The 21 st century school from vision to reality Professor Guy Claxton Professor of the Learning...

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The 21 st century school from vision to reality Professor Guy Claxton Professor of the Learning Sciences Co-Director, Centre for Real-World Learning University of Winchester

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Page 1: The 21 st century school from vision to reality Professor Guy Claxton Professor of the Learning Sciences Co-Director, Centre for Real-World Learning University.

The 21st century schoolfrom vision to reality

Professor Guy ClaxtonProfessor of the Learning SciencesCo-Director, Centre for Real-World LearningUniversity of Winchester

Page 2: The 21 st century school from vision to reality Professor Guy Claxton Professor of the Learning Sciences Co-Director, Centre for Real-World Learning University.

What’s the point of school?

From transmitting knowledge to cultivating character

From timeless verities to situated resources From the Assembly Line to the Mind Gym

What does it take to move from Fine Words and Wishful Thinking to Systematic Success? The holy grail…

Page 3: The 21 st century school from vision to reality Professor Guy Claxton Professor of the Learning Sciences Co-Director, Centre for Real-World Learning University.

But no-one’s done it yet

‘in practice, there remains a tendency for school education to be assessed in terms of [traditional] achievements and targets, rather than its broader success in laying the foundations of lifelong learning’

‘schools are not outstandingly successful in preparing students for…lifelong learning’

‘recent sweeping and costly reforms…have come up against a wall beyond which further progress seems impossible’ OECD 21st century learning, 2008

Page 4: The 21 st century school from vision to reality Professor Guy Claxton Professor of the Learning Sciences Co-Director, Centre for Real-World Learning University.

What’s my warrant?

Research in the Learning Sciences e.g. imagination, contagion, sports psych…

Action research Cardiff, Solihull, Oxfordshire, BrEAZ, Ealing,

Southend… 12 year’s experience of working with teachers

and young people My best guesses about the necessary

conditions for successful implementation

Page 5: The 21 st century school from vision to reality Professor Guy Claxton Professor of the Learning Sciences Co-Director, Centre for Real-World Learning University.

1. Facing the hard questions

‘The enduring purpose of teaching…is to promote…a lifelong love and capacity for learning’. General Teaching Council for England 2008, Teaching in 2012

‘confident, connected, actively involved lifelong learners’ NZ Curriculum 2008

This raises questions…This raises questions… What sort of learning – real-world or just school? For whom – all or just exam-passers? How ‘promoted’ – intentionally or just ‘naturally’? What’s involved – dispositions or just skills?

Page 6: The 21 st century school from vision to reality Professor Guy Claxton Professor of the Learning Sciences Co-Director, Centre for Real-World Learning University.

2. Clarity of thought and language

Communication that is Accessible – to teachers, students and parents

Not hifalutin, academic, ‘educationese’ Inclusive – inviting to potential hairdressers, mechanics,

carers, drummers, physiotherapists (as well as different cultures) Not only the professionally-bound

Precise – suggesting how they can be operationalised Not vague, woffly intentions; unpacking the aspirations

Appealing – inspiring and compelling to all A new narrative for society about education clearly tied to lived reality of 21st century life

Page 7: The 21 st century school from vision to reality Professor Guy Claxton Professor of the Learning Sciences Co-Director, Centre for Real-World Learning University.

3. Knitting it all together

Joined up thinking at all levels Vision Principles Curriculum content Pedagogy (e.g. NZ Curriculum ‘effective pedagogy’) School culture and management Assessment Professional development Quality assurance of schools

Page 8: The 21 st century school from vision to reality Professor Guy Claxton Professor of the Learning Sciences Co-Director, Centre for Real-World Learning University.

4. A rich generic model of real-world / lifelong learning (not thin or theory-driven)

Curiosity – questioning, wondering, assessing

Resilience – risking, persisting, recuperating

Investigating – observing, concentrating, researching

Experimenting – tinkering, practising, drafting/sketching

Imagining – visualising, dreaming, empathising

Reasoning – analysing, arguing, critiquing

Collaborating – listening, team-playing, heeding advice

Reflecting – planning, self-evaluating, transferring

Page 9: The 21 st century school from vision to reality Professor Guy Claxton Professor of the Learning Sciences Co-Director, Centre for Real-World Learning University.

5. Moving beyond ‘skills’

These are matters of character Personality traits, values, interests, pleasures,

dispositions, attitudes, habits of mind (Dewey not Costa)

Lifelong learners are ready and willing as well as able

‘Ready’ and ‘willing’ account for half the variance in performance (Perkins/Ritchhart)

Dispositions matter more in life (PISA)

Page 10: The 21 st century school from vision to reality Professor Guy Claxton Professor of the Learning Sciences Co-Director, Centre for Real-World Learning University.

6. To be cultivated, not taught KCs don’t do themselves You can’t do KCs as ‘knowledge’

e.g. multiple intelligences

You can’t do KCs as ‘trainings’ Inert skills

Page 11: The 21 st century school from vision to reality Professor Guy Claxton Professor of the Learning Sciences Co-Director, Centre for Real-World Learning University.

7. ‘Epistemic apprenticeship’

L2L is the third dimension You can’t not be cultivating habits of mind Inviting / requiring / exercising / stretching and

strengthening some HoMs and not others The traditional 3 Rs: remembering, reasoning and

regurgitating Competencies – but not ‘key’ The change is not about whether we do

competency-cultivation but which; and what difference that makes to how schools work

Page 12: The 21 st century school from vision to reality Professor Guy Claxton Professor of the Learning Sciences Co-Director, Centre for Real-World Learning University.

8. Accepting the infusion method

Small, practical, sustained, cumulative shifts to classroom climate school ethos

that change the messages of the cultural medium ‘what we act and talk as if we valued and believed around

here’

(nothing less will do)

Page 13: The 21 st century school from vision to reality Professor Guy Claxton Professor of the Learning Sciences Co-Director, Centre for Real-World Learning University.

9. Shifting the linguistic milieu

KCs pervade the functional language of the classroom and school Classroom chat Marking Reporting Celebrating (awards, assemblies) Communicating with parents

Page 14: The 21 st century school from vision to reality Professor Guy Claxton Professor of the Learning Sciences Co-Director, Centre for Real-World Learning University.

Talking about learning (not ‘work’)

o How did you do that?o How else could you have done that?o Who did that a different way?o What could you do when you are stuck on that?o What would have made that easier for you?o Is there anything else you know that might help?o How could you help someone else do that?o How could I have taught that better?o Where else could you use that?o How could you make that harder for yourself?

Page 15: The 21 st century school from vision to reality Professor Guy Claxton Professor of the Learning Sciences Co-Director, Centre for Real-World Learning University.

Capturing KCs in reporting

Darren is getting better at investigating: observing, copying, assessing experimenting: playing, practising, drafting imagining: visualising, dreaming, feeling rightness reasoning: linking, analysing, self-evaluating

Megan is becoming more curious: wondering, inquisitive and sceptical determined: bold, resilient and patient sociable: collaborative, receptive and independent thoughtful: self-aware, reflective and flexible

Page 16: The 21 st century school from vision to reality Professor Guy Claxton Professor of the Learning Sciences Co-Director, Centre for Real-World Learning University.

Marking Lemar’s concentration

Page 17: The 21 st century school from vision to reality Professor Guy Claxton Professor of the Learning Sciences Co-Director, Centre for Real-World Learning University.

And enjoys it…

Page 18: The 21 st century school from vision to reality Professor Guy Claxton Professor of the Learning Sciences Co-Director, Centre for Real-World Learning University.

10. Establishing a growth mindset (Dweck)

Is your mind a bucket………or a balloon? Fixed ability

Born smart Proving Conservative learning Failure/mistakes bad Effort aversive Fragile - depressive Shirk/blame/cheat Comparative/competitive Inaccurate self-image

Expandable ability Get smarter

Improving Adventurous learning Failure/mistakes useful Effort pleasurable Resilient - determined Try/commit/be open Collaborative/generous Accurate self-image

Page 19: The 21 st century school from vision to reality Professor Guy Claxton Professor of the Learning Sciences Co-Director, Centre for Real-World Learning University.

11. Walking the talk

Everyone a visible, open learner Teachers as fallible knowledge makers and

tentative knowledge-tellers Not know-alls and certoholics Thinking aloud

Principals modelling ‘confident uncertainty’ Parents and guests talk about their learning

journeys

Page 20: The 21 st century school from vision to reality Professor Guy Claxton Professor of the Learning Sciences Co-Director, Centre for Real-World Learning University.

12. Develop a professional learning community

‘In this school we try things out and see how they go. We are far from finished and perfect. We are a bold, imaginative, observant, collaborative team of learning teachers’ Regular reading group (e.g. St Cuthbert’s) Peer observation and learning (e.g. Villiers High School)

A learning leadership team A learning Board of Trustees

Evidence of this monitored by ERO?

Page 21: The 21 st century school from vision to reality Professor Guy Claxton Professor of the Learning Sciences Co-Director, Centre for Real-World Learning University.

Level -3REPORT 1

Level -2REPORT 1

Level -1REPORT 1

Level 0REPORT 2

Level 1 By end of Y10REPORT 3

- K. Sewell [DESTRUCTIVE] [DISTRACTED] PRESENCE ENGAGEMENT

Affective Domain Receiving Responding

Descriptor Stand-down? Daily Report? Detentions? Not in trouble Focused

Criteria

Concentration Never makes any effort to focus on work

Easily distracted from work

Seldom concentrates

Lacks the willingness to concentrate

Concentrates when reminded

Perseverance Prevents others from trying

Never tries Will sit and do nothing

Seldom tries hard Mostly tries to do things

Independence Constantly disrupts learning for others

Discourages others from trying to learn

Not interested in learning

Is willing to think about learning

Will learn when told

13. Develop a model of progressionOne Tree Hill College (Karen Dobric)

Page 22: The 21 st century school from vision to reality Professor Guy Claxton Professor of the Learning Sciences Co-Director, Centre for Real-World Learning University.

14. Students contribute to the KC culture

Students have a significant role in developing the nature of their own ‘epistemic apprenticeship’

They come to see themselves not as ‘passengers’ but as ‘crew’, and even ‘officers’ Not just a Student Council that obsesses about the

vending machines and the state of the toilets Student senior leadership Team Student Lesson Observers

Page 23: The 21 st century school from vision to reality Professor Guy Claxton Professor of the Learning Sciences Co-Director, Centre for Real-World Learning University.

15. Students take increasing responsibility for their own learning

SV research shows young people love to learn challenging things that matter to someone that aren’t re-ploughing the same old infertile field they have had some say in choosing they have some scope to organise themselves collaboratively

Schools can do this if they Have the will and courage Are imaginative and experimental Take time to build the culture, with national support

Page 24: The 21 st century school from vision to reality Professor Guy Claxton Professor of the Learning Sciences Co-Director, Centre for Real-World Learning University.

Self evaluation

Page 25: The 21 st century school from vision to reality Professor Guy Claxton Professor of the Learning Sciences Co-Director, Centre for Real-World Learning University.

Rewarding autonomy (with more autonomy!)

Page 26: The 21 st century school from vision to reality Professor Guy Claxton Professor of the Learning Sciences Co-Director, Centre for Real-World Learning University.

Independent learningSurabhi, Fiona and Stephanie’s ‘extended enquiry’

Page 27: The 21 st century school from vision to reality Professor Guy Claxton Professor of the Learning Sciences Co-Director, Centre for Real-World Learning University.
Page 28: The 21 st century school from vision to reality Professor Guy Claxton Professor of the Learning Sciences Co-Director, Centre for Real-World Learning University.

16. Developing a broader portfolio of progress indicators, reflecting KCs

For students Self-report questionnaires 360 evaluations Learning logs …….

For the school Student questioning Developing School Council agenda Student income generated % of staff doing higher degrees ……

Page 29: The 21 st century school from vision to reality Professor Guy Claxton Professor of the Learning Sciences Co-Director, Centre for Real-World Learning University.

Solihull’s BLP evaluation

Students’ confidence, attitudes and KS test results improve

Impact on students’ language development

Teachers talk and planning shifts to learning

Teacher engagement and enthusiasm increases

Collaborative / coaching CPD increases

Greater parental involvement

Uptake in governor induction

SIP focus on ‘What kinds of learners do we want our children to be?’

Page 30: The 21 st century school from vision to reality Professor Guy Claxton Professor of the Learning Sciences Co-Director, Centre for Real-World Learning University.

17. Schools learn from and with each other

Local clusters and networks Preferably cross-phase

Nationally facilitated and stimulated NCSL ‘leading edge’ partnerships SSAT ‘by teachers, for teachers’ QCA partner schools GTC experimental schools NAHT creativity clusters Innovation Unit ‘Learning Futures’

Page 31: The 21 st century school from vision to reality Professor Guy Claxton Professor of the Learning Sciences Co-Director, Centre for Real-World Learning University.

18. Realistic time-scales and support

Many good initiatives die because they are under-supported and under-communicated e.g. Tasmania, WA, Hong Kong…

It’s not adequate to draft general goals and expect schools to work it out for themselves

They need clear and detailed timelines, exemplars, sharing of ideas

A mix of pressure and support Without pressure, many won’t bother Without support, many flounder, and develop tokenistic

and shallow implementations

Page 32: The 21 st century school from vision to reality Professor Guy Claxton Professor of the Learning Sciences Co-Director, Centre for Real-World Learning University.

19. ‘Tight but loose’: balancing implementation and customisation

Giving clear examples and illustrations that fire the imagination

Encourage or require customisation and creativity (builds thoughtfulness and ownership)

But prevent ‘lethal mutations’ A role for academic partners and ERO? Quality assurance must focus on developing the

KC culture

Page 33: The 21 st century school from vision to reality Professor Guy Claxton Professor of the Learning Sciences Co-Director, Centre for Real-World Learning University.

Providing clear and ragged exemplars

Page 34: The 21 st century school from vision to reality Professor Guy Claxton Professor of the Learning Sciences Co-Director, Centre for Real-World Learning University.

How good a learner are you?4=always/very like me; 1=never/very unlike me

1. I love learning new things2. I know what I want to get better at3. I’m willing to have a go at something new4. If something’s hard, I keep at it till I’ve got it5. I can blot out distractions when I’m concentrating6. I like to imagine how things could be different7. I think about how I can improve what I’ve done8. I think how I can apply new things I’ve learned9. I like exploring things with other people10. …………………………………………..

Take one away and add two, to improve the quiz

Page 35: The 21 st century school from vision to reality Professor Guy Claxton Professor of the Learning Sciences Co-Director, Centre for Real-World Learning University.

20. Constantly reaffirm the goal

The responsibility of school is to equip all young people – not just the scholarly - with the confidence and capacity to live happy, productive and responsible lives in complex, confusing and demanding times.

Without that confidence and energy They are socially costly They are unproductive They are less happy

All young people should leave school knowing what it is they want to be good at, and how to go about it

Page 36: The 21 st century school from vision to reality Professor Guy Claxton Professor of the Learning Sciences Co-Director, Centre for Real-World Learning University.

Learning power is the lifeblood of a happy life…

Happiness arises not from good fortune or anger management, but from Engaging with a worthwhile

challenge Where there is hope of success Progress is made Full absorption is possible Feedback is clear and impersonal Self-consciousness (anxiety, self-

doubt) drops away Csikszentmihalyi 2002

‘Things won are done; joy’s soul lies in the doing’Shakespeare

Page 37: The 21 st century school from vision to reality Professor Guy Claxton Professor of the Learning Sciences Co-Director, Centre for Real-World Learning University.

So schools should become

Places where young people can work on interesting challenges that stretch and strengthen positive lifelong learning dispositions Explicit learning language – ‘learnish’ Gradually increasing levels of difficulty, choice, realness and responsibility Extending the flexible use of time Increasing the variety of paths and challenges – realising their passions Managing the transfer of trust and responsibility

From the Assembly Line to the Mind Gym

Surely this is not so hard to achieve???

Page 38: The 21 st century school from vision to reality Professor Guy Claxton Professor of the Learning Sciences Co-Director, Centre for Real-World Learning University.

A learning power review

Undertaken by external consultant + 2 teachers (+ 2 students if you dare!)

Looking at learning from the learners’ point of view Do Ss have the language to talk about learning and their

development as learners? How much control do they have over their learning? Do they experience themselves as passengers or crew?

Page 39: The 21 st century school from vision to reality Professor Guy Claxton Professor of the Learning Sciences Co-Director, Centre for Real-World Learning University.

Social learning habits

•Do students know when it is best to work alone or with others?•Are they able to use a range of roles in collaborative group work?•Do they listen to others and understand how they are thinking?•Do they share and adopt useful learning habits from each other?•Do they give and take feedback well from each other?

Page 40: The 21 st century school from vision to reality Professor Guy Claxton Professor of the Learning Sciences Co-Director, Centre for Real-World Learning University.

A learning power review lesson observation sheet

Page 41: The 21 st century school from vision to reality Professor Guy Claxton Professor of the Learning Sciences Co-Director, Centre for Real-World Learning University.

A learning power review: comments from the review team

‘The use of repeated words and phrases [about learning] is useful for raising awareness, but rapidly becomes ignored through overuse…’

‘One lower-ability boy is keen to question and make links, but easily becomes distracted when these dispositions are not invited…’

‘Students still retain underlying dependence on the teacher…’

‘Opportunities for students to speculate with imagination were few and far between in science’

Page 42: The 21 st century school from vision to reality Professor Guy Claxton Professor of the Learning Sciences Co-Director, Centre for Real-World Learning University.

Time to think and chat…

• How would you convince a skeptic that, in three years time, your school was creating significantly more powerful learners?

• Identify 5 key indicators

• they must be observable and precise

(not ‘The children are more confident’)

• at least 2 of them must be measurable or countable

• Share with another pair: question each others’ decisions.

Page 43: The 21 st century school from vision to reality Professor Guy Claxton Professor of the Learning Sciences Co-Director, Centre for Real-World Learning University.

Why does BLP matter?


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