2. Too much innovation
“One of the most critical problems
our schools face is not resistance to
innovation but the
fragmentation, overload and
incoherence resulting from the
uncritical and uncoordinated
acceptance of too many different
innovations”
Fullan&Stiegelbauer, 1991
10. Hogsnes School & Kindergarten, Tønsberg, Norway
Hogsnes school is a learning organisation. We share experiences and are working with things we
are good at. We have a shared and living vision and are in a developing process, in which
everybody is participating and is going in the same direction.
We have an engaged, motivated staff who are willing to learn. We seek new understanding and
knowledge. We have staff with positive values, humour and a glint in our eyes! We see
possibilities and take challenges.
We have a culture for giving feedback to each other, across the whole organisation. We see
each other. We respect each other. We are good role models for the students. We collaborate
positively with the parents and see them as an important resource.
At Hogsnes School and Kindergarten the child is central. All children and students grow both
socially and academically through individual learning plans with appropriate targets. We
visualize and document results. The parents and children understand the progress that students
are making, and understand the process of learning. The working environment motivates and
energises staff and children. Children and staff support and strengthen each other. We build
self-confidence and self esteem in our children and help them to be independent. Our students
want to learn and collect evidence to show their progress. They use different learning
strategies.
12. Teaching and Learning Vision
At RMGS we create critical, reflective and independent
learners for life through a learning community which
provides a secure and challenging environment.
We believe deep learning is facilitated through outstanding
teaching and occurs when all learners are actively engaged
in a variety of tasks, taking responsibility for their own
learning and progress, collaborating and thinking with
shared expectations of success.
At RMGS through innovative learning strategies and
positive relationships our students enjoy learning and
achieve their full potential.
13. Levels of Perspective (Daniel Kim)
Vision
L
E
Mental Models
V
E
Systems & Structures
R
A
Patterns of Behaviour G
E
Events
14. A mental model that gets in the way: praise, praise, praise
Clever girl!
Gifted musician
Brilliant
mathematician
Bright boy
Top of the class!
By far the best
15. The effects of different types of praise
Mueller and
Dweck, 1998
In six studies, 7th
grade students
were given a
series of
nonverbal IQ
tests.
16. Mueller and Dweck, 1998
Intelligence praise
“Wow, that’s a really good score. You must be smart at this.”
Process praise
“Wow, that’s a really good score. You must have tried really
hard.”
Control-group praise
“Wow, that’s a really good score.”
17. Number of problems solved on a 3rd test
6.5
6
Effort Praise
5.5
Control Praise
5 Intelligence Praise
4.5
Trial 1 Trial 3
22. The impact of core values
Söderporten school, Norrköping
The school is extremely multi-cultural, with most children having recently
arrived in the country and speaking Swedish as a second language.
Our Core Values have helped to:
Achieve in 2010 the best exam results since the national grading system
was introduced in Sweden in 1997
The school´s video surveillance is being switched off in autumn 2010