Please scroll down to view the dispositions and what they mean to learning in ‘child speak’
At CPDS we are striving to create a 21st Century Learner who can the skills and dispositions to be successful in a world that is changing around them. Therefore this year, as part of our strategic direction the school has been working on embedding learning dispositions in the same way we have with our CPDS values.
The document clearly shows in the diagram on Page 7 (above) how Values, Key Competencies and Learning Areas all share the same importance within a school Curriculum. CPDS values as shown on the right are well embedded within our school culture. The school has an ongoing review and development schedule (refer Strategic Plan) to ensure the Learning Areas are being delivered effectively.
In 2015 we are looking to breathe new life into the Key Competencies. These are an extremely important aspect of a child’s overall growth and development and are are paramount if we wish to prepare children for their future.
|‘This curriculum places learners at the centre of the learning process. It emphasises the importance of literacy and numeracy and of a broad education across a range of learning areas. It describes the key competencies students need in order to live, learn, and work, and contribute as active members of our communities and it emphasises the importance of students being able to apply their knowledge and relate it to unfamiliar material (Maharey, 2007) |
| ||Our Journey, to Date |
In 2014 staff began to revisit our dispositions that have been present in our school in order to develop a clearer model that children would be able to recognise, understand and then apply to everyday classroom life. As you can see in the diagram on the left, the child is placed at the centre of what we do and are then immersed in our values, and dispositions.
- Staff started discussion and debate around the list of dispositions (learner qualities that have been in our Charter for the past 4 Years).
- Staff have also been exploring explicit professional practices that will reinforce the dispositions we want to see grow within our students.
|On Thursday 5 March 2015, parents met and completed an activity that will feed into work already completed by teachers. || |
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Since this meeting the teachers have spent a considerable time looking at explicit ways they need to teach along with the culture they need to establish in classes to ensure these dispositions are not ‘left up to chance’ and are instead being actively encouraged and discussed
Dispositions are environmentally sensitive—meaning they are acquired, supported, or weakened by interactive experiences in an environment with significant adults and peers (Bertram & Pascal, 2002)
John Hattie has been Professor of Education and Director of the Melbourne Education Research Institute at the University of Melbourne, Australia, since March 2011. He was previously Professor of Education at the University of Auckland. His book Visible Learning published in 2009 was a synthesis of over 800 meta-analyses relating to achievement and not just a unsubstantiated theory.
‘Visible Learning’ has really encouraged us to believe that focusing on building learning dispositions is not at odds with the traditional school concerns of literacy, numeracy and the mastery of examinable bodies of knowledge. On the country, Hattie’s meticulous review of research reveals that ‘the biggest effects on student learning occur when teachers become learners of their own teaching and when students become their own teachers’. Helping pupils become more independent, more reflective, and better able to plan and evaluate their own learning, turns out to be a better way of boosting their attainment than drilling in the subject-matter. (1)
Another step in the process was to break these dispositions down into a language that all our children could understand. Of course when introduced to the classrooms some children will require more support to make sense of these posters.
The final step before implementing is to seek feedback from our community so any modifications can be considered before rolling these out across the classrooms. feed back on the dispositions that have been developed. Below you can see all the dispositions and what they mean to learning in ‘child speak’.
Ultimately we are aiming for our children to be able to identify instances when they are applying specific dispositions across a range of subjects and the impact that has on them as a learner. By learning to articulate this and by making meaningful connections children will have more ownership of their own learning and behaviour, resulting in, as Hattie says higher attainment levels.
Here are the Dispositions
(1) Claxton, G., Chambers, M., Powell, G., Lucas, B., The Learning Powered School –Pioneering 21st Century Education., Hawker-Brownlow Education 2011.
(2) Bertram, T., & C. Pascal. 2002. What counts in early learning. In Contemporary perspectives in early childhood curriculum, eds. O.N. Saracho & B. Spodek, 241–56. Greenwich, CT: Information Age.