High Performance Learning (What Education wants, education gets (Could…
High Performance Learning
Eyre - Room at the Top 2010
Gifted education debate has focused on how to identify and educate a fixed and relatively small cohort with a special gift.
More pupils than we previously though have the potential to perform at the highest level.
ROOM AT THE TOP
systematically nurture children to get there.
education, psychology and neuro-science suggest that advance cognitive performance can be influenced.
You can develop your mind upto and beyond 70 years... nothing is born..!
We set targets of 5%
Preoccupation with Predetermination
We limit an look to categorise student success (and failure) by expecting excellence in a limited set of domains... successful countries look to expect excellence in a wide variety of areas and value them all.
The Story of Gifted Education
Unique Individual Paradigm
First half 20th C
Freaks of nature - mystical powers
They would succeed despite their education
Fails to to recognise that these individuals must have had opportunities, support and teachers to enable success.
IQ tests develoment - Galton
Need to provide special educational opportunities = selectivity = grammar schools
Second part of 20th C
The gifted are special and we need to find and nurture them
Early identification became our norm...
but fails to reflect longitudinal studies on High Performing Adults. (Bloom 1982!) He found most were late developers
Selection through identification led to social, economic bias... with middle affluent types being the most commonly discovered!
identification through IQ testing became negated by multiple intelligences (Gardner 1983) and expert performance training Ericsson 2007)
giftedness was a complex mix of nature and nurture and difficult to measure, so identification created more problems than success...mainly social dividsion.
those excluded are disadvantaged.
the label was also good and bad... with success and stress.. not gifted !!!
Human Capital Paradigm
it keeps an open mind about who has the potential to perform highly in adulthood and in which domains.
High Expectations for ALL and encourage excellence amongst elite performers.
Daily and Systematic in class -
Opportunities - Support - Encouragement - Relaistic - Optimistic
develop future performance instead identifying innate gifts
Impossible to say how big a cohort is... we want high performance for as many as possible.
Identify indicators of high performance so that elite oppotunities can be provided.
Learners own role
Mindset of hardwork... Growth...!
The human captial approach is not about trying to find the gifted, it is about trying to create them!
What Education wants, education gets
4 minute mile example
what was once unique became the excepted norm with more and more achieving the standard of excellence.
Our beliefs affect our expectations
Gifted Belief include
Access to good education
come from the right family
be very motivated and committed
This is a complex mix that means only a few appear to achieve it
Could school structures and systems be altered to provide optimal conditions.
Good Schools Number 1 - High Expectations
What Education wants, education gets.
Example, 1944 extention of education and grammar schools... results in more young people being qualified. Later we have more young people in university.
Appropriate and challenging curriculum
careful progress monitoring
concern for peronal development
recognition, celebration and reward of high achievement.
Avoid the labels - the create a predetermination and finite ceiling that cognitive neuro-science challenges.
The future is in the childs hands.
Route to High Performance . Definition - High performance for individuals is most likely to occur if we: capitalise on any inherited predispositions, provide reasonable schooling, harness the support of families, and help pupils themselves to understand that their educational performance lies in their hands. Only they can make it happen.
Yes it must play a part.
BUT we have no idea on the academic limitation on ability
We simply need to consider how best to exploit the intelligence we have before focusing the discussion on precisely how much capacity each individual has.
the brain is highly robust and malleable with the capacity to adapt to divergent environmental factors on demand and at any age.
The die is not cast.
Performance now, is not always a strong indicator of performance later
Deciding at any stage, that significant numbers of children are unable to cope with advanced cognition is to ignore neuroscience.
Where academic talent emerges, at whatever age and in whatever domain, it should be encouraged and nurtured.
The right family
Yes it is important to have a family that
stable interested and encouraging.
Develop good study habits.
An interest in learning
think for themselves
acquire the habits of reflecting
habit of dicussion
habit of questioning.
But Gifted Adults are rarely child prodigies.
They are usually, top set, but not exceptional.
Middle classes tend to question and push education more.
Peers and Parents more influential than schools!!!
10,000 Hours to Mastery
The growth mindset theories show that high performance comes from simple ingredients
Dogged determination in the face of adversity