Matrix draft aug 20 final cassandra2

It’s All in the Mind- The Six Key Levers that Enable Successful Learning Behaviours

Key lever that enables successful learning behaviours 1.Entitlement Vocabulary

Confident ownership of entitlement vocabulary strengthens the belief that each student has ‘limitless potential.’ There are three outcomes that effective practitioners will cause when planning and utilising entitlement vocabulary:

1. Building an effective learning culture for all.

2. Enabling students to own challenging vocabulary.

3. Causing a confident growth of vocabulary.

2. Decoding Assessment Criteria

Expert knowledge of the learning processes required to master and implement the skills is fundamental in ensuring all students make progress.

The teachers understanding of the assessment criteria and their ability to both model and deconstruct that model results in: 1. Clarity regarding the cognitive process required.

2. Clarity regarding the ‘steps’ required to apply the

The Teacher’s Role

Impact on the Student

It is evident that ‘malleable intelligence’ is a principle that underpins the effective learning journey. The teacher skilfully and appropriately addresses vocabulary that inherently has negative connotations. A learning culture is developed whereby words such as ‘mistake,’ ‘error’ and ‘failure’ are drawn on as integral aspects of the learning process. The teacher does not shy away from such terms and instead explicitly draws on the values of specific errors within that learning journey. The teacher also addresses the word ‘success’ verbalising what this looks like for each learner on that journey. There is a clear appreciation that success is not about producing ‘one final outcome’ but will be different for each learner at different points within the journey.

Students understand their intelligence is constantly changing based on effort, persistence and motivation. They appreciate that effort and persistence are critical to successful learning and as a resu are willing to take risks and make mistakes. They are resilient enough to listen with a ‘quiet mind’ when a mistake is highlighted and can engage with the benefits of making the mistake.

After gaining clarity regarding the student’s prior knowledge the teacher precisely plans the knowledge/skill they intend to master with the students. In addition to this the teacher also has an awareness of the value of an associated core vocabulary. It is apparent they have considered the language required in order for students to be able to access the skill on a more meaningful level and entitlement vocabulary that confirms high expectations is decided prior to the delivery of the learning journey.

Students have confident ownership over challenging vocabulary and as a result are secure in their communication o ideas.

The effective practitioner will use the planned entitlement vocabulary as a foundation but will also instinctively explore unpredicted vocabulary that is naturally uncovered during that learning journey. The teacher eliminates fear around unknown vocabulary clarifying that we cannot know words we have not been exposed to and models effective strategies for exploring new words. Demonstrating these cognitive processes clearly benefits the students’ understanding of both the word and a discipline they can apply when they experience further new vocabulary.

When the teacher precisely introduces the final summative assessment they ensure that students are made to feel that regardless of the outcome the effort they put in is what will have the greatest impact. It is at this point that various forms of modelling are used to demonstrate how to utilize the skill taught in a more complex task. This includes use of preplanned and real time models and subsequent deconstruction of models. The practical or written model produced by the teacher is inspirational. It is evident from the model produced that the teacher has exceptionally high aspirations. These are expertly balanced, stretching students understanding and belief constantly without it ever feeling unattainable.

There is never a ‘limit’ set. Students learn in a ‘free’ environment where limitless potential is an entrenched belief.

During the deconstruction stage the teacher expertly draws on the assessment criteria unpicking why the inspirational model is successful. As a result students have a clarity regarding how to achieve something of a similar standard. The verbal explanation includes comments regarding cognitive processes involved in constructing the outcome. Students understand the process required in order to achieve something of this standard and feel inspired and motivated to produce work that exercises an individualistic approach rather than one that is influenced by rote learning. The teacher also makes invaluable references to how their understanding has evolved as a result of mistakes, highlighting challenges such as timing and offering strategies as to how these can be managed.

Students are unafraid to explore how to develop vocabulary. They are excited by the prospect of deciphering the meaning of new words and this level of engagement results in a willingness to share such strategies with others. Students make a connection between the development of vocabulary and a growing intellect.

The students fully understand what an effective outcome looks like, the cognitive processes required to produce the final outcome and vitally the value of effort.

Students have a level of clarity that inspires confidence and a willingness to take risks. Student value the struggle and focus thei effort on the process rather than the grading of the final outcome

It’s All in the Mind- The Six Key Levers that Enable Successful Learning Behaviours

skills and knowledge within a final outcome.

enabling a ‘quiet mind’ and ultimately exceptional progress.

3. An insight into the pitfalls, areas of challenge and how these can be avoided or managed.

4. The creation of a climate where high aspirations are the norm.

3. Marking and Feedback.

The teacher’s deep- seated belief in the value of recognising effort is evident in marking and feedback. Marking consistently helps students to recognise where they are achieving successes– but specifically to help students to deconstruct their own progress.

Highly effective marking demonstrates an insight into the progress each learner is making throughout the duration of that particular learning journey. Key levers for ensuring progress include:

The teacher promptly identifies and effectively manages barriers that are created by the learner’s emotional state. Generalised comments such as ‘try harder’ are not apparent.

Where effort is a barrier to success very specific targets are set giving students more direction in terms of where they should be applying their effort. For example, ‘You must try harder to use the new words you have mastered in your explanation.’ They expertly detect individual learning patterns and where low self-esteem or a lack of belief is a dominant influence this is addressed sensitively. Thoughtful and specific language is used to accurately identify the learner’s personal developmental needs and a range of appropriate, nonthreatening, motivating strategies, to overcome self-created barriers, are offered. These are then followed up in later work and where strategies have been applied by the learner the teacher recognises and celebrates the student’s ability to listen and take on new concepts highlighting their resilience and ability to take new risks.

1. Recognising barriers which are stagnating progress and offering solutions to enable the learner to overcome such barriers.

2.Identifying cognitive processing issues and offering cognitive tactics that will enable more rapid progress

4. Questioning

Appropriately selected questioning will encourage all learners to explore concepts and thoughts. This is achieved by:

1. Use of direct questioning to glean spontaneous thought.

2. Use of closed questioning to encourage active participation.

The teacher has a sophisticated and secure subject knowledge which includes a deep understanding of the cognitive processes required in their subject area. In addition specialist understanding of the assessment criteria ensures very specific feedback that focuses on the process. When assessing the learner’s work they are able to expertly identify any individual cognitive processing issues. In response to identified issues, highly effective, personalised cognitive tactics are provided, determined by the learner’s attributes. The teacher accurately judges understanding and more complex examples and challenging cognitive processes are modelled to competent learners. The teacher utilizes differentiated approaches determined by the learner’s attributes to positively impact on achievement gaps. Targets are clear, precise and forward feed progress. The teacher is also alert to any widespread cognitive processing issues that occur during the course of the learning journey.

As a result, cognitive tactics such as frameworks and inspirational models are used where appropriate as broad support strategies within the feedback process to accelerate progress of all.

The teacher views questioning as an opportunity to not only pre-view or consolidate learning but also to explore and deepen original thought. They perceptively select the appropriate style of questioning according to the context and student. Critical to quality questioning is the skill of listening. The effective teaching practitioner is truly in the moment of the response. They listen with a ‘quiet mind’ to the student’s response allowing no interference to affect their processing of the response. They react appropriately according to the actual response and knowledge of the student who has responded.

The teacher poses non-threatening ‘direct questions’ encouraging learners to explain their thinking and unpick the cognitive processes they have undertaken. Where appropriate the teacher also skilfully employs ‘closed questions’ to re-direct or consolidate a response or to offer opportunities where confidence needs to be developed. They sensitively handle incorrect responses praising the learner for their active participation and if appropriate helping the learner to unpick their misconceptions within the public forum so that all benefit from the learner’s adapted thinking process. The teacher successfully nurtures a culture of non-threatening ‘desirable challenge.’

Where appropriate the teacher effectively uses paired learning in conjunction with

Students appreciate where they have made jumps in their learning and feel empowered to engage with guidance on how they can make further progress.

Perceptive and highly personalised marking builds selfesteem to a point where previously vulnerable learners are less concerned with ‘getting wrong’ and more focused on how to effectively and intentionally learn, resulting in rapid progress.

Students can make sense of clea personalised targets and believe it is possible to meet demands.

Learners have absolute confidence that their response will be valued and utilized to enhance learning.

Students feel absolutely safe to participate regardless of their level of understanding. This is evidence that learners appreciat the value of ‘struggle’

It’s All in the Mind- The Six Key Levers that Enable Successful Learning Behaviours

3. Use of paired rehearsal time to encourage exploration of original thought.

5. Interleaving

Short, medium and long term interleaving plans ensure the learning of skills are intentionally spaced to strengthen understanding and promote long term retention. It is a critical component in creating a differentiated and responsive classroom.

6. Low Stake Testing

Testing is not feared because it is not simply used to ‘check’ the learner’s memory but to ‘strengthen’ it. Rather than assessing memory of knowledge the test is used to uncover misconceptions, identify areas of challenge and review and improve specific cognitive processes.

Effective low stake testing is used to: 1. Uncover prior learning and pitch subsequent teaching appropriately 2. Develop the current learning need i.e. knowledge retrieval/consolidation/explo ration/evaluation/elaboratio n 3. Prevent fear and bolster confidence during the eventual undertaking of formative and summative assessments.

questioning. A range of appropriately open ended questions are posed. These come in two forms- those that are carefully planned prior to the learning journey and those that spontaneously challenge unpredicted thoughts that come up within that learning journey.

Rehearsal time is offered to pairs so they can discuss and collectively shape contributions.

The teacher has a perceptive awareness of how to manage the feedback session and how the students will best benefit from this. The teacher sensitively selects the appropriate students to feedback so that the process continues to be inspiring and extends all students understanding. Despite not asking all students to speak the teacher’s implementation of rehearsal time ensures all students have had an opportunity to explore concepts and thoughts with their partner. The teacher will be able to make an accurate judgement regarding the progress made by precisely assessing the student engagement during the paired learning exercise and how they apply the knowledge gained in independent work that follows.

It is evident that the teacher intentionally considers connections with knowledge or skills previously covered. While the teacher will have a planned scheme of work as a reference they treat the SoW as a new experience each time they deliver it acknowledging that each group of learners bring something new to the learning journey. When introducing new content or overlearning previous content it is evident that the teacher has initially previewed students understanding to gauge how to pitch subsequent teaching appropriately and utilise students prior knowledge. They effectively activate prior knowledge through a carefully considered explanation drawing on prior learning experiences. Resources (with the purpose of triggering prior knowledge) are effectively deployed. Well-judged practice and application activities clearly strengthen the learning process. The teacher acknowledges the advantages the effort caused by the retrieval process has on the student’s ultimate understanding

Exploring ‘original’ thought is a regular experience within learning journeys and students’ natural learning response is to ‘actively think without fear.’

Students confidence develops as they initially see links in learning and then begin to make the links for themselves. They appreciate that the process of retrieval will strengthen the learning process.

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Low stake testing is effectively used by the teacher to ‘uncover’ what learners know about a particular skill prior to it being taught. The teacher uses various formats within the same assessment including multiple choice, fill in the blanks open ended questions etc. Critically once the teacher has this information they use the insight gained about all learners understanding to ‘front end’ differentiate. The teacher plans valuable enrichment opportunities where students can communicate their understanding. The outcome is not necessarily graded as the emphasis is placed on the development during the journey- this is not a final outcome.

The teacher instils a true appreciation of the validity of the task explaining in detail how the ‘style’ of testing will benefit the needs of the learners. The teacher is highly effective in planning and using continuous and varied low stake testing milestones to support the learning of the skill, and train students to confidently undertake formative and summative assessments. The low stake tests are expertly positioned and prescribed according to whether the teacher requires the learners to retrieve, consolidate, explore, evaluate or expand their knowledge or skill set. The assessment milestones designed to embed the skill are consciously shaped around the agreed assessment criteria and needs of all individuals being taught. Where appropriate visual reinforcements are used in highly effective ways to enable students to retain what the low stake tests are asking of them. Where appropriate kinesthetic, and auditory resources are also used to enhance learners understanding of the low stake tests and their purpose.

Formative assessments are introduced as assessments ‘for’ learning. The teacher explains this will be used as an evaluative tool to modify their subsequent learning journey. The task is open enough that students of varying abilities can use the assessment as an opportunity to demonstrate what they know and also explore less confident areas of learning. The teacher establishes a culture within the classroom where students feel safe and free from judgement and where they are allowed to take intellectual risks. A trusting relationship is apparent and the teacher openly discusses natural fears and reassures students they will not be judged if they make mistakes.

The teacher continually reminds students about the importance of maintaining

Learners feel motivated and encouraged to meet the required demand because they have a clear understanding of how each task will benefit them and as result produce work that is enhanced by this knowledge.

Usual anxiety and fear associated with testing is minimised becaus students appreciate that errors or mistakes within the testing process only prove as support on the overall learning journey.

When questioned learners are able to articulate the benefits of the different testing strategies and demonstrate an appreciation of how each low stake testing enhances their learning.

Students confidently attempt assessments looking at failure as a way to get feedback or reflect on areas that need more attention

It’s All in the Mind- The Six Key Levers that Enable Successful Learning Behaviours

perseverance and effort especially during ‘high risk’ points such as the completion of the summative assessment. The teacher instill that regardless of the outcome the effort they put in is what will have the greatest impact.