(Online PD Program)
February 17 and 24, March 3, 10, 17, 24, 2022
from 16:00 -17:30
Dates and Time: To be delivered in the Spring of 2022 - February 17 and 24, March 3, 10, 17 and 24 from 16:00 to 17:30
Essential Question: How can we help students become more skillful learners?
Target Audience: This is for teacher leaders, ideally with their teams, so that they can draw upon a variety of tools and strategies to support their team members to achieve:
- Improve student outcomes across the team; and
- Understand how to more effectively support classroom teachers that are overwhelmed.
What is the cost of the online learning experience?
Early Bird Registration discount of US$50 per individually registered participant and US$200 for Bulk registered participants are available until December 21, 2021.
US$350 per person (US$400 per person after December 21, 2021).
BULK DISCOUNT special rate of US$1000 is available to register 4 people. Each additional participant will be charged US$250. (US$1200 bulk rate for 4 people and each additional participant will be charged US$300 after December 21, 2021).
US$450 per person (US$500 per person after December 21, 2021).
BULK DISCOUNT special rate of US$1400 is available to register 4 people. Each additional participant will be charged US$350. (US$1600 bulk rate for 4 people and each additional participant will be charged US$400 after December 21, 2021).
- Model for understanding skillful learning
- Learnership diagnostic tool
- How to use the Growth Mindset Continuum
- Growth Mindset Style Guide to create Growth Mindset movers in classrooms
- Six different types of mistakes students make and how to increase their learning potential
- Ericsson’s 4 different types of practice, how to recognise them, and how to ensure students are engaging in the right type of practice
- How to use the Habits of Mind profile tool to create Problem Profiles and Personal Profiles of students
- How to use the Habits of Mind Profile tool to identify learning goals and develop Habits of Mind
- How to use the Effective Effort Matrix to help students shift from being busy, to getting better.
- 5 teaching approaches that target Learnership at different levels.
- The course consists of 6 modules.
- Challenges and Mistakes
- Habits of Mind
- Ongoing Action
- Each week will consist of a 90 - 120min live webinar run on Zoom consisting of presentation, group discussions, activities and break out sessions
- Significant recorded and print resources will be available online to support each week’s topic.
- Online resources and recordings of the live sessions will remain available for 12 months
- Virtual Office hours will be available for school teams to ask questions and address individual needs between sessions.
Module 1: Learnership
What does it mean to be a skilful learner?
In recent years there has been an increasing focus on what quality teaching looks like. Schools and systems around the world have developed standards to describe what teachers should be doing in the classroom.
But what about what students should be doing in the classroom?
Too many of our students are passive learners. They avoid challenges. They focus on completion, rather than improvement. And they waste or make poor use of their time and energy in the classroom These are the type of learners who need to be led (or sometimes dragged!) through the learning process. And this often leaves teachers feeling exhausted, drained of their energy and feeling like they are doing all the hard work for the student.
Skilful learners on the other hand embrace challenges. They look for every opportunity to develop their abilities. They understand and take charge of the learning process. And they invest their time and energy in becoming better learners.
These learners energise both the teacher and the classroom! Creating a dynamic, rich learning environment.
In this module we’ll describe quality learning as “Learnership”. In the same manner as craftmanship denotes quality and skilfulness.
We describe Learnership using the Learner Agency Matrix. We investigate learning in terms of how students respond to challenges, how they develop sophisticated learning behaviours, how they respond to feedback and mistakes, and how they invest their time and energy in the learning process.
We will set the bar high as we describe the Agile Learner - someone who not only understand that they are capable of growth, but also understand how to go about achieving it. These learners not only succeed in the academic world, but also become antifragile and thrive in the rapidly changing world at large.
Importantly in this module we set the scene for the coming modules as we seek to adopt pedagogy in our classrooms that improve student Learnership.
After all, we will only achieve improved learning outcomes when quality teaching practices are matched with quality learning behaviours!
Module 2: Mindset - the key to engaging learners
Carol Dwecks work on Mindset is the foundation of Learnership. Someone with a fixed mindset doesn’t understand themselves as a learner. They believe that learning is about discovering their abilities. Teachers will hear them say things like “I’m just not good at…” or “I’m more suited to…”
On the other hand, someone with a Growth Mindset understands that learning is about creating their abilities. These students take charge of the learning process in order to develop the qualities and abilities they need, in order to become who they want to be.
It’s not until students understand themselves as learners who create their own talents and abilities, that they can be in a position to ask “how do I become really good at creating those talents and abilities? How do I engage in this process of learning really really well? That they can truly start developing Learnership.
In this module you’ll be challenged to think differently about Mindsets. You’ll be introduced introduce you to the Mindset Continuum and asked to consider how we teach “for” a Growth Mindset, instead of “about a Growth Mindset.
Your understanding of Mindsets will be further enriched as we introduce you to 4 Mindset avatars – 4 different ways that a fixed or low-growth mindset is observed in the classroom. You’ll learn to recognise the specific behaviours associated with a low-growth mindset as being a Searcher, a Comparer, a Cruiser or a Resigner.
You’ll then co-create a Growth Mindset style guide. This collection of “nudges” will help teachers fill their classrooms with Growth Mindset Movers, encouraging and nurturing the development of an increasingly growth oriented mindset in students as they move along the Mindset Continuum.
Module 3: Challenges and Mistakes
How often do you hear “is this good enough”? or “is this going to count?”
Too many of our students take the easy path, trying to get by on the bare minimum amount of work. Their idea of success is often about completing the work and getting it done, instead of challenging themselves to it done well. They fail to see the intrinsic worth of taking on challenges, for the sake of the challenge.
J.F.Kennedy’ understood the value of a challenge and what skilful learners do. In his famous speech announcing the US commitment to send men to the moob, he stated “we do these things not because they are easy, but because they are hard”. In saying this he was emphasising that there were great benefits to taking on this challenge, beyond landing a man on the moon. That by doing these hard things they would “organise and measure the best of their energies”. He was recognising what skilful learners understand, which is by stretching and challenge themselves, we not only reach our goal, but at the same time grow in our ability to reach difficult goals.
In this module we explore the different types of challenges students take on. We distinguish between comfort zones, performance zones, learning zones and aspirational zones and their different roles in learning.
You’ll explore pedagogies to help students recognise when they are in these different zones, and the strategies required to succeed in each. Importantly you’ll develop strategies to help students recognise and value the benefits of stretching and challenging themselves, encouraging them to take on increasingly difficult challenges, not because they are easy, but because they are hard.
Of course, stretching beyond your best inevitably leads to mistakes. In this module you’ll discover why the often-heard social media catch phrases of “celebrate mistakes” and “mistakes help you learn” are misleading and potentially harmful to the learning process. You’ll be introduced to the six different types of mistakes that learners make, and will explore the contribution of each to the learning process. Importantly you’ll be given tools to direct student actions in order that they are focused on correcting, not making, mistakes.
Module 4: Habits of Mind - Making Hard Things easy
Too often students give up because it’s “too hard”. Or they shy away from challenges because they believe they aren’t smart enough. They choose to do the easier questions, or opt for the easy course.
Many of these students feel that if the current level of work is hard, the next level will be harder. And the next level beyond that harder still, in a never ending progression of increasing difficulty and struggle until the work eventually becomes impossible for them. So rather than face these challenges, and what they perceive is an inevitable limit to their progress, they take the “path of least resistance” and choose the easy option.
Skilful learners understand that they are in charge of developing their abilities. They are more metacognitive and have a sophisticated language of Habits of Mind to describe how they engage in the learning process. As they encounter increasingly difficult tasks, the shift their focus from what they are learning, to how they are learning. They begin to develop these Habits of Mind in order that they can make hard things easy, and succeed at increasingly difficult tasks.
In this module you’ll be exposed to Art Costa and Bena Kallicks Habits of Mind in a new and exciting way. You’ll move beyond asking students to “use” the Habits of Mind, to adopting strategies that help students develop and improve the way they engage in the Habits of Mind.
You’ll be introduced to the Habits of Mind Profile Tool. This powerful new online tool allows you to evaluate your students Habits of Mind, identify areas of strength and weakness. You’ll use the tool to create plans for further developing their Habits of Mind and to measure and monitor that growth over time.
Additionally, you’ll be shown how to use the Habits of Mind Profile tool to identify the Habits of Mind that are required for specific tasks. These insights will then be used discover how well matched a students Habits of Mind are to a particular tasks, allowing you to more accurately target teaching strategies for the development of specific Habits of Mind.
Module 5: Effort - It’s not how much time you spend. It’s how you spend your time.
You just need to try harder!
When a student submits work that isn’t quite up to standard, are you more likely to ask
a) How much time did you spend on that? Or
b) How did you spend your time?
Because the difference between those two questions is profound.
In schools and homes around the world the concept of effort has become tied up with time and energy. More effort means more time and energy. Working harder, means working longer hours.
In this module we’ll redefine effort. Rather than asking how much time and energy is spent, we’ll ask how well your time and energy is spent? Are students wasting, spending or investing their time and energy? In doing so, our focus will shift from effort, to efficacy.
Drawing on the previous units challenges and Habits of Mind, we’ll explore the effective effort matrix. A powerful and practical way to talk about effort with students.
Recognising the four different types of effort, allowing teachers to be more deliberate and more explicit in the way we praise, reward and direct students toward the type of effort required for different tasks. For students, the four different types of effort provide a powerful metacognitive and reflective tool, allowing them to better evaluate how their time and energy is being distributed throughout a school day, week or year.
This module also introduces you to the concept of Motivation Calibration. Based on research by McKinsey and Co. we’ll explore the importance of being able to accurately judge the cost (effort) of growth, and why some achievements will cost more.
Module 6: Learnership
How do you strategically develop better learners in your classroom?
Imagine your classroom filled with students who are engaging in the learning process in increasingly skillful ways. These students are embracing challenges. Cultivating their Habits of Mind, and investing their time and energy in becoming better learners.
These “above the line” learners energise the classroom. Bringing learning to life as they actively and skillfully engage in the learning process. Achieving and exceeding learning expectations. This is what we expect to see as our students develop their Learnership.
Learnership is a skill. And while highly skilled learners energise the classroom and can take charge of the process of further developing their skill as a learner, and increasing their Learnership, many of our students need more guidance.
In this module we’ll pull together all the elements in the previous modules and answer the question “How can teachers most effectively, strategically and intentionally student Learnership?”.
Drawing on the Learnership matrix we’ll look at the different pedagogies that are most suited to learners of differing skill levels. When is it appropriate to set a challenge for a student, and when is it appropriate to allow them to choose their challenges? How do we shift a student who’s inclined to avoid mistakes, to one who’ll correct mistakes? When should we be teaching the skills of designing mistakes and tailoring feedback?
Each stage of a students developing Learnership requires a slightly different approach to your pedagogy. We’ll explore 5 different approaches and the strategies appropriate to each. You’ll learn to identify your preferred or default approach, and how to modify it to best meet the Learnership needs of your students.
This concluding module brings all your learning together. You’ll complete this course with a deep practical understanding of Learnership, and a wide range of powerful tools to strategically develop the ability of your students to more successfully engage in the learning process.
This final module allows teachers to share ideas, discuss strategies, ask questions and prepare themselves for making the development of student Learnership a central tenant of their teaching practice. And it will put you on the path to filling your classrooms and schools with Agile Learners.
The foundation of James’s work is the Growth Mindset. James takes teachers beyond simple social media catchphrases to create a teaching framework that develops robust and enduring Growth Mindsets in the classroom. By challenging teachers’ own Mindsets, he equips them to nurture Growth Mindsets in their students.
James skillfully unites the Habits of Mind, Anders Ericsson’s critical work on practice and Carol Dweck’s work on Growth Mindset. In doing so, he creates a powerful combination that increases student efficacy and achieves greater learning outcomes through the development of Learning Agility.
Having worked in classrooms and with schools for more than two decades, James knows that the students of today face problems fundamentally different to those of the past. Problems such as climate change, population growth and the depletion of natural resources are more global in their scope, more severe in their consequences, and more immediate in their nature. James firmly believes solving these problems requires today’s students to become smarter than the students of the past.
We don’t just need better thinkers – we need more agile thinkers. We need to teach students what to do when they don’t know what to do. We need to help them recognise that they can’t solve the problems they face with their existing skills and abilities. And we need to ensure they know how to improve their skills and abilities through Learning Agility. In doing so, we increase human intelligence. James shows you how to do this!
James Anderson regularly speaks at conferences around Australia and overseas. He is a Certified Speaking Professional (CSP). As an author, he has published Succeeding with Habits of Mind and The Agile Learner, The Learning Landscape, as well as numerous e-books. He has published with Art Costa and Bena Kallick in Learning and Leading with Habits of Mind and Habits of Mind Across the Curriculum. His regular blogs are also read by thousands of educators around the world. You can find out more about James and the services he offers at www.jamesanderson.com.au.
IMPORTANT NOTE TO PARTICIPANTS
Email communication before the course start date
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Approximately 2-weeks before the start of the course, participants will be emailed a course introduction, instructions for how to participate and a pre-course survey and readings, if applicable. If you do not receive this email please let us know.