I was delighted when Shaun Allison asked me to write a case study about our work in school to be included in a new book he is writing with Andy Tharby. Shaun’s Class Teaching blog was the original inspiration for the Belmont Teach blog and Andy’s thoughtful and insightful blog posts have been must-reads since we both started blogging around the same time over a year ago. Our similar philosophies led to Shaun, myself and a few other edu-bloggers setting up the Excellence and Growth Schools’ Network last year as well as sharing ideas on a range of concepts – most significantly perhaps around curriculum design and assessment. Since meeting at the Growing Mindsets convention last year, Shaun and I are like old pals now and can be relied on to clog up each other’s timelines with recipes, pictures of single malt and the lyrics of indie bands circa 1989! Here’s my contribution to the book, although the final edit could look a lot different once Andy has put it under an English teacher’s microscope……………………….
Much of our recent work in school has been strongly influenced by Chief Program Officer for Expeditionary Learning, Ron Berger’s publications “An Ethic of Excellence” and “Leaders of Their Own Learning” as well as Professor of Psychology at Stanford University, Dr Carol S Dweck’s books “Self Theories” and “Mindset”. All of our staff – teaching staff, support staff and governors – have been given wide access and exposure to this work in school. We have multiple copies of these books in our Teaching and Learning Library, which top our loan statistics by some margin. All of our Learning Hub Leaders have a personal copy, as well as those who had elected to read them in their Edu-Book Club as part of their Personal Professional Development programme. This is supported by a compendium of blogs and videos we have compiled and continue to update on excellence and mindset.
To further ensure we develop an Ethic of Excellence and Growth Mindset amongst our learning community, all members of our teaching staff work in a choice of one of five Learning Hubs as part of their Personal Professional Development programme.
Our Learning Hubs operate along the lines of Dylan Wiliam’s “TLCs: Teacher Learning Communities” model, with each hub, comprising approximately 8-12 staff meeting for 2 hours once every Half Term, with the following aims: Challenge
- To embed a culture of ‘growth mindset’ across our learning community in order to raise aspirations and expectations of what students can achieve.
- To ensure high levels of challenge for all students in every lesson, every day.
- To use e-Learning to embed a culture of ‘growth mindset’ by empowering students, staff and parents to become engaged, confident, independent, resilient, information-literate users of e-Learning.
- To develop personalised e-Learning resources for staff (teaching/pedagogy), students (learning) and parents (to support learning process as active participants).
- To consider the nature, timing and engagement of our students with feedback and critique.
- To develop feedback and critique systems that ensure increased clarity, effort and aspiration amongst our students, supporting a culture of ‘growth mindset’.
- To consider how the language of subject specialisms can be explicitly taught by all teachers and supported by parents through a range of strategies.
- To develop students’ chances of academic success by insisting that academic language is used in the classroom, and at home when talking to parents about school work.
- To develop deep and probing questioning for teaching/memory that elicits students to think hard supporting a culture of ‘growth mindset’ and questioning for assessment that informs teaching, e.g. hinge questions, multiple choice quizzing etc.
Mindset across the curriculum
Our Mindset work forms not only part of our pastoral programme, but is also supported by subject areas in lessons around five key themes:
- Motivation & Inspiration
- Self esteem
All students complete a learning journal during tutor time as part of this work.
A golden opportunity
The abolition of levels at Key Stage 3 provided us with an ideal opportunity to create not just a new assessment system, but an entire curriculum based on the principles of Excellence and Growth. Central to this was the idea that everyone is capable of excellence. The curriculum we have created is a curriculum we value. A curriculum designed to focus on fewer things in greater depth, rather than being “inch deep and mile wide”. To achieve this we have invested in regular blocks of time for our staff so that they can work together in teams to design subject specific curriculum and assessment.
Each subject started by establishing their organising concepts, or “big ideas”, which required a review of the entire National Curriculum from Key Stages 1 to 4. Knowing the prior learning of our students enabled us to accelerate from it and ensure high challenge from the outset. It also allowed us to introduce GCSE knowledge and skills in year 7 and go “beyond” the typical confines for the year or Key Stage. We’ve also been very careful to pay attention to what cognitive science tells us about learning and memory, embracing the work of UCLA Psychologist Professor Robert Bjork. As a consequence organising concepts are spaced and interleaved in order to try and build greater storage and retrieval strength. In doing this, we hope to be able to challenge our students further, by increasing their knowledge base and recall to free up working memory to allow them to think hard about, and assimilate new information. Assessment is then focused on mastery of fundamental concepts, ideas, knowledge and skills by designing rubrics containing learning targets for each unit ranging from “establishing” at a basic understanding through to the highest thresholds of “excellence” and “beyond”. As part of our commitment to excellence and growth, we believe that futures aren’t fixed and that all students have the potential for excellence and can improve by:
- working hard and putting in their very best effort
- acting on feedback from their teachers
- becoming leaders of their own learning
As part of this commitment, all students are given access and the opportunity to demonstrate their learning right up to the “beyond” threshold. As well as specifying information about lesson resources, homework and assessment opportunities, each unit also contains a link to previous interleaved sequences, as well as deep and probing questions, which are designed in advance to encourage students to think hard about new information. As Professor of Psychology Daniel Willingham says: “memory is the residue of thought” or as Durham University Professor Robert Coe puts it: “learning happens when people have to think hard.”
Assessment, Recording and Reporting
In a similar fashion, our Assessment, Recording and Reporting of student progress has been revised to incorporate our philosophy of excellence and growth. MidYIS testing on entry is used to identify any potential that may have been missed previously. Progress is reported relative to starting points in simple terms as “excellent”, “good” or “not yet” – incorporating the language of growth. The bar is set high, so that meeting your baseline threshold represents good progress from the starting point in each unit. In a similar way, our revised descriptors for effort encourage excellence and growth. For effort to be classed as excellent, for example, a student must:
- Consistently strive for excellence
- Take ownership of their own learning
- Be highly organised and self disciplined
- Show initiative and responsibility
- Show real determination in pursuit of goals
- Demonstrate resilience when things get hard
- Continuously seek, reflect and act on all feedback
- Actively participate and contribute for the benefit of all
This year, in our efforts to help our students become leaders of their own learning, we have replaced our traditional annual report with a series of student led conferences in each subject area, which give students an opportunity to share their work and talk about their progress with parents and teachers by reflecting on and articulating what they have learned.
R.E.A.L. projects and realsmart
Recently, we’ve been working with realsmart to try to support this process even further by giving our students the opportunity to submit evidence of meeting learning targets to their cloud based learning portfolios. Any evidence submitted can then be used as a starting point to discuss progress at their student led conferences. We’ve also started working with Cara Littlefield, a Project Based Learning coach from High Tech High in San Diego through the Innovation Unit to develop R.E.A.L. Projects whose three key principles support our philosophy of excellence and growth, i.e:
- All students are capable of excellence regardless of prior attainment, needs or background
- Student work should matter
- Schools and classrooms are communities of learners
Through this work our staff and students are being trained to build a culture of peer feedback, critique and multiple drafting through the use of models of excellence. These skills are further developed during our whole school Project Week in the Summer Term, which involves public exhibition of high quality student work. Our Ethic of Excellence gallery, which sits in the heart of our school also complements this by displaying beautiful student work nominated by individual subjects.