frog 15 - head, heart, health and heroics (alistair smith)

Head, Heart, Healthand Heroics:

a better balance

Alistair Smith, Education Director, Frog

Head Heart Health Heroics

Head, Heart, Health and Heroics:a better balance for schools


1. Define what we value in young people and…2. use technology and data to amplify what we value.3. In what we do and measure, be genuinely respectful of young

people.4. Integrate ‘character’ development into the everyday work of schools.5. Learn to move onwards by looking inwards and outwards (and never

waste a good crisis).


Character?

Inwards, Outwards, Onwards:

Mirrors and Windows



Inwards Outwards

Onwards


“ There are some leaders who when things go well they look in the mirror and feel good about themselves. When things go wrong, these same leaders have a propensity to look out the window and find others to blame.Alternatively, there are leaders who when things go well they look out the window and look for people to thank and recognise, ensuring that the praise is spread around and that people get credit when it’s due. When things go wrong, these same leaders look into the mirror and analyse their actions to see if they could have done something different, taking responsibility and learning from the experience.”

Jim Collins, Good to Great


Technology can provide a window onto the world and information with which we can make sense of ourselves in that world.


Who is our audience?


Pre‐war pre 1945Baby Boomers 1945 ‐ 1965Generation X 1966 ‐ 1979Generation Y 1980 ‐ 2000Generation Z post 2000


The Generation Test.


Generation Z


Children in England ranked 30th out of 39 countries in Europe surveyed for subjective well‐being. Children around 14 to 15 have the lowest subjective well‐being.

Children who are regularly active have higher well‐being compared to children who are not. Children who use computers and the internet regularly have higher well‐being than children who do not.

Poorer children were twice as likely to say they were unhappy and almost three times more likely to say they had low life satisfaction.


60% of UK children aged 11 to 15 talked to their mother about things that matter more than once a week in 2011‐12, compared with half (51%) in 2002. Similarly, 37% talked to their father frequently in 2011‐12, compared with 31% in 2002.

35% of 11‐15 are overweight including obese

In 2011–12 in the UK, 8 out of 10 boys (79%) reported being relatively happy with their appearance. Fewer than 7 out of 10 girls (68%) reported the same


“Contrary to negative stereotypes, today’s teenagers are characterised by their tolerance, compassion and motivation to tackle social issues. They do not rely on politicians and others to solve the world’s problems, but instead roll up their sleeves and power up their laptop and smartphone to get things done through crowd‐sourced collaboration. They value bottom‐up social action.”


“ Developing a balance of skills in childhood, both cognitive and social and emotional, is important for success in adult life. With this in mind, well‐evidenced interventions that support parents, schools and communities to develop children’s emotional wellbeing, self‐regulation, and young people’s sense of their own efficacy in the world, alongside their cognitive development, are likely to be very beneficial in the long‐term.”


Character


£10,000,000

Character: where has this preoccupation come

from?


Character: where has this preoccupation come from?

Conservative Party Big Society conceptTransatlantic models ‐ KIPPPublic School ethos Criticism of Government’s narrow academic focusAnything but GoveSpace for Free SchoolsTiger Mom phenomenon



“ Just as important to the next generation’s future as getting a sound academic grounding, is ensuring they have the resilience and grit to deal with the challenges that life will throw at them. To support schools we’re investing in character education, supporting projects like the cadets, debating in schools and team building activities, and providing support to help the best of these projects expand. “

Nicky Morgan: why knowledge matters, Dept for Education, Jan 2015


Zest (approaching life with excitement and energy; feeling alive and activated) Self‐Control (regulating what one feels and does; being self‐disciplined) Gratitude (being aware of and thankful for opportunities that one has and for good things that happen) Curiosity (taking an interest in experience and learning new things for its own sake; finding things fascinating) Optimism (expecting the best in the future and working to achieve it) Grit (finishing what one starts; completing something despite obstacles; a combination of persistence and resilience) Social Intelligence (being aware of motives and feelings of other people and oneself, including the ability to reason within large and small groups)

KIPP Schools USA, the seven ‘highly predictive’ strengths, 2014


As YoungMinds reported in May, there has been a tripling in the number of cases of young people receiving counselling over exam stress recently.

The NSPCC also says its ChildLine service received over 34,000 approaches in 2014 from young people over worries such as workloads, revision and problems with teachers.

The recently published Jacobs report also found that England ranks near last in pupils enjoying school, and more English children say they are being treated unfairly by teachers than in any other country surveyed.

The CBI chief has referred to schools as “exam factories” in the past, and his statements align with those of education secretary Nicky Morgan, who has called to “build resilience and character” in schools.

Character:Can we define it?Can we find it?Can we teach it?

Can we measure it?


Character:are we rational, goal‐oriented decision‐makers?


Windows and Mirrors ‐ Personal IdentitiesThe UK is now a virtual environment as well as a real place … people have become accustomed to switching seamlessly between the internet and the physical world, and use social media to conduct their lives in a way which dissolves the divide between online and offline identities.

The internet has not produced a new kind of identity. Rather, it has been instrumental in raising awareness that identities are more multiple, culturally contingent and contextual than had previously been understood.

Foresight Future Identities (2013), Final Project Report., The Government Office for Science, London.


Character: can we define it?


Character: can we define it?


1. perseverance, resilience and grit2. confidence and optimism3. motivation, drive and ambition4. neighbourliness and community spirit5. tolerance and respect6. honesty, integrity and dignity7. conscientiousness, curiosity and focus

DFE, Character Education, Apply for Grant Funding, January 2015

The Jubilee Centre defines character as ‘a set of personal traits or dispositions that produce specific moral emotions, inform motivation and guide conduct’

The four main categories of good character:

intellectual virtues such as curiosity and critical thinking

moral virtues such as courage, honesty, humility, empathy and gratitude

performance virtues such as resilience, applicationand self‐regulation

civic virtues such as acts of service and volunteering


* The requirement of a school to develop students socially, morally, spiritually and culturally should be renamed as ‘character development’ and placed on an equal par with attainment measures.

* The remit for Ofsted should be expanded to include assessment of the developmental activities of students outside school

* Ofsted should adopt a multi‐criteria method for measuring character development rather than a single quantitative measure.

* School performance tables should focus more on good quality destination data, so that schools are judged on their real‐world impact.


Character: can we find it?


Inwards Outwards Onwardslessons of life


Character: cognitive intelligence (head)


The ability to think through and solve complex problems and originate ideas and products

Evidenced by sustained attention, flexibility of approach, seeing patterns and connections, academic success.

Developed by purposeful challenge, questioning, metacognition, feedback on performance.

Tested by practical problem solving, recall, testing, public exam performance

Character: emotional intelligence (heart)


The ability to manage and make sense of one’s emotional states and sustain a variety of purposeful relationships

Evidenced by self‐control, esteem of peers, friendship circles, empathy.

Developed by purposeful collaboration, sharing, working towards a goal, managing adversity, tolerance.

Tested by consistency of behaviour, personal and peer interviews

Character: lifestyle intelligence (health)


The ability and willingness to make positive and purposeful lifestyle choices

Evidenced by daily routines, exercise, choice of best available diet, avoidance of ‘harmful’ activities, mature attitude towards risk

Developed by reflection on alternatives and their consequences, access to opportunities, consistent role models, mentoring

Tested by attendance, exercise regimes, participation in purposeful activity, self‐regulation

Character: civic intelligence (heroics)


The willingness to take part in and make a contribution to life at home or in the wider community

Evidenced by volunteering, caring for others, motivation to tackle social issues, global outlook

Developed by active participation, recognition of contributions, access to opportunity, experience of others’ appreciation

Tested by active participation, endorsements of others, history of involvement, social concern

Inwards Outwards Onwardslessons from life



Sky Cycling, Mercedes F1, Les Miserables, Freeman Hospital, Football Association



Football Association

Four Corner Profiling, alignment to the DNA, Self Evaluation against Competencies


Profile and develop talent across four dimensions (the Corners)

Align to Core Purpose (the England DNA)

Self‐evaluate against clear criteria (the Competencies)


Inwards Outwards Onwardslessons from lifeLes Miserables

Recruit, Retain and Rejuvenate a Team of Talents


Recruit for the Performance

Maintain the Les MisValues

Invest in the Lifestyle


Inwards Outwards Onwardslessons from lifeMercedes F1

Role Clarity, Trust and Sociability



Role Clarity

Promote good people whom you can trust

Get emotional buy in from everybody


Sky Cycling

Clarity over core purpose, purposeful use of data, process over outcome goals, feedback

to the performer



Clarity over Core Purpose

Act on data

Process not Outcome Goals

Everything is about the Performer


Orthopaedic Surgery, Freeman Hospital

Process awareness, step back and review, treat the presenting problem



60/40 problem solving

Team time‐outs

Clear team roles

Total commitment a prerequisite

Inwards Outwards Onwardslessons for life


Character: can we teach it?




Learner Profiles: Captures individual skills, gaps, strengths, weaknesses, interests & aspirations of each student.

Personal Learning Paths: Each student has learning goals & objectives. Learning experiences are diverse and matched to the individual needs of students.

Individual Mastery: Continually assesses student progress against clearly defined standards & goals. Students advance based on demonstrated mastery.

Flexible Learning Environment: Multiple instructional delivery approaches that continuously optimize available resources in support of student learning

The Bill & Melinda Gates Foundation, 2013, Personalised Learning Model



Character Awards“Character education is a central part of our plan for education, and we are investing £10 million to ensure pupils develop the resilience and grit they need to succeed in later life. Schools now have the tools and support they need to ensure they develop well‐rounded pupils ready to go on to an apprenticeship, university or the world of work.”

Nicky Morgan, February 2015

• Queensbridge School, Birmingham

• King’s Leadership Academy, Warrington

• School 21, Newham

• Oakthorpe Primary School, Derbyshire



1. A whole school ethos2. Student‐led recording evidence of personal development, accompanying school‐led approaches to

measure character3. Use of reward or award systems schemes4. Structured reflection periods5. Personal tutors or coaches6. Older students working with younger students7. Opportunities to take part in voluntary programmes and social action in school and in the local

community8. Consideration of moral issues in a cross‐curricular manner9. Involvement of parents, guardians and families10. Classes in public speaking, philosophy and ethics lessons

A case study: Honywood


Define the desirable skillsIntegrate the development of those skills into the everyday learning experienceConstruct a pedagogy which will support the development of student ‘skills’Construct curriculum opportunities which will provide space for those skills to be honed and developed Provide ChoiceAllow students to showcase their development JourneyRecognise the individual development Journey

A case study: Honywood Recognition


Frog Sites

Entitlement offer – you can expect to have…Skills Passport for years 7 and 8Open Badges for years 9, 10 and 11A Portfolio of Evidence located on a TimelineA record of On‐Line EngagementA Personal website or Blog

Character: can we measure it?


Character: can we measure it?Madison, a year 10 student, was asked to represent her school in a gymnastics competition. A year 10 student has never been chosen to represent the school in gymnastics before so she was surprised at the opportunity. Madison realised this could have an incredible impact on her goal of becoming a professional athlete. However, after the first competition, she realised that she is not comfortable because the coach has been using the girls’ good looks to get attention for the team from TV and newspapers. This includes photographs of just the girls wearing their gymnastic outfits.

She realised that using pictures of girls like this for publicity goes against her own values and beliefs. Madison talked with her best friend about her concerns. He stated that if she misses all the publicity events then the coach would not take her seriously as a gymnast.

Madison knows the importance of this opportunity. She has been told that if she does not take part in all team activities she will not be allowed to compete or develop her talent with the coach. However, she has always taken pride in her beliefs and in the examples that she has set, and if she lets the coach use her good looks in this way, she will promote behaviours and values that she feels are very wrong.


Character: can we measure it?1. I have overcome setbacks to conquer an important challenge. 2. New ideas and projects sometimes distract me from previous ones.* 3. My interests change from year to year.* 4. Setbacks don’t discourage me. 5. I have been obsessed with a certain idea or project for a short time but later lost interest.* 6. I am a hard worker. 7. I often set a goal but later choose to pursue a different one*8. I have difficulty maintaining my focus on projects that take more than a few months to complete.* 9. I finish whatever I begin. 10. I have achieved a goal that took years of work. 11. I become interested in new pursuits every few months.* 12. I am diligent.


Character: can we measure it?1. I have overcome setbacks to conquer an important challenge. 2. New ideas and projects sometimes distract me from previous ones.* 3. My interests change from year to year.* 4. Setbacks don’t discourage me. 5. I have been obsessed with a certain idea or project for a short time but later lost interest.* 6. I am a hard worker. 7. I often set a goal but later choose to pursue a different one*8. I have difficulty maintaining my focus on projects that take more than a few months to complete.* 9. I finish whatever I begin. 10. I have achieved a goal that took years of work. 11. I become interested in new pursuits every few months.* 12. I am diligent.


For questions 1, 4, 6, 9, 10 and 12 assign the following points:

5 = Very much like me 4 = Mostly like me 3 = Somewhat like me 2 = Not much like me 1 = Not like me at all

For questions 2, 3, 5, 7, 8 and 11 assign the following points: 1 = Very much like me 2 = Mostly like me 3 = Somewhat like me 4 = Not much like me 5 = Not like me at all

Duckworth, A.L., Peterson, C., Matthews, M.D., & Kelly, D.R. (2007). Grit: Perseverance and passion for long‐term goals. Journal of Personality and Social Psychology, 9, 1087‐1101

The Law of Amplification

Head, Heart, Health and Heroics:a better balance for schools


1. Define what we value in young people and…2. use technology and data to amplify what we value.3. In what we do and measure, be genuinely respectful of young

people.4. Integrate ‘character’ development into the everyday work of schools.5. Learn to move onwards by looking inwards and outwards (and never

waste a good crisis).

Head, Heart, Healthand Heroics:

a better balance

Alistair Smith, Education Director, Frog

frog 15 - head, heart, health and heroics (alistair smith)

Education

health andheroics

generationz post2000

whenthingsgo wrong

abetterbalance alistair

education director

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