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Brendan Spillane and James Nottingham Perth March 2012 Escaping the Groundhog Years: Building inquiry culture in schools

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Slides used by Brendan Spillane and James Nottingham at the CEO in Perth, WA on 15th March 2012

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  • 1. Escaping the Groundhog Years:Building inquiry culture in schoolsBrendan Spillane and James NottinghamPerthMarch 2012
  • 2. Our hopes for today Resolve Routines Reconnection
  • 3. Dreyfus Model - Skill Acquisition(Butler & Edwards) Need for clear Can read routines context accuratelyBasisForAction Novice Beginner Competent Proficient Expert
  • 4. Competent: planned & analyticalEfficient and organisedCan assess relative importance and urgencyCan readily describe and explain actionsFeel personal responsibility for outcomesProficient: strategic and able to read context Seldom surprised, have learned what to expect Have organised knowledge into wise sayings Sometimes forget to explain complexities of the big picture toanalytical competent colleagues Rapid, fluid, involved, intuitive type of behaviour
  • 5. Novice: rule-governed behaviourNeed generalised rules and structures as a guideQuality management systems can be very helpfulIf something goes wrong, blame the system or senior people Little personal responsibility in this contextBeginner: hungering for certainty Starting to notice patterns Wishing things were more predictable Looking for the book or the expert to provide the answers Feel limited personal responsibility
  • 6. Expert: right thing at the right timeHighly intuitive, based on huge store of wisdomGreat capacity to handle the unexpectedHighly nuanced behaviour, very context specificOften there are no words to describe expert performance, and often it is subconscious anywayHard to fit this into quality systemsPerformance drops if generalised rules are imposedUsually does not make for good teaching of novices, but great for teaching competent people
  • 7. Some key questions Are we our thinking? Why do we keep doing things that we know dont work? What routines would help us to tick the Ariely box? Can groupthink be wiser? If so, how?
  • 8. Theres never been a better time to be a child.Take an initial position on the dialogue line that stretches fromBrendan (For the proposition) to James (Against theproposition). Move with the dialogue.
  • 9. The anatomy of trust Organic Contractual Relational
  • 10. The logic of trust Why we trust-trust is supremely practical How we trust-trust is context-specific and conditionally extended What we trust-capability and commitment When we trust-When we infer that capability and commitment are there When we lose trust-we feel disappointed when capability isnt there, we feel betrayed when commitment isnt there (Perkins, 2006)
  • 11. Continuum of Organisational (Team) Maturity Control Delegation Empowerment SubsidiarityImmature MaturePersonal power Shared authorityHierarchy TeamsLow trust High trustDependency Interdependency
  • 12. Can we trust ourselves? Its true because I believe it. Its true because we believe it. Its true because I want to believe it. Its true because Ive always believed it. Its true because it is in my interest to believe it.
  • 13. Quotes from Socrates (469 399 BC) 1.The only true wisdom is in knowing you know nothing 2. The unexamined life is not worth living 3. Wisdom begins in wonder 4. It is not living that matters, but living rightly 5. True wisdom comes to each of us when we realize how little we understand about life, ourselves, and the world around us 6. By all means, marry. If you get a good wife, youll become happy; if you get a bad one, youll become a philosopher
  • 14. An Ethos for Learning Not all of our questions answered but all of our answers questioned
  • 15. Facts and ConceptsFact Paris is the Knowledge capital of FranceConcept Capital cities Understanding
  • 16. Example question stemsWhat is(difference different from?)What if (everyone was extraordinary?)Always/never (know?)How do we know (what love is?)Why do we (say young people dont know what love is?)What is the difference (between ordinary & extraordinary?)Is it possible (to always be happy?)When(is happiness a bad thing?)Who(decides what the natural way is?)Can we (ever know for sure?)
  • 17. The power of a real question
  • 18. Why do we keep doing thingsthat we know dont work?Pursue this question as a group.
  • 19. Positional dynamics (Kantor) MoveBystand Follow Oppose
  • 20. Positions in conversation (David Kantor) What needs to be said? Move Direction Perspective Decision Bystand FollowWhat needs to be What needs to be done?suspended? CorrectionWhat needs to be questioned? Oppose
  • 21. A look at team cultureEmpathy building trust, respect & understandingEngagement building teamwork, empowerment & shared ownershipClarity of Purpose building dialogue, discussion, focus & accountabilityLearning building in feedback, personal growth& challengeReflecting on a team you are involved with, give a 1-5 rating on howeach pillar is experienced overall. (Think/Pair/Share)
  • 22. Empathy, engagement, clarity of purpose & learning?
  • 23. We are positive, enthusiastic and show joy
  • 24. We celebrate each others differences
  • 25. We treat each other with respect
  • 26. Sderporten school, NorrkpingThe school is extremely multi-cultural, with most children having recentlyarrived in the country and speaking Swedish as a second language.Their Core Values have helped to: Achieve in 2010 the best exam results since the national grading systemwas introduced in Sweden in 1997Switch off the schools video surveillance in autumn 2010
  • 27. Inquiry walk - (not a pub crawl!)Generate one inquiry or question that you would like the group to pursue in its final session.
  • 28. As a result of today Are you stronger in your resolve that you can escape the groundhog years? Do you feel that you have some routines that could help you to further develop an inquiry mindset? Do you have a stronger sense of having inquiry allies? Do you have any other feedback regarding our process, what you would have liked more/less of, a key learning moment, opportunities we missed, what we could include in a follow-up session etc?