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6 ways to make yours a high performance learning home
Parents can play a huge role in helping their kids to fulfil their academic potential, and advanced learning expert Professor Deborah Eyre and education journalist Wendy Berliner, authors of the new book Great Minds and How to Grow Them, believe they know just what parents need to do. Here are Berliner and Eyre's tips to help your child to fulfil their academic potential.
As Eyre and Berliner explain, the latest neurological and psychological research shows most children are capable of reaching the high levels of performance previously associated only with the gifted and talented. They stress that IQ and potential isn't fixed - evidence shows it can be grown, and the key is developing the right learning attitudes and attributes.
The vast majority of children could do really well at school, but unless parents play their part and help them learn the habits of high performance, they're far less likely to get there. Here are 6 practical things that parents can do:
1. Encourage resilience
Children who do well at school aren't put off by failing - they keep trying until they get better. Your job when a child says they're rubbish or can't do something is to make them believe in themselves and keep going.
Don't say: Let me do it for you.
Do say: I know it's hard now, but you can do this if you keep trying.
2. Encourage planning and monitoring
Knowing how they're doing - that they're on track with their homework, for example - and knowing they need to put more effort into improving certain things, is very important to high performers.
Don't say: Just start somewhere and muddle along.
Do say: How are you going to tackle this? Do you know you're on track? How can you tell you're doing it right?
3. Encourage open-mindedness
Being open to new ideas is the hallmark of an advanced learner. Start with being open-minded yourself, and model what it's like to be receptive to ideas that differ from your own.
Don't say: What a stupid idea.
Do say: Isn't that interesting? I never thought of that, but that's such a good approach.
4. Encourage practice
It's the only way to get better. Make sure it's regular, deliberate and planned practice, working towards achievable incremental goals, and that your child practises what he/she can't do until they can do it well.
Don't say: You've been practising long enough now, do something else.
Do say: You're really good at that now, what's the next step up?
5. Encourage curiosity
Curiosity is at the heart of all learning and the link with high performance is compelling, so encourage questions and model curiosity yourself. Your job is to answer your children's questions initially and then later encourage them to find out the answers themselves.
Don't say: Stop asking so many questions.
Do say: I wonder why ...?
6. Encourage critical or logical thinking
The characteristic most associated with academic success is the ability to deduct, hypothesise, reason and seek evidence - Sherlock Holmes is your model for this.
Don't say: Why are you interested in that? Who cares?
Do say: Why do you think that happened? How could you work it out?
Professor Deborah Eyre and Wendy Berliner
originally published on Doha College blog: http://www.dohacollege.com/blog/entry/276
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All schools that embark upon the High Performance Learning journey will, at some point, need to tackle the question of assessment. Any school which is already good or better will, over time, have developed sound and effective systems for assessing progress and performance of students and will be offering feedback on perceived “effort” as well as attainment. Especially in secondary schools, individual subjects can be particularly precious about the marking methodologies which they have established to serve the assessment requirements of their specialist teachers.
The challenge is, therefore, three-fold. Firstly, to move from an assessment system which serves teachers to an assessment system which serves students and expects them to be active participants in their learning. Secondly, to establish a consistent and shared understanding of precisely what any feedback means in terms of current and expected performance and which provides rather more guidance than a recommendation to “try harder!” Thirdly, to develop a coherent approach to assessment in all its forms which speaks to parents and students without increasing or complicating the workload of teachers.
One of the strengths of HPL is the precise language which students and teachers begin to use when talking about their learning. The ACPs and VAAs provide a “shorthand” for discussing performance in lessons as well as those values and attributes which used to be loosely covered by the term “effort.” Replacing formative assessment terminology with HPL terminology is a practical and helpful step for schools to undertake. Using these terms to describe and reward effort is a logical next step along with reporting to parents using the shared lexicon of HPL as they and their children become more familiar with the terminology.
Whilst schools will inevitably need to retain examination grade terminology in the upper years of secondary school, this is about terminal assessment. The journey towards the A* grade is tracked by progressing through the ACPs and the VAAs, which permit students and their teachers to identify the skills and attributes on which they need to work in order to ensure they are exam ready as well as being ready for life and work beyond school.
Tackling the issue of assessment can be daunting since, for many teachers, their current methodology is comforting, familiar and it works for them. However, having two or three assessment systems running in a school is inefficient, and is motivated more by the need of teachers to assess rather than on the need of students to learn... Whilst children are fantastically adaptable, having more than one assessment system is confusing, and parents especially struggle to keep track.
Tempting as it may be to avoid this particular sacred cow, the effective introduction of HPL in your school probably requires that you take the assessment bull by the horns sooner rather than later!
Melanie Saunders, May 2017
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That isn’t the question… although it is one which is frequently asked with regard to HPL. The truth is, it isn’t how students are grouped which is the limiting factor in their success, it’s the way in which those groups are treated and the expectations of their teachers.
If we create two sets and, in the expectation that both will attain high levels of performance, we provide challenging and stimulating opportunities for both, and ensure that we identify and address any barriers to progress, then the setting is largely irrelevant.
If, however, we have differing expectations of the two sets and assume that one set is of lower ability and will never attain highly, and so provide less challenge and make fewer demands, it is unsurprising that the “lower” set lives down to our expectations. They have had a diet of less motivating teaching, low expectation and reduced opportunity.
The research evidence suggests that ability is a measure only of what an individual can do at the current time. It isn’t fixed and with the right teaching and interventions, can be augmented so that new knowledge can be learnt and new skills mastered over time. If this is the case then what we term “ability sets” is a flawed concept since we are, in effect, setting based upon what we understand about a student’s current level of performance. It seems fairly obvious that if we then provide a stimulating and rich learning experience for those whose current level is high, their progress and “ability” will accelerate. If, at the same time, we provide limited, and limiting, learning for those whose current level of performance is in fact most in need of acceleration, we further retard progress and exacerbate the gap.
This is not to suggest that that prior attainment isn’t important as are cognition and attitude to learning (in effect ACPs and VAAs) but, as we all know, these can be taught. Setting or grouping should enable a school to ensure that pupils with differing levels of current performance are both challenged and supported to progress and can help the teacher to provide tailored intervention for students to overcome any barriers to learning so that they move forward.
The question isn’t whether or not to set students, it’s the underlying educational beliefs which underpin the setting arrangements and the way in which they operate either to promote, or hamper, the goal of high performance for all.
Melanie Saunders, March 2017
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Of all the High Performance Learning characteristics we focus on in HPL, those in the ‘Hard working’ group seem the most familiar. Perseverance, practice and resilience have been the underpinning philosophy behind much recent educational dogma – including Character Education in the UK and the work on ‘Grit’ in the US – so that these elements of the framework appear almost ubiquitous.
To be clear:
- Perseverance is the ability to keep going; to encounter obstacles and difficulties but never give up.
- Resilience is the ability to overcome setbacks; remain confident, focussed, flexible and optimistic; and to help others move forward in the face of adversity.
- Practice is the ability to train and prepare through repetition in order to become more proficient.
The Marshmallow Experiment
A great deal of time and effort has gone into proving how vital these characteristics are, not just for success, but also for health and happiness. The famous Stanford marshmallow experiment of the 1960s, which tested the ability of young children to resist the temptation of a marshmallow on the hope of more marshmallows to come, concluded that:
‘The pre-schoolers who were able to wait for two marshmallows, over the course of their lives, have a lower BMI, lower rates of addiction, a lower divorce rate and higher SAT scores.’
This experiment, with various adjustments, has been repeated many times with similar outcomes. If we know, therefore, that these things matter, why aren’t we all teaching our children to be resilient and persistent?
It is, of course, nowhere near as simple as it appears. Those children who are least successful in our schools often lead lives which require them to learn greater resilience than many of us will ever need and demonstrate remarkable persistence just to be in school, on time, with at least some of the required equipment. It also obviously isn’t enough just to develop these characteristics – high performance requires that we recognise them and learn how to apply them to academic and professional success.
Equally, many of the young people who have been supported from their earliest years to work hard and be academically successful in school have not had the opportunity to learn the resilience they need to bounce back from failure or to persist when their achievements fall short of perfection. There is a difference between aiming for high performance and chasing unobtainable perfection, and learning this difference is as important for mental health as it is for success.
Children need to be taught about resilience and persistence and how to apply it to their lives and their learning. Recovering from failure and trying again, understanding that not all tasks have a pre-determined outcome, learning that mastery is a process not an event, working with their peers to identify and overcome barriers and engaging in a productive discourse with their teachers are all part of establishing the classroom climate which develops these characteristics.
Interestingly, later research on that famous marshmallow experiment has demonstrated that the most important element in developing resilience is trust. Those children who did not trust the adult who promised the reward made an active choice to eat the marshmallow already in their grasp. Most of those who were confident the adult could be trusted to deliver on their promise chose to wait.
Since, like intelligence, behaviours are learnt and augmented by experience, it is unsurprising that teachers who are consistent and reliable are most successful in teaching children to be resilient and persistent.