPods to creating on-line work
to the network can access
that marked itself; the Maths and Physics departments
– if they have permission,
The link could just as
became more technologically interactive, using Quizdom
of course. Files can be
easily ask: Want the 2009
voting systems in class Q&A sessions. Then we were
shared by saving them in
mark scheme? Then click
presented with the concept of a virtual learning
named folders to which
here!
environment (VLE).
access is allowed but retrieving the files
Going beyond the school’s intranet, VLEs provide a single
requires either knowing
portal through which departments, activities, societies and
(or the ability to work out)
boarding houses can communicate information to
the file’s precise location
students. Forms, links and locally-based social media can
or, to speed things up, a
be built into sites to increase interactivity and
direct link sent by email.
administrative features such as registration, reporting and
As more and more folders with more and more files are created, locating what you want without a link becomes ever more problematic. This is as crucial for teachers
booking facilities can also be integrated, if required. And
Imagine that you are an
providing documents for
the best thing is that you do not require any website
independent student who
students as it is for the
design experience to join in: good VLEs are easy to use
has been doing some
senior team proving
and allow anyone, with basic ICT skills, to produce sites
revision and you want to
documents for teaching
and other communication tools to enhance the learning
find the 2009 A level D&T
staff: a well-designed site
experience – think drag and drop, with no requirement to
mark scheme to check
is an exceptionally
even know what HTML stands for let alone how to use it.
your answers, but you do
powerful way of enabling
Of the several VLE packages on the market, the school
not know exactly where it
the efficient use of time
chose Frog.
is. You might search for a
for day-to-day operations.
60156 SCHOOL brain_Layout 1 15/10/2015 17:03 Page 13
When Frog was introduced, those who felt they could cope with the challenge were trained up to be “Champions” – initial users and expert advisors to future users. As we got used to the terminology (the central resource area
attaching QR codes on
much time sending links
data connection limits to
is called the pond, for
machines and tools in the
by email, you would
expand the range beyond
example) and the initially
department so that
benefit from having a
any limits in local Wi-Fi
challenging methods
students can link directly
site!
transmitters. The system
required to create a site,
to relevant information on
things were going well.
our site without having to
But beyond that, I think
not exploit Sherborne’s
More and more
log on to a computer. In
that the answer lies in the
investment in broadband
departments and
fact, the D&T site has
changing ways that
and Wi-Fi technology and
activities joined in as Ben
been added to so much
students work, the
the devices that most
laid on INSET for new
and is being used so
availability of mobile data
boys already own?
users. Having already
frequently that a rebuild,
and an increasing
Imagine being able to
completed the structure
in order to increase and
frequency of
give every student instant
of the D&T site, I
reorganise the resources,
collaboration. You might
access to documents and
continued to develop and
and make them easier to
already be aware that
information for the
update the content,
access, is currently being
young people are
courses they are studying,
taught myself how to
planned.
expanding their use of
whether they are in
social media for work:
school, in their boarding
achieve the layout I
is already in place, so why
wanted (which required
Thanks to Ben’s efforts,
forums for discussing
house or at home.
workarounds to exploit
every department has its
right and wrong answers,
Changes can be made
the formatting process
own site, and a Sherborne
comparing results and
easily, new documents do
when building sites with
VLE now needs to be
locating resources are
not have to be copied
Frog “bricks”) and acted
developed into the first-
popular. There are also
and distributed and when
as a consultant to trouble-
stop-shop for all students
multi-user chat apps
your carefully organised
shoot issues that
and teaching staff. But
which allow several
revision guidance and
colleagues were
colleagues have often
students to work together
past paper documents
encountering as they
told me that they don’t
on one project; Skype
are left behind or lost,
created their own sites.
need a site because the
and Facetime video
students can obtain a new
Our site now contains
department already has
conferences provide a
copy without having to
almost everything we
an efficient method of
way of sharing design
contact you during the
need. Where is the
doing what can be done
ideas and viewing models
holidays... and so can
syllabus? On the D&T
through a VLE, so why
or screen-shots of work in
their parents!
site. Past papers? On the
spend time converting
progress. Group
D&T site. Resources for
everything to a digital
members no longer need
With a few basic skills,
projects, deadlines, links
format? A good start
to be in the same
adequate support,
to interesting sites,
would be the already
classroom, in the same
enthusiasm and a
inspirational pictures and
mentioned issue of
school or even in the
reasonable amount of
videos, which blogs to
encouraging
same country to work
time, it is possible for
subscribe to? It will not
independent learning.
together. The old excuse
anyone and everyone to
stop there. Next on the
Secondly, if you are
of not being able to
produce a fully functional
list are the combining of
frequently being asked
connect to the internet no
site. You don’t need to
programmes of study and
for reminders of where to
longer applies, and
have an interest in
resources. I am also going
find a form, document or
mobile phone contracts
website design that
to increase the use of
publication, and you feel
are supplied with
borders on the obsessive
mobile devices by
that you are spending too
increasingly generous
– but it certainly helps! End
‘
Learning Matters
60156 SCHOOL brain_Layout 1 15/10/2015 17:03 Page 14
Seeing is Believing in Life – and Learning
v
Dr Benjamin Wild It is only shallow people who do not judge by appearances. The true mystery of the world is the visible, not the invisible.
So proclaimed Lord Henry Wotton
tend to accept that ‘the younger
grand philosophical problems to
in Oscar Wilde’s The Picture of
we appear, the more likely it is that
the epistemologist, but the
Dorian Gray. Like Wotton, I
we are to possess socially useful
association passes as a truism in
guarantee that we are all expert
attributes.’i But if the
the everyday world of ordinary
physiognomists. We may recoil at
rhytidecteomy (corrective facial
association.iii
the notion when pressed and
surgery), otoplasty (corrective ear
reassure ourselves that we value
surgery) or aesthetic rhinoplasty
The clarity with which our clothes
the inner, complex qualities of our
(corrective nasal surgery) are all a
communicate can be debated.
colleagues and friends over their
step too far – because of
Author Alison Lurie has suggested
looks, but let’s not kid ourselves.
squeamishness or prohibitive cost
that our raiment is as expressive as
The reality is that we are socialised
– the way we dress provides a
any written or spoken language
to judge one another by
relatively convenient and often
and has likened people’s style
appearance, continuously. If first
cost-effective means of
choices to syntax.iv Few scholars
impressions count, sociological
communicating our diverse
share her conviction, but we
theories from Thorstein Veblen,
characters. As the nineteenth-
probably have sufficient awareness
Georg Simmel, Norbert Elias and
century womaniser, disgraced
of sartorial faux pas – our own and
Erving Goffman (to name but a
academic and social commentator
those of others – to know there are
few), inform us that those which
Thorstein Veblen baldy opined,
rules and that we pay dearly if our
follow are hardly less important.
‘without reflection or analysis, we
dress contravenes them. We may
feel that what is inexpensive is
also remember those occasions
Over the centuries, humans have
unworthy. “A cheap coat makes a
when a change of clothes affected
altered their behaviour and
cheap man”’.ii Harsh? Perhaps, but
– however slightly – our self-
physical appearance in the belief
as Joanne Finkelstein observes,
perception and behaviour: that boost of confidence when we last
that socially acceptable conduct and countenance will confer
[t]o posit an equivalence between
donned formal evening wear or
individual distinction and success.
clothing and character, between
that sense of relief when we
We cling to youth because we
the symbolic and real, may pose
exchange our work attire for sweat
60156 SCHOOL brain_Layout 1 15/10/2015 17:03 Page 15
pants and T-Shirt at the day’s end.
than ivory-towered interest for
none of the (admittedly fewer)
And this is not just ‘gut feeling’,
schools, where uniform policies are
students I surveyed at The
there is science behind this.
almost universally enforced and
Gryphon reflected on changed
where, as at Sherborne School, a
behaviour or a different work ethic
In psychology, embedded
change in students’ dress is
in their final years of study. Akin to
cognition refers to the idea that
commonly sanctioned for older
the experiment cited above, there
we think and act with our bodies
pupils.
may be a sense that the donning
v
rather our minds alone. How we
of clothes associated with
dress plays an important part in
In June 2015, I conducted a
professional accomplishment has a
this. In 2012, American researchers
clothing survey with male Sixth
more marked, and positive, impact
conducted a clothing experiment
Form students (16-18 years old)
on student attitudes and conduct
that appeared to show people
from three local schools,
when in school.
who believe they are wearing a
Sherborne School (private
garment associated with a
boarding, boy), The Gryphon
If there is a drawback to a formal
successful professional (in this
(state, co-educational) and Bishop
uniform policy in the Sixth Form –
case, a scientist’s white lab coat)
Wordsworth’s School (grammar,
which is typically characterised by
make a positive, if subconscious,
boy). I am still writing up the
the adoption of the suit and tie in
change in their attitude and
findings of this research, but some
boys’ schools (objects that are
behaviour as they mimic the
initial conclusions are clear. In all
laden with cultural and historical
stereotypical characteristics of the
cases, the schools’ uniform policy
significance) – it is that this attire
garment’s owner (in the case of the
met with broad agreement. At
does little to convey teenagers’
lab coat, wearers become, like the
Sherborne and Bishop
personality, akin to the uniform
scientist, more focused). Curiously,
Wordsworth’s School, the majority
they wore as a junior. If a boy were
if people wear a garment typically
of the boys surveyed agreed with
to seek distinction through dress
associated with a successful
their school’s dress code and
whilst clad in a suit, there was a
professional, but which they do
expressed a belief that the
suggestion in the survey I
not believe actually belongs to
adoption of a suit and tie for the
conducted that his character must
one, their attitude and behaviour
final two school years was a
reflect this atypical ambition for it
will not show any sign of positive
positive development. Boys
to be readily accepted by his
perceive their Sixth Form dress to
peers:
change.
vi
be more professional and smarter It really shouldn’t come as a
than their junior uniform and
I’d say you have to be something
surprise that types of dress, or
equate this aesthetic transition
or someone to be able to pull off
specific garments, have emotive or
with a more focused and proactive
looking slightly different ... You
even intellectual force, although it
work ethic. To quote a student’s
have to, sort of, pull your weight if
is a comment on general attitudes
response from one of the Sixth
you want to wear something
to clothing that broad studies of
Form interviews:
slightly out of the ordinary.
few. Psychologists have long
I think quite a lot of [Sixth Formers]
Or another comment:
recognised that subtle and
do enjoy being in suits, at least ...
ubiquitous social cues make
it’s a step away from [junior
There’s not really [a] negative or
socialised attitudes tenacious. To
uniform] and you look a bit smarter
positive [comment, it’s] almost
offer one example, experiments
and you feel a bit older.
snarky ... sort of like, “Look, he’s
dress and its social impact remain
have shown that a lone female
doing something different, let’s
student taking a mathematics test
That said, male students enrolled
comment on it, [to] make [him]
in a room where all of the other
in the Sixth Form at The Gryphon,
sure we’ve noticed.
students are male is likely to under
where it is possible to swap junior
perform. Why? Because the arena
uniforms for casual clothing,
By consequence, leisurewear can
in which the girl is placed
expressed similar levels of
become a more important vehicle
reinforces the stereotype that boys
satisfaction with their school’s
to express individuality. Whilst this
are better at logic-based
dress policy. Evidently, students
is possibly not so far removed from
accept the rules of their institution,
life pre-Sixth Form, the greater
which should occasion little
emphasis that is placed on
All of this means that an awareness
surprise if they have chosen to
differentiated work and leisure
of the social and cultural baggage
remain a part of the community.
attire post sixteen seems to create
imbued in our clothing is of more
Nevertheless, it is interesting that
a dual economy in dress, where
vii
activities.
60156 SCHOOL brain_Layout 1 15/10/2015 17:03 Page 16
boys feel a heightened sense of sartorial awareness and, more pressingly, a ‘need’ to get the rules of the more-advanced sartorial game right. Brands play an important, if complex, role here, for certain labels tend to be suitable for specific age groups: I think SuperDry is a bit of a younger brand and then there was JackWills, but that was quite a temporary thing and then I think, as you get older you progress ... So I think boys in our year particularly like Ralph Lauren. This new sartorial landscape can, and often does, foster creativity and lead to much enjoyment, but it can cause confusion and anxiety as students try to assemble a wardrobe that conveys social, and not infrequently economic, status. In a boys’ school these pressures can be particularly acute, for two reasons. Firstly, there is a socialised notion that dress is a feminised area and is consequently an unsuitable topic for group and public discussion between male peers.viii Secondly, empirical research suggests males have a greater sensitivity to economic signifiers than females. Studies have shown that men are more likely to identify with, and look for, material signs of their peers’ successes than female counterparts.ix The upshot of this is that despite heightened talk of myriad masculinities and New Men, there is still much to suggest that traditional notions of what it means to be a Man – the lean, stoic breadwinner – prevail, and what is more, these are socialised ideas that many of the adolescent teenagers we teach already identify with.x To quote from another interview: Honestly, we’re men, we don’t think about that crap ... I think because it can be seen as a very feminine thing to spend a lot of time on your appearance. Therefore, we don’t get self-conscious about it because we’re like, “Yeah, like we don’t care about it”, you know what I mean? Changing hundreds of years of societal values is a tall order, but a challenge to us all as educators (and of teachers of boys in particular) is surely to encourage discussion of dress and the, frequently subconscious, impact it has on us. Tutorials and PSHE lessons could provide times when the social shadow cast by our sartorial choices is considered explicitly, but academic lessons are no less important opportunities to discuss clothing matters, if only in a diffuse manner. Students can examine the clothing allusions in Shakespeare’s plays (English), consider the changing raiment of religious leaders (Philosophy), discover myriad examples of national dress (MFL) and learn how this is under threat from a bland and sanitised form of clothing that is conceived to be inoffensive (Politics) and a far cry from the dress of rulers of the past (History). If, for example, you were to tell a class of male students that the lace ruff of Charles I in any of his Van Dyck portraits would cost as much as an Aston Martin in today’s prices (c.£200,000), you would surely spark their interest. You would, of course, simultaneously reinforce socialised notions about gender and dress, as you remind students about the status conferred by conspicuous consumption. And here lies the rub, for to help our students engage purposefully with their clothing, we need to confront our own attitudes about dress and think about the messages our workaday wardrobes convey. It may be as Lord Chesterfield advised his son in 1784:xi
‘
Dress is a very foolish thing; yet it is a very foolish thing for a man not to be well dressed. End
J. Finkelstein, The Fashioned Self (Cambridge, 1991), 89. ii
T. Veblen, The Theory of the
Leisure Class, (Oxford, 1899), 112. iii
Finkelstein, The Fashioned
Self, 110. iv
A Lurie, The Language of
Clothes (New York, 1988). v
P. Drexler, ‘Why it matters
what we wear: Clothes influence how we view and interact with the world’, https://www.psychologytoday.c om/blog/our-genderourselves/201407/why-itmatters-what-we-wear (25 July 2014). Accessed: 30 September 2015. vi
H. Adam & A.D. Galinsky,
‘Enclothed Cognition’, Journal of Experimental Social Psychology, 48:4 (July), 918925. vii
C. Fine, Delusions of
Gender: The Real Difference Behind Sex Differences (London, 2010), 35. viii
H.Frith & K. Gleeson,
‘Clothing and Embodiment: Men Managing Body Image and Appearance’, Psychology of Men & Masculinity, 5:1 (2005), 40. ix
C.S. Gulas & K. McKeage,
‘Extending Social Comparison: An Examination of the Unintended Consequences of Idealized Advertising Imagery’, Journal of Advertising, 29:2 (2000), 20. x
B.L. Wild, ‘To Have and to
Hold: Masculinity and the Clutch Bag’, Critical Studies in Men’s Fashion, 2:1 (2015), 4354. xi
Quoted in The Fashioned
Self, 124.
60156 SCHOOL brain_Layout 1 15/10/2015 17:03 Page 17
Why does Learning Matter Around the world there are many countries which state that it is compulsory to go to school and learn, for example Britain and the United States of America. But
Physical education allows us to work in situations where we may not be comfortable or in situations which test our integrity. Both points, integrity and not being in
what does a good education like ours at Sherborne mean
comfortable situations, prepare us
for us?
for the real world. They also increase our ability to work in a society where helping others and working together
At a base level the idea to us of simply reading and writing, helps us to communicate and participate in ordinary society; it enables us to understand one another and find joy in reading books which we wouldn’t be able
is how we get things done. I think that, in the one and a bit years I have been here, my confidence has grown hugely, and I think the Dramatic Arts at Sherborne really build up pupils’ confidence, and make it easier for them to communicate with teachers
to read without these abilities. A second aspect is that it
in the class as well as outside the
allows us to be responsible for our own actions, and
class.
justify our actions. We don’t choose answer D because
We are also fortunate enough to be
our friends have chosen it, but because we are able to read the context and therefore justify our answer.
able to use computers, the founding mother and father of the 21st century. This means that we are employable as we can use technology practically and effectively
At a higher level, basic and further maths allow us to
to do the job that is needed to be done. We learn the ‘etiquette of
understand the reasoning behind what we would
technology’, increasing our ability to
otherwise call phenomena. It trains our mind to think
use the web safely, and be able to
differently and therefore aids us in situations where
of the internet.
when writing a cheque?
Learning matters hugely in our modern society; it increases our communication skills, our ability to cope in the moving times, and express ourselves originally in 21st century. We leave Sherborne to become ‘men of distinction’, and we owe it to the school which enabled us to become these men,
‘
specifics matter. You wouldn’t miss the decimal point
deal with the spontaneous dangers
successfully contributing to society. End
Bently Creswell (4a)
And the significance of Education?
60156 SCHOOL brain_Layout 1 15/10/2015 17:03 Page 18
The work of
Carol
WHAT DOES SHE HAVE TO SAY TO SHERBORNE
Richard Oates
Cavalcanti (1990) & Truscott (1996)
work with which she has achieved
- suggests that a significant
the greatest public recognition,
number of learners do not process
“Mindset”,4 suggests that, in spite
the corrections that the teacher
of Conti’s pessimistic assessment
makes in a way that supports
of the likely effectiveness of
learning. Most learners, he
adding corrections to written work,
suggests, do little more than look
learners of Modern Foreign
at their mark, quickly read the
Languages are able to benefit
comment then put the work away.
from their teachers’ comments,
2
providing that these are suitably
direct correction does not seem to
phrased. Central to Dweck’s view
help learners to acquire greater
of learning is the concept of the
mastery of writing the foreign
growth mindset which she defines
language, it would be more
as “[…] the belief that your basic
My purpose in writing this paper is
valuable if teachers were to seek
qualities are things you can
to invite consideration of the
to engage their students in deep
cultivate through your efforts. …
extent to which the work of Carol
processing of teacher corrections,
[E]veryone can change and grow
S. Dweck can be applied to
thereby generating student-led
through application and
correcting written work in a
intentionality to eradicate error.
experience.”5 She contrasts this
Modern Foreign Language. Far
In response to the suggestion that
with the fixed mindset: the
from attempting to set out a
the learners themselves might be
conviction that “your qualities are
template for the correction of
encouraged to correct their work
carved in stone.”6 Dweck asserts7
mistakes in writing in other
by themselves – what he terms
that “[she does not] divide the
subjects, this account deals with
“indirect correction” – Conti
world into the weak and the
the relevance of Dweck’s work to
asserts3 that this is unlikely to
strong, or the successes and the
the teaching of French.
contribute significantly to greater
failures … [she] divide[s] the world
written accuracy, as learners are
into learners and non-learners.” (in
“Direct correction, whereby the
unlikely to be able to correct what
italics in the original.)8
teacher corrects an erroneous
they do not know. Few learners, for
grammatical form and provides
example, are able to change a
Fixed mindset learners are, for
the correct version of that structure
verb to a tense that they have yet
Dweck, those who seek validation
with an explanation [in the] margin
to learn, however clearly the
from achieving high scores in what
is pretty much a waste of valuable
teacher highlights the error.
they are already good at. At the
v
Elsewhere he suggests that, as
same time, however, while they
1
teacher time.” In this article, Conti, citing in support of his
In the face of what might seem like
take pleasure in completing easy
findings the work of other
a challenge with no easy solution,
tasks quickly, they are wary of
researchers - Cohen and
what help does Dweck offer? The
approaching challenges at which
60156 SCHOOL brain_Layout 1 15/10/2015 17:03 Page 19
S Dweck
they might, in their view, fail. In
challenge is prized above a perfect
approach is suitable – or even
contrast to this outlook, learners
performance are, I have found,
possible – for every subject.
with a growth mindset believe that
prepared to accept that mistakes
Nevertheless, the entirely positive
it is possible to develop their
are an inevitable part of learning
comments that the boys
abilities through their own efforts.
to write French. Including in the
themselves have made about this
This alternative view, Dweck
comments, for instance, words to
approach suggest that it would be
argues, creates the love of learning
the effect of “You know how
appropriate to continue to
and the resilience that are
important adjective endings are in
encourage them to develop a
indispensable for success.
French – what happened here?”
growth-orientated mindset via
This perception allows us to see a
leave space for the boy to reflect
their French writing tasks in the
way in which effective marking
on his performance with a view to
coming year. I look forward to the
strategies can be developed.
doing better next time, rather
journey. End
Conti suggests (above) that it is
than, as Conti suggests,
possible for learning through
attempting to correct, in a
comments from teachers to take
disengaged fashion, the mistakes
place, but this is likely to happen
that he has made.
‘
https://gianfrancoconti.wordpress. com/2015/06/25/six-uselessactivities-foreign-languageteachers-do/
only when the comments engage the learners’ ability to process
Focusing on the process, not the
them at a deep level. This view is
outcome, when giving feedback.
expressed similarly by Dweck who
Rather than providing comments
states that “… [W]hen students
on the quality of the finished task,
understand that school is for them
feedback on the quality of the
– a way for them to grow their
creative strategies that the boy has
minds – they do not insist on
used in producing the work seems
sabotaging themselves.”9
more helpful to him. A comment
What strategies for correcting
such as “I’m sure if you tried, you
written work take account of
could find a better way of
Dweck’s findings? In my
structuring this piece” helps the
experience, two of the most
boy to think about the factors that
effective approaches that, judging
he can control – his effort in writing
by the boys’ reactions to them,
the piece, the goals that he has set
support the vision of the classroom
himself – instead of focusing on
as an environment that favours the
the accuracy or otherwise of
growth mindset are:
isolated lexical elements.
Creating a learning zone in which
It would be misleading to claim,
risk-taking is valued. Boys who
on the basis of a trial that was
understand that seeking a
limited to French, that Dweck’s
2
https://gianfrancoconti.wordpress. com/2015/05/07/why-teachersshould-not-bother-correctingerrors-in-their-students-writing/ 3
1
https://gianfrancoconti.wordpress. com/2015/05/20/why-asking-ourstudents-to-self-correct-the-errorsin-their-essay-a-waste-of-valuable-t eacher-time/ 4 Dweck, C. (2006). Mindset: how you can fulfil your potential. New York: Random House. 5 Dweck, op.cit. p7 6 Dweck, op.cit, p6 7 Dweck, op.cit, p16 8 However, Dweck later nuances this polarised view: “Many people have elements of both. I’m talking about it as a simple either-or for the sake of simplicity.” op. cit, p47 9 Dweck, op.cit, p210
60156 SCHOOL brain_Layout 1 15/10/2015 17:03 Page 20
Through the eyes of a student
Malhaar Shah (4a)
Flipped Classroom
60156 SCHOOL brain_Layout 1 15/10/2015 17:03 Page 21
ne of the most memorable Halls
O
I've been set was a German Hall, early last year. We were asked to make a recording, voice or video, of a house tour. We went into groups of three or four, and after the lesson, started our German Hall. But it wasn't just that; it was an art project in its own right. We made a recording
around the Abbeylands third form dorm and dayroom, and it was ten times more exciting than 'Das ist mein Haus' could ever be. We had time to really think about what we were doing: we added detail, characters, and more than our fair share of bad puns. This is easily the most fun Hall I’ve ever had to do (although I may be a little biased as the head of the Film-makers' Society!) and I am sure even the other boys would think that more Halls like this wouldn't go amiss. However, there is more to think about here, with the concept of the Flipped Classroom. We did the work ourselves, outside class, and had to think about the problems ourselves. We couldn't just ask about verb endings and the gender of a noun, we had to look it up and learn it by ourselves – and, according to the Sherborne website, our vision is to cultivate the habits of mind that are essential to independent learning. While this is a little different to the Flipped Classroom (my knowledge of which is limited to what I've learned from a sixminute video which Mr Ryder made), I know that I like the idea of doing the work myself and working independently. It means I can work at my own pace, and focus on what I want to do. I can be creative, and I have time to really think about the intricacies and details of my work. I think that, while doing an activity such as essay-writing, it's far more useful to have the teacher there with you rather than turning up, looking at your feet, screaming on the inside, and timidly squeaking “I didn't do the Hall.” It allows us to work in the lesson, and learn by ourselves, meaning we can choose how we learn. Boys (and men), in general, are more visual people. While I find it easy to think in numbers, there are people who just can't, and doing the preparation by ourselves allows us to choose the way we take the information, and make diagrams, flashcards or perhaps even a comic detailing the ins and outs of the dative case. Independent, and even flipped learning would be, I'm sure, a welcome addition to the classroom, as it allows us
‘
to get help where we need it, and gives more power to studentdriven learning.
End
60156 SCHOOL brain_Layout 1 15/10/2015 17:03 Page 22
Mind Map of the Library for Learning there’s more than one route into the Library
Or, from anywhere, any time, the Library Frog page http://frog.sherborne.org
The Macnaghten Library
60156 SCHOOL brain_Layout 1 15/10/2015 17:03 Page 23
Ask at the desk "Google can bring you back 100,000 answers. A librarian can bring you back the right one." Neil Gaiman
Study skills tutorials Are your folders in a mess? Not sure how best to revise for exams? Come to the Library, we can help! The Library is now offering one-to-one tutorials to help improve your study skills Folder Organisation Revision/Study Plans Note-taking Mind-maps and flash cards Contact the Library for more information
Reading cafĂŠ Fridays, 4.30-5pm Westcott Room
Reading Lists Revision Tips Use the library’s online resources Request a book Search for a book on the catalogue
Laurel Burn Assistant Librarian
60156 SCHOOL brain_Layout 1 15/10/2015 17:03 Page 24
Forthcoming Dates MONDAY 9TH NOVEMBER Teaching and Learning Group, Abbots Acre – 1330-1430 Student Voice Meeting, Abbots Acre – 1630-1730 FRIDAY 20TH NOVEMBER Elevate Education - Time Management Course for all 4th Form, Powell Theatre – 1230-1345 Triad Groups - 2nd Developmental Observation to be entered on Blue Sky by this date MONDAY 23RD NOVEMBER Student Voice Meeting, Abbots Acre – 1630-1730 Teach Meet, Bow House – 1800-1900 MONDAY 30TH NOVEMBER Teaching and Learning Group, Abbots Acre – 1300-1430 Student Voice Meeting, Abbots Acre – 1630-1730 MONDAY 18TH JANUARY Teaching and Learning Group, Abbots Acre – 1330-1430 Student Voice Meeting, Abbots Acre – 1630-1730 TUESDAY 26TH JANUARY Elevate Education - Ace Your Exams Course for all 5th Form, BSR – 0830-0945 MONDAY 1ST FEBRUARY Student Voice Meeting, Abbots Acre – 1630-1730 MONDAY 8TH FEBRUARY Teaching and Learning Group, Abbots Acre – 1330-1430 Teach Meet, Bow House – 1800-1900
VICTORIA CLAYTON HEAD OF LEARNING DEVELOPMENT SHERBORNE SCHOOL ABBEY ROAD, SHERBORNE DORSET DT9 3AP 01935 812249 vclayton@sherborne.org www.sherborne.org