© Belle Wallace 2004 Developing Potential Developing Potential - Not deficit framework - But all...

© Belle Wallace 2004

Developing Potential Developing Potential - Not deficit frameworkNot deficit framework- But all learners need a But all learners need a range of cognitive tools for range of cognitive tools for formal learningformal learning

- Cultural relevanceCultural relevance- Positive self-conceptPositive self-concept- Internal locus of controlInternal locus of control


TheoriesTheories- Vygotsky: cultural transmission, Vygotsky: cultural transmission, mediation, zone of developmentmediation, zone of development- Sternberg: Intelligence is Sternberg: Intelligence is problem-solving – dynamic problem-solving – dynamic changechange

- Bandura: Social learning – Bandura: Social learning – modelling, positive modelling, positive reinforcement, self-efficacy, reinforcement, self-efficacy, metacognitionmetacognition


ChallengesChallenges- Develop vocabulary, skills, Develop vocabulary, skills, strategiesstrategies

- Change learned helplessnessChange learned helplessness- Transfer from cultural Transfer from cultural contexts to new contextscontexts to new contexts

- Mistakes as learning pointsMistakes as learning points- MetacognitionMetacognition


ProblemsProblems- Change pupils to fit Western Change pupils to fit Western curriculacurricula

- Large classes - 70 plusLarge classes - 70 plus- English medium of English medium of instructioninstruction

- Clash of cultures – identity?Clash of cultures – identity?- Lecture/memorise syndromeLecture/memorise syndrome


SOCIAL EMOTIONAL SPIRITUAL LINGUISTIC MATHEMATICAL SCIENTIFIC

MECHANICAL - TECHNICALVISUAL - SPATIAL

AUDITORY - MUSICAL MOVEMENT - KINAESTHETIC

ABILITIES

PERFORMANCEPERFORMANCE

STAMINA

INTEREST - OPPORTUNITYEGO – STRENGTH

MOTIVATIONSELF – ESTEEM

SENSITIVITYMATURITY

KNOWING THATKNOWING HOW TO

KNOWING WHEN TOTHINKING SKILLS

PROBLEM SOLVING STRATEGIES

KNOWLEDGE

CREATIVITY

IMAGINATIONDIVERGENT - LOGICAL THINKING

INDEPENDENCEORIGINALITYFLEXIBILITY


Challenges for Early Years:Challenges for Early Years:- Underdeveloped languageUnderdeveloped language- Lack of experiential learningLack of experiential learning- Lack of constructive, Lack of constructive, imaginative and physical playimaginative and physical play

- Underdeveloped listening skillsUnderdeveloped listening skills- Underdeveloped sharing skillsUnderdeveloped sharing skills


Challenge:Challenge:- Complex problems that Complex problems that need sustained effortneed sustained effort

- Deep rather than shallow Deep rather than shallow successsuccess

- Stamina and perseveranceStamina and perseverance- Resilience and tenacityResilience and tenacity- Learning from mistakesLearning from mistakes


High Emotional & Social High Emotional & Social

Intelligence:Intelligence:- Collaborative and independent Collaborative and independent P/SP/S

- Linked to real lifeLinked to real life- Communication skillsCommunication skills- Self-confidenceSelf-confidence- Risk-takingRisk-taking


Vital Human Capacities:Vital Human Capacities:

- Multi-sensoryMulti-sensory- Intuitive thinking Intuitive thinking - MemoryMemory- Creative thinkingCreative thinking- Logical thinkingLogical thinking- MetacognitionMetacognition- FeelingFeeling


TASCTASCTTHINKINGHINKINGAACTIVELYCTIVELY

IN AIN A

SSOCIALOCIAL CCONTEXTONTEXT


TTASCASCTHINKING:THINKING:

- can be improved- can be improved- can cope with complexity- can cope with complexity- across the spectrum of - across the spectrum of human abilitieshuman abilities


TTAASCSCACTIVELY:ACTIVELY:

- ownership of learning- ownership of learning- part of decision-making- part of decision-making- self-esteem- self-esteem- aware of long-term goals- aware of long-term goals


TATASSCCSOCIAL:SOCIAL:

- independence- independence- inter- dependence- inter- dependence- enviro- dependence- enviro- dependence


TASTASCCCONTEXT:CONTEXT:- immediately relevant - concrete- immediately relevant - concrete- wider world - abstract- wider world - abstract


TASC TOOLS FOR EFFECTIVE TASC TOOLS FOR EFFECTIVE THINKINGTHINKING

1 23

How many ideas can we think of?

What is the opposite

view?

What will happen if?

What are all the factors?

Which is the most important?

What do other people think?

How do the ideas link?

What are we trying to do?


Gather and Organise:Gather and Organise:- Assemble from memoryAssemble from memory- Note linksNote links- Extend through questionsExtend through questions- Point of differentiationPoint of differentiation


What do

I know

about

this?

Assemble from memory

Note links

Extend through questions

Point of differentiation


Identify:Identify:- Clarify purpose of taskClarify purpose of task- Establish criteria for Establish criteria for evaluatingevaluating

- Examples of excellenceExamples of excellence


What is

the task?

Clarify purpose of task

Establish criteria for evaluating

Examples of excellence


Generate:Generate:- Memory - search for ideasMemory - search for ideas- Research skillsResearch skills- Range of recording skillsRange of recording skills


Suggest alternative methods

Collect a variety of evidence

See different perspectives

Find a new way

How many ideas can I think of?


Decide:Decide:- Prioritise ideasPrioritise ideas- Select appropriate ideasSelect appropriate ideas


See the consequences

Use evidence effectively

Select key ideas

Plan efficiently

Which is the best idea?


Implement:Implement:- Across the range of human Across the range of human abilitiesabilities

- Range of recording skillsRange of recording skills


Carry through a plan

Monitor progress

Change direction

See the next steps

Let’s do

it!


Evaluate:Evaluate:- Link with 'Identify'Link with 'Identify'- Formative and SummativeFormative and Summative- Self-evaluationSelf-evaluation


Evaluate against criteria

See ways to improve

Carry out improvements

Reflect on the task

How well did I do?


Communicate:Communicate:- Across the range of human Across the range of human abilitiesabilities

- Real audienceReal audience- Thinking and final productThinking and final product


Explain to others

Share what is known

Select relevant information

Present in different modes Let’s tell

someone!


Learn from experience:Learn from experience:- Formative and SummativeFormative and Summative- Extension of knowledgeExtension of knowledge- Extension of skillsExtension of skills- Cross curricular transferCross curricular transfer- Application to real lifeApplication to real life


Reflect on performance

Transfer skills

Retain new knowledge

Articulate new skills

What have

I learned?


Problem-solving:Problem-solving: - In the past - causes, consequences, a In the past - causes, consequences, a

rethinkrethink- In the future - possible problems, In the future - possible problems,

creative solutions, consequencescreative solutions, consequences- In the present - real problems - moral, In the present - real problems - moral,

ethical, social, environmentalethical, social, environmental- World of work - real, practical World of work - real, practical

research experience, entrepreneurial research experience, entrepreneurial experienceexperience


Assessment of problem-solving:Assessment of problem-solving:- Assessment Assessment for for learninglearning- Assessment of Assessment of processprocess- Feed-Feed-forwardforward


Does the learner have? Is the learner able to? Is there Does the learner have? Is the learner able to? Is there evidence of?evidence of?

Gather and Organise:Gather and Organise:- Wide knowledge of topicWide knowledge of topic- Recall of extended informationRecall of extended information- Understanding of advanced Understanding of advanced conceptsconcepts

- Organise knowledge in complex Organise knowledge in complex groupsgroups



Identify:Identify:- Full understanding of tasks Full understanding of tasks setset

- Ability to articulate task Ability to articulate task clearlyclearly

- Work to complex objectivesWork to complex objectives- See what is missingSee what is missing



Generate:Generate:- Suggest alternative methodsSuggest alternative methods- Collect a variety of evidenceCollect a variety of evidence- See different perspectivesSee different perspectives- Find a new wayFind a new way



Decide:Decide:- See the consequencesSee the consequences- Use evidence effectivelyUse evidence effectively- Select key ideasSelect key ideas- Plan efficientlyPlan efficiently



Implement:Implement:- Carry through a planCarry through a plan- Monitor progressMonitor progress- Change directionChange direction- See the next stepsSee the next steps



Evaluate:Evaluate:- Evaluate against criteriaEvaluate against criteria- See ways to improveSee ways to improve- Carry out improvementsCarry out improvements- Reflect on the taskReflect on the task



Communicate:Communicate:- Explain to othersExplain to others- Share what is knownShare what is known- Select relevant informationSelect relevant information- Present in different modesPresent in different modes



Learn from experience:Learn from experience:- Reflect on performanceReflect on performance- Transfer skillsTransfer skills- Retain new knowledgeRetain new knowledge- Articulate new skillsArticulate new skills


… …...but one needs...but one needs wisdomwisdom to to balance the effects of one's balance the effects of one's ideas not just on oneself, but ideas not just on oneself, but on others and on institutions on others and on institutions as well, both in the short and as well, both in the short and the long terms.”the long terms.”

Robert SternbergRobert Sternberg (2003) Wisdom and (2003) Wisdom and education. In Geducation. In Gifted Education Internationalifted Education International Vol Vol 17 No 317 No 3


• Empathy

• Sees cause and effect

• Sees other point of view

• Leads others

Social


• Identifies own feelings

• Can express emotions

• Considers others

• Controls emotions

Emotional


• Understands symbolism

• Concerned about fairness

• Settles arguments

• Thinks about universal

questions

Spiritual


• Generalises rules and

patterns

• Uses unusual sequences

• Sees patterns and relationships

• Investigates sequences

and patterns

Mathematical


• Experiments with natural environment

• Notices fine detail

• Sees connections, uses evidence

•Builds scientific models

Scientific


Visual/SpatialVisual/Spatial•Solves hands-on puzzles

•Constructs or draws with detail

•Uses shapes, textures, tones creatively

•Experiments with 2D or 3D


AuditoryAuditory• Responds to melody, rhythm, beat

• Interprets sounds creatively

• Remembers melodies

• Uses voice and body expressively


PhysicalPhysical•Has sense of space, speed, direction

•Moves fluently and creatively

•Gross and fine motor control

•Expresses feelings and moods


Mechanical/Technical• Uses tools and techniques

accurately

•Manipulates shapes, rotation, angles

•Manipulates techniques creatively

•Fixes machines or devices


• Uses vocabulary and structures creatively

• Uses language to explain clearly

• Empathises with characters and issues

• Appreciates genres and styles

Linguistic


Robert Sternberg writes:Robert Sternberg writes:

““IntelligenceIntelligence broadly defined (ie broadly defined (ie problem-solving), is important problem-solving), is important for success in life, but so isfor success in life, but so is wisdomwisdom…...…...


………….One needs.One needs creative abilitiescreative abilities to come up with ideas. to come up with ideas.

One needsOne needs analytical abilitiesanalytical abilities to to decide whether one's own ideas decide whether one's own ideas (and those of others) are good (and those of others) are good ideas.ideas.

One needsOne needs practical abilitiespractical abilities to to make ideas functional and to make ideas functional and to persuade other people of the persuade other people of the value of these ideas…….value of these ideas…….

© Belle Wallace 2004 Developing Potential Developing Potential - Not deficit framework - But all...

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