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| Overview: | |||||||||
| Everyone knows what the Holy Grail of education is: schools and classrooms that help all students get the best grades they can AND build genuinely useful, transferable real-world capabilities and dispositions at the same time. We know that a key set of these attitudes and dispositions predict success in life more powerfully than test scores. They include not just resilience, growth mindset and critical thinking, but control of attention, appropriate skepticism, interoceptive awareness, and learning agility. What is much less widely understood is exactly how to configure a classroom so that mastering content, getting good grades and developing these positive learning dispositions happen naturally alongside each other. The Learning Power Approach (LPA) has distilled the research and practice of a range of leading-edge teaching methods and can now provide the missing details. It comprises a series of small, manageable, cumulative tweaks to classroom practice that reliably boost knowledge, grades and learning dispositions at the same time. The LPA is not a quick fix or the latest fad; it is a research-led culture-change process that grows over time, as the ethos of the classroom, and the whole school, is progressively transformed. The workshop will involve presentations by Guy, and also by Becky Carlzon, co-author of Powering Up Children, who are now teaching in Bangkok. There will be video clips of the LPA in action in a range of schools, and across different ages and subjects, and plenty of time for participants to digest the implications of the LPA for their own practice, and make plans for whole-school development. Participants in the workshop will leave with dozens of low-risk, high-impact strategies they can start to apply immediately. |
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| Agenda: | |||||||||
| Day 1 8.30 - 10:00 | Session 1: The Learning Power Approach: A School of Thought The LPA is a new way of teaching that has emerged from a variety of pioneering initiatives around the world. We will explore what these initiatives have in common, and see how they are critically different from several other currently popular approaches to teaching such as Visible Learning, Formative Assessment and Teaching Like a Champion. And we will review the recent science and solid evidence that lie behind the LPA. 10:00 - 10:30 | Tea & Coffee Break10:30 - 12:30 | Session 2: The LPA in action After the ‘theory’ comes an exploration of a wide range of examples of the LPA in action in real classrooms, illustrating how it works with different ages, subjects and types of schools. We will look at a variety of small-scale techniques and teaching protocols that cumulatively create more confident, independent and imaginative learners. 12:30 - 1:15 | Lunch Break1:15 – 3.00 | Session 3: Designing the Learning Power Classroom Together, the Learning Power Approaches have generated a powerful set of design principles from which any teacher can generate a culture that nurtures both high achievement and the growth of learning dispositions. In this session we will expose these principles, and take time to explore how they can be used to shift the atmosphere of every classroom. Day 28.30 - 10:00 | Session 4: Leading for Learning Power (Whatever Your Role or Status) The LPA is not a Quick Fix. It requires teachers to become aware of their own engrained teaching habits, and if necessary to adjust them. This takes effort and it needs organisational will and support. In this session we will look at how to boost professional learning in the school so that habit change will really happen, and see how the LPA frameworks apply to teacher, as well as student, learning. 10:00 - 10:30 | Tea & Coffee Break10:30 - 12:30 | Session 5: Dealing with Barriers and Beliefs (Your Own and Colleagues) The LPA is obviously beneficial for staff and students alike, and there are good examples of the LPA in action around the world. Yet it is not scaling up as fast as it should. Why not? In this session we will unearth some of the assumptions and habits of mind that lie behind the common inertia and scepticism about such new initiatives, and see how best to help ourselves and our colleagues overcome them. 12:30 - 1:15 | Lunch Break1:15 – 3.00 | Session 6: Planning the Campaign In this final session there will be ample time to review the learning of the two days, ask questions, share ideas, and formulate plans and intentions for the future. |
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| Potiential Audience: | |||||||||
| All classroom teachers, middle leaders and senior leadership teams K-12 who genuinely think that education must be about more than literacy, numeracy, grades and trophies. It is helpful, where possible, to have at least two members of the same school who can sustain and transmit their LPA expertise together when they return to school. | |||||||||
| GUY CLAXTON | |||||||||
| Guy Claxton is a cognitive scientist with a long-standing passion for bringing the mind sciences to bear on the improvement of schools. His main research interest is in the expandability of human intelligence in all its forms: intellectual, practical, social, emotional and spiritual. His latest academic book is Intelligence in the Flesh: Why Your Mind Needs Your Body Much More Than It Thinks, published by Yale University Press. His research has impacted on education through a series of books that include What's the Point of School?, Building Learning Power, Wise Up: The Challenge of Lifelong Learning, and (with Bill Lucas) New Kinds of Smart and Expansive Education. His latest book, The Learning Power Approach: Teaching Learners to Teach Themselves, with a foreword by Professor Carol Dweck, was published worldwide in November 2017. His Building Learning Power approach has been influential in schools in many countries including Ireland, Poland, Malaysia, Singapore, Indonesia, Vietnam, China, New Zealand, Australia, Argentina and Chile, as well as throughout the UK. Guy is a much sought-after international speaker, being a regular keynote speaker at the famous International Conferences on Thinking. Guy has a ‘double first’ in Natural Sciences from Cambridge, and a DPhil in Experimental Psychology from Oxford. He has been Professor of the Learning Sciences at the University of Bristol and Co-Founder of the Centre for Real-World Learning at the University of Winchester, UK. He is currently Visiting Professor of Education at King’s College London. He is a Fellow of the British Psychological Society, the Academy of the Social Sciences and the Royal Society of Arts. He is married to Judith Nesbitt, a director of the UK’s Tate Galleries. They live in a converted 15th century barn in Sussex, 40 miles south of London. |
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| Testimonial | |||||||||
| The Learning Power Approach…translates the idea of growth mindset into powerful ad practical ways of organising 21st century schools. These schools will turn out not just high-achievers but great all-round learners and leaders. Professor Carol Dweck, Stanford University ‘In Powering Up Students: The Learning Power Approach to High School Teaching, Guy Claxton and Graham Powell make a major contribution to our understanding of how teachers can prepare all students not just for a life of tests, but for the tests of life.’ Professor John Hattie, Professor of Education, University of Melbourne ‘I am excited by the prospect of sharing the Learning Power Approach with teachers around the world – it is just the guidebook to accompany any teacher as they venture out on a journey of change. Kath Murdoch, Educational Consultant, Australia |
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| Venue: NIST INTERNATIONAL SCHOOL BANGKOK 36 Sukhumvit Soi 15, Klongtoey-nua, Wattana, Bangkok 10110 8.30 am to 3.30 pm Registration at 8.00 am on the 7th February 2020. |
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| Upcoming Workshops | |||||||||
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