Matrix draft aug 20 final cassandra2

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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


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