Supporting Students who Struggle to Learn - Schulleitungssymposium

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Assessment Thinking Globally Recognition that being internationally competitive involves understanding how well students are learning in comparison to others, both locally and globally. Acting Locally Strong focus on those elements of the curriculum that are easily measured and are likely to be part of an international testing program. This has led to a higher values being given to some subjects than to others. Thinking and Acting Locally and Globally Recognition that to be a fully functioning human being takes more than a particular score on a standardized test. As well as ‘valuing what we measure’ steps are take to ensure that we learn to measure other human skills that are equally valued.
Sorting Students Student Population VERY DUMB SORTA DUMB SORTA SMART VERY SMART Student Smartness
Page 1 and 2: Supporting Students who Struggle to
Page 4 and 5: Thinking and Acting Globally and Lo
Page 6 and 7: Research Evidence Prof John Hattie
Page 8 and 9: Influences on Student Achievement I
Page 10 and 11: Influences on Student Achievement I
Page 12 and 13: Hattie (2003): What Helps Students
Page 14 and 15: School and Class Effects Percent of
Page 16 and 17: What Helps Students Learn? 1. Class
Page 18 and 19: The Effects of Quality Teaching: ac
Page 20 and 21: What helps students learn? 1. Class
Page 22 and 23: Curriculum Thinking Globally Recogn
Page 24 and 25: The Four Pillars of the Global Clas
Page 26 and 27: The Global Classroom Understanding
Page 28 and 29: The Global Classroom Understanding
Page 30 and 31: The RelationaLearning Model (Otero
Page 32 and 33: The RelationaLearning Model (Otero
Page 36 and 37: Serving Students A - Advanced P - P
Page 42 and 43: FABULOUS FILES ARE FREQUENTLY THE R
Page 44: Perception Our view of the world is
Page 47 and 48: A true story He could not cope with
Page 49 and 50: A true story Finally, in desperatio
Page 51 and 52: A true story When you think of all
Page 53 and 54: Other stories For other stories abo
Page 55 and 56: What is my concept of teacher? Thin
Page 57 and 58: What is my concept of learning? Str
Page 59: What is my concept of myself? Strug
Page 63 and 64: Cell Body
Page 65 and 66: Dendrites Cell Body Axon
Page 67 and 68: Electrical charge from the cell bod
Page 69 and 70: Randall Clinch We need to distingui
Page 71: Environment interpreted by Senses E
Page 74 and 75: Environment interpreted by Senses T
Page 76 and 77: Bikes are no fun because of… The
Page 83: Environment interpreted by Senses T
Page 86 and 87:
Habitual avoidance behavior pattern
Page 88 and 89:
Stimulus Perception Emotion Action
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Choosing our thoughts
Page 92 and 93:
The askers and the tellers What if
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Teacher Behaviors and Student Respo
Page 96 and 97:
Randall Clinch Excitement comes...
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Randall Clinch A concept is... ...a
Page 100 and 101:
Randall Clinch The long term succes
Page 102 and 103:
Randall Clinch The concept of teach
Page 104 and 105:
Randall Clinch The concept of self
Page 106 and 107:
Attitude by Choice Attitude... …
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Engaging the Intellect
Page 110 and 111:
Engaging the Intellect Who is right
Page 112 and 113:
Page 114 and 115:
Page 116 and 117:
Billy the Learner MEMORY THOUGHTS P
Page 118 and 119:
Perception questions • What color
Page 120 and 121:
Attitude by Choice • The things I
Page 122 and 123:
Our task as teachers For every deci
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From Effective Schools to Effective
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Teacher Capability Capability is…
Page 128 and 129:
Leadership Issues for Capability Le
Page 130 and 131:
The way forward John Dewey was supp
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Supporting Students who Struggle to Learn - Schulleitungssymposium

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