Learning matters volume 2, October 2015

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Learning Matters

Autumn 2015 Volume two

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v

Stress, Scuba and Self-Efficacy Tim Filtness

In many situations

Deputy Head (Academic)

experiencing equipment failure is moderately annoying (and no, that

the most pertinent example of this

into stress research (it was the

isn’t a euphemism). This is

happened a few summers ago at

topic of my doctoral thesis) two

the end of a deep dive. I had been

clear themes emerged for me: a)

particularly the case when

exploring part of the stern section

people ‘deal’ with stressors in very

things break at an

of the Moldavia - a fantastic wreck

different ways, and b) this appears

inconvenient time, or in

sunk during WW1 off the coast of

to have little to do directly with

circumstances in which

Brighton – when one of my

their intelligence, fitness,

regulators failed catastrophically at

underlying ability or even prior

40m, violent purging much of my

experience. Instead, when difficult,

fall back on: witness the

remaining gas into the sea. Under

unplanned and stressful situations

well-planned inspection

those circumstances, at that depth

arise, one characteristic reliably

and with about 20min of

correlated with positive outcome is

decompression still to complete, a

the degree of confidence that a

Smartboard won’t

bolt to the surface was absolutely

person has in his or her ability to

calibrate, the bulb in the

out of the question: at the least it

handle, fix or otherwise cope with

would have resulted in

the problem. This idea was first

decompression illness - the bends

expressed by Albert Bandura in his

other Biologists will relate

- but more likely, as I was breathing

Social Cognitive Theory, in which

- no matter how much you

a helium-rich mix, it would have

he asserts that ‘self-efficacy’ beliefs

killed me before I got there. Apart

(SE) – the extent to which we

from underscoring the importance

believe we are capable of

pondweed just won’t

of regular training in adventurous

achieving something – are the

photosynthesize.

sports, this kind of equipment

most significant of the ‘cognitive

failure serves to emphasise what I

resources’ that underpin

However, every now and again

believe is the critical influencing

performance, particularly during

losing something critical at a

factor that saved my life that day –

emotive contexts like my diving

crucial moment can be truly

I didn’t panic. The real question is,

example.

petrifying. If you have ever

why not?

you don’t have much to

lesson when your

projector dies or – as

plead with it the

The reason I’m writing this piece

popped a tyre on the motorway or a trouser seam in an interview

Amor fati? Valar morghulis?

for Learning Matters is because a

you’ll know what I mean. For me,

Perhaps not. Having read a little

number of authors have identified

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SE beliefs as a central

identified as students develop

characteristic of higher achieving

confidence in themselves by

students. According to Dale

drawing vicariously upon the

Schunk, these pupils display

successes of their friends.

greater persistence, deeper

Challenge is another theme, as

engagement, more pronounced

Schunk reports that SE is

interest, a greater sense of

significantly strengthened when

ownership with their studies, more

students complete tasks they

positive goal-setting techniques,

perceive to be difficult, particularly

more effective self-regulatory

if they are provided with the

strategies and (as emphasised

means to achieve this

earlier) diminished anxiety under

independently. Bandura develops

stress. Recalling that SE beliefs are

the term ‘enactive mastery’ to

not directly linked to intelligence,

encapsulate this. Although based

as a teacher I found the notion of

upon prior experience, ‘mastery’ is

SE compelling – could I really help

more concerned with the

students ‘do better’ simply by

perception of reinforcing

asking them to believe that they

achievement, rather than the feats

could? Again, Schunk asserts that

per se. Drawing on this, Margolis

this is very much the case,

and McCabe recommend that

supporting his claim with a good

teachers regularly scaffold,

deal of evidence indicating that

employing learning strategies that

teachers can assist students to

not only capitalise on underlying

develop greater academic SE and,

student interest, but that reinforce

consequentially, achieve at a

the correct use of strategy in terms

higher level.

of final performance outcomes.

Unpicking the prolix I think that

So how might we, as teachers,

means explaining to boys that

accomplish this? Schunk

what happens in my lessons is not

recognises teacher feedback as a

only interesting (even in the face of

key player in developing SE, both

disagreement), but that it is also

in terms of its timing (intervention

going to help them to pass their

is most successful when given

exams! Hardly rocket-science, but

within a few hours of the learning

if it helps the boys to develop a

activity), and also in the style and

degree of confidence in

content of the feedback (feedback

themselves and thereby tackle

that reinforces recent success, or

stressors as significant as my

that emphasises the balance

failing scuba kit, then I shall

between ability and effort is best).

definitely be giving it a go next

Schunk argues that structured

week.

‘

goal-setting is also important,

End

particularly when goals are unambiguous and relate to specific performance standards. A role for peer-peer learning is

Learning Matters

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WHEN TEACHERS

WATCH

TEACHERS Peter Chillingworth

v

Director of Continuous Professional Development

Teaching is a great profession for buzzwords and phrases which everyone seems to write about and share opinions on. The school inspectors have given the profession the gold-standard phrase ‘the outstanding lesson’ and the internet, book publishers and external trainers are all willing to offer any teacher the perfect guide to the delivery of this gem. Reading or listening to experienced teachers can be an effective way to develop our teaching but I have found myself nodding in agreement with all that is described, but the transfer of these new these elements into our day-to-day practice is often the challenge once the book has been read.

For a number of years Sherborne School has engaged in the practice of teacher peer-to-peer observation. Under Vicky Clayton’s guidance we have experimented with random pairs, subject groups, faculty teams and, in this year, triads or teams of three mutual observers. In these observations staff are encouraged to take risks and to try new strategies and techniques in their classrooms. The observer observes not the teacher but the learners, the pupils in the room and how they respond to the new techniques being explored. Many of the experimental strategies and techniques can be developed towards delivering the holy grail in teaching; the three essential components of an outstanding lesson:

•

EXCEPTIONAL PUPIL ENGAGEMENT •

EXCEPTIONAL PUPIL PROGRESS •

EXCEPTIONAL PUPIL ENJOYMENT

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How do we know when we are in

show the class that they have

control if they are confident they

an outstanding lesson and what do

progressed by establishing what

are progressing and an

the three essential components

they know before embarking on

outstanding teacher helps

look like when we are sitting

new knowledge or understanding

facilitate this and helps them feel

observing someone else’s lesson?

and will test their learning through

this with a range of strategies.

the questions they ask at the end.

Pupil engagement goes beyond

In the course of the lesson the

Finally, an outstanding teacher

just attentive listening and

tasks they perform may be

might aim to wrap a lesson up

engagement is often facilitated by

differentiated for the particular

and, like meerkats, the boys’

the ‘craft’ of the teacher over the

individual pupil or groups of

heads may rise from the tasks they

many lessons, as engagement is

pupils. This will be because they

are doing, mouths open and they

an emotional experience. The

know the pupils well and

will look to the clock in the room.

pupils arrive ready to learn and

understand their individual needs.

Often they haven’t noticed the

know what is expected of them,

They will adapt and tailor the

passage of time and, although

they settle swiftly into a starter

support they offer as they circulate

deep in the task, they will

activity that may well set the

to support the learning of all

understand the importance of the

context or get them thinking or

pupils in their classroom helping

final phase of the lesson, the point

talking to each other about the

them to understand, to progress

where they have the opportunity

topic they are studying or

and to achieve. Outstanding

to check their understanding, to

something of related

lessons move with pace to help

recognise what they have learnt

interest. Lessons that engage

make the most of the momentum

and to learn what they might do to

often fire a pupil’s curiosity and

the pupils have gained and

consolidate knowledge or to

they ask probing questions. They

differentiation helps prevent those

prepare for the next lesson.

want to clarify what they are

who swiftly understand from

experiencing. In practical lessons

stalling and helps those who might

I have been fortunate to see all

the pupils move to see better or

struggle stay with the pace and

three of these components on

listen attentively to what others are

understand.

many occasions in the

saying or doing. The pupils are

observations I have made for my

busy and want to progress with

And what of pupil enjoyment? I’m

colleagues. Many of the strategies

what they are doing and are

sure we all can recall a great

they have employed I now employ

interested in the outcome, they

teacher from our own school days

in my own teaching. For me, to

often share their ideas and, when

and whilst we may not recall what

see the same pupils I teach

questioned, will talk with

they taught us we cannot forget

responding so powerfully to

enthusiasm for the work they are

how we felt about being in their

something a colleague is trying is

doing. I move around the

lessons. As observers we will often

far more compelling than reading

classroom, but engaged pupils

see the link between those

strategies in books. Seeing the

rarely notice me moving; they are

teachers who are really enjoying

effect of real engagement, the

too focused on what they are

the lesson they have designed and

achievement of real progress or

doing. Often a classroom of

the enjoyment of their pupils in

just watching the enjoyment of the

engaged pupils is noisy, reflecting

that lesson. Their enthusiasm and

boys in an outstanding lesson is

the collective energy and

passion has become infectious and

the perfect motivator to help drive

enthusiasm of the pupils.

the rapport they have with the

our own experimentation and the

class (and that they have worked

development of our practice. It

‘Seeing’ progress is difficult for an

to establish) creates a ‘safe’

also helps develop the notion that,

observer and often we need to

environment for a pupil to take

as teachers, there is always

look for ‘progress in action’. This

risks; to ask the stupid question

something new to try and that our

can come back to the all-important

that everyone might want to ask

colleagues are extremely adept at

questions which the pupils ask or

and to try to link elements of their

helping teach us how to

will require the observer to ask the

learning without fear of ridicule.

implement what we have seen. End

pupils questions if appropriate. An

Pupils enjoy a sense of

outstanding teacher will often

achievement as they feel more in

‘

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CAN WE INCORPORATE

SPORT INTO OUR LEARNING?

First of all, what is learning? Learning is about attempting new things, being inquisitive, and being innovative and asking why? It’s all about improving on the status quo: with learning you move forward; without learning you and your

v

society are just going to be left behind.

And so we see that the point about

social, emotional, cultural and academic.

learning is to overcome ignorance – to

This is because it is human nature to

achieve progress – progress as a society

want to improve, or to be the best.

and to progress as an individual.

The central question was ‘can we incorporate sport into our learning?’.

As society becomes more progressive; it grows, thrives and matures to the benefit

As I have written, learning is about

of all of us. Overcoming ignorance in the

innovation and attempting new things in

community has created positive and

order to progress. The same can be said

beneficial change in society as a whole,

of sport. In sport you should always try

but also in business and in science.

to innovate, for example: most teams try new tactics every week. If they use the

Ignorance is the cause of racism and

same tactics every week, they’ll lose

prejudice. With education and learning,

because people will know how to play

we can create a more equal and just

against them. So the team learns not to

society – equality between races,

do that, and to try new things.

religions and the sexes. Ignorance in

Innovation and learning in sport is not

business causes huge problems such as

limited to the progression of teams, it

the recent VW emissions scandal – now

also impacts the technology and training

we have learnt what they have done, we

methods used. Through on-going

can do something about it. Research

research, technology has influenced the

and development learning in science has

design of boots, clothing and diet. Why,

created all sorts of benefits: cures for

one day we may see the broad

diseases, better ways to grow things etc

implementation of goal-line video!

Training methods have also advanced –

Then there’s the self-benefit. It’s

many teams have sophisticated training

important not to stand still as an

facilities and have introduced

individual too, you have to keep moving;

psychological management.

you have to progress. As an individual it’s essential to make progress in all aspects of your life, including spiritual,

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Learning is also about improving on the status quo, just like in sport, when you can learn from your loss (or mistakes) and from your wins. The you have to learn from your mistakes to improve. If you don’t, you will make the same mistakes all through till the end. Some people define an idiot as someone who keeps making the same mistakes!

Learning helps support and improve the community and relationships. The same is true of sport. Sport creates teamwork; it helps promote bonding by making people have to work together to make the team click. You cannot have a team full of selfish or ignorant people otherwise nothing will work! A big part of this is realising that sport brings people of all creeds and colours together – sport helps people understand and appreciate their differences.

Sport also enables people to take up a leadership, and become responsible for others and themselves. The same applies to studying – whilst it’s important to be self-motivated, sometimes it helps to study in groups.

Sport helps you progress as an individual: It enables self-reflection, self-improvement, and creates the mental attitude to achieve something.

Just like in an exam, you want to do well, so therefore you will put the time and the effort into your work, just as you would into your training in the field.

On reflection, I am convinced that the answer is ‘Yes’. We can incorporate sport into learning, for the following reasons: it is a fundamental kick-starter of progress (socially and individually).

It breaks down ignorance, it forces open barriers; it enables the right winning mindset. Sport and learning run in parallel and are interconnected.

‘

BILLY CRIPPS (4C)

same applies in the classroom, where

End

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v

Connecting with Sherborne Qatar Following my visit to Sherborne Qatar to work with their

Geography department and help it develop, a strong link has been forged between the two departments. The Head of Geography at Sherborne Qatar (SQ) is visiting Sherborne UK in a reciprocal visit to better understand the nature of our school and potential ways that SQ can emulate Sherborne Dorset (SD). Potential fieldtrips are being discussed and interactions between the pupils developed.

Teaching Geography with pupils from all corners of the world would be inspiring and watching the SQ teachers draw upon experiences from pupils from India, Australia and South Africa alongside the Middle East was a rich environment for geographical study. The discussions they had, their perceptions of space and place, the races, religions all made for Geographical issues to be discussed in great detail.

Trying to establish this within a lesson at SD, whilst struggling to get pupils to understand the potential benefits of migration, the inequality within and between nations or catastrophic nature of some environmental issues across the world, is a challenge.

To enable SD to become more global we hope to set up Sixth Form conferencing next year as SD supports SQ with the development of their CIE A Level course. Another initiative we are keen to explore is the idea of boys who wish to have a work buddy with whom they can exchange past paper questions. This is both powerful in terms of developing the pupils learning, but also allowing the Shirburnians to see a point of view from a different perspective depending on where they are in the world. I hope to take a group of boys to Qatar in 2016 to

‘

explore the desert, investigate environmental management, study sustainability, look at the challenges of rapid urbanisation and explore the role of migrants in Qatar’s economy and development. End

Tom Mason Head of Geography

Subject Reps

Pupil

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JUDY Head of Modern Languages

THURMAN bring about changes or tweaks to the way we teach, feed back and deliver the experience of learning a foreign language. The L6 come up with topics to research. So far we have looked at marking and feedback, hall, the variety of tasks

v

How do we know that the advice

Some of the findings have

we give to pupils has the effect we

surprised us or at least run a

want it to? Can we as classroom

different course to MFL or school

teachers judge the success of our

policy. We have learned that pupils

subject delivery in terms of pupil

prefer oral feedback to written

learning? A few years ago I would

targets, that Sixth Formers want

have answered yes, but working

more freedom over hall choice and

with the MFL reps has made me

structure and that pupils do not

view the learning process of our

like tasks from textbooks, even

pupils in a different light. The eight

when they are specifically geared

L6 MFL student reps work with me

towards improving examination

on a specific focus. Their job is to

technique. This process works well

canvas the views of the pupil body

both ways; pupils feel empowered

in their respective houses on these

to have a say in their learning and

foci and feed back to me. Their

teachers are invigorated by having

findings are passed to the

to reflect on what they do and how

department and we can begin to

it suits their learners. .End

Learning Matters

in class and vocabulary learning.

‘

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I GRO LEARNING SOMETHIN “I don’t know.” Surely the

people who genuinely

she’d probably have

which classicist to ask

words a student least

care about what they’re

worn red. I mention Dr

about the recording

wants to hear from a

learning. This means,

Wild for a reason – his

history of Eric Korngold’s

teacher. They can mean

surely, that from time to

blogging and writing

violin concerto, or

two things. Either your

time it’s fine to say, “I

make clear to anyone

indeed, of anything; and

teacher is a twit who

don’t know,” so long the

who’s familiar with it that

news just in is that a

doesn’t have a grasp on

teacher seems to care

the go-to for what’s a la

member of senior

the subject, or else the

about the answer as

mode from medieval to

management has a

next words are going to

much as the student

modern times is on our

special interest in

be, “What an excellent

does. Rather than

staff.

Icelandic sagas.

thing for you to go and

shutting it down, or

research. Let me know

parking it as something

We’re lucky to have

Before you ask, this

what you find out. So

for someone else to

teachers among us who

article is only in part a

Google, perhaps it’s

are pursuing their own

thinly-veiled plug for The

long, suckaz.”

worth while saying, “Let’s

passions and researches:

Ancient Art of Growing

But are they really such a

try to work it out

some are pursuing post-

Old, a book that has an

taboo? The student

together.”

graduate degrees as I

exquisite cover and

type, and they’re doing

would therefore make an

asked a question, after all. We’re not always able

Now, I’ve not always

so between answering

ideal present – at £14.99

to predict what these

managed this. When I

emails and looking after

it’s less dear than the

questions are, and more

was asked, “What would

boys. Others are world

Champagne you were

often than not, relevant

the Wife of Bath worn to

experts on subjects that

planning to buy and

to a fuller understanding

her wedding?”, I did

happen to interest them -

which, it turns out, is not

of the subject. Once

what any sensible teacher

surely you know by now

such a good idea in

you’ve discounted such

would have done. I sent

favourites as, What team

an urgent message to Dr

do you support?, and,

Wild. He told me the

What’s the time?, most

answer: it turns out that

questions come from

W OLD G NEW EVERY DAY... excess. But writing it

using comparable figures

and what that tells us

who is supposed to have

helped me to kick about

from more recent

about inter-planetary

said, “I grow old learning

lots of the less expected

developing societies?

geometry. In short, these

something new each

are people who care

day.” Now, as teachers,

way. I felt much more

The joy of Sherborne’s

about the ever-changing

we are necessarily older

sympathy for the Wife of

Common Room is that its

applications and

than the people we’re

Bath’s endlessly mocked

members fizz with new

relevance of their

instructing. But what a

desires; it made me think

knowledge. I’m sure I’m

subjects. They remind us

gift we can impart if we

about ancient diet; which

wrong to let my heart sag

constantly of how

can somehow make

sports Galen thought

a little on seeing that the

exciting it is to learn

lessons seem like they

were good and bad for

Physics text book the

things – they not only

are part of a process that

you (he turns out to have

boys use now is written

share that knowledge,

will last beyond syllabus

approved of a gentler

by the same author who

but share the joy of

and even our time at

form of rugby); and

wrote the one I used for

acquiring it.

school. Let’s make it all

ultimately, it made me

O level (yes, O level). But

think about how you do

the heart leaps up in the

Which leads me, as

know,” so long as

actually know anything.

knowledge that the

someone old enough to

students understand that

How do you determine

people nursing students

have sat O levels, to

we really want to. End

what a Roman’s life

through the syllabus are

share with you something

expectancy was? What’s

the ones who email us

I found out in my own

more reliable – analysing

about the motions of

researches. It was Solon,

exhumed bodies, or

Venus around the sun,

the Athenian legislator,

right to say, “I don’t

‘

questions that came my

TOM PAYNE

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Department Sites

v

Jonathan Salisbury

I began learning how to build websites using Hypertext Markup Language (HTML) and Cascading Style Sheets (CSS) in 1996. When I arrived at Sherborne School two years later, the D&T department had a room full of Acorn computers: three very bulky RM PCs were installed soon afterwards and it wasn’t long before I had created a D&T site. With very little opportunity for students to access it, it became a vehicle for keeping up my skills and the project eventually fizzled out. Occasionally the opportunity to develop a new site presented itself – RocSoc, for example – but I worked mostly on my personal website.

The most obvious first

long time, negotiating

step for a department to

the N drive labyrinth,

take is to provide better

before arriving here:

access to information that already exists, such as

N:\Subjects\DT\Mark

Word documents and

Schemes\A2\6RM02_GC E_2009.pdf

PowerPoint presentations. The easiest way to achieve this is to remove the need for users to know where the documents they want to find are stored. The central holding point for digital information for

A department website – or “site” if it is not on the “web” – would help to alleviate this problem by providing organised links to files in plain English.

Might it be easier to click on a link?

When Ben Ryder was appointed Head of Digital

teaching staff is the “N

Education, he introduced us to ways in which technology

Drive”, a big hard disk

A LEVEL MARK

could enhance our teaching. From quizzes on smartboards

that everyone connected

SCHEME 2009

and making videos using iPods to creating on-line work

to the network can access

that marked itself; the Maths and Physics departments

– if they have permission,

The link could just as

became more technologically interactive, using Quizdom

of course. Files can be

easily ask: Want the 2009

voting systems in class Q&A sessions. Then we were

shared by saving them in

mark scheme? Then click

presented with the concept of a virtual learning

named folders to which

here!

environment (VLE).

access is allowed but retrieving the files

Going beyond the school’s intranet, VLEs provide a single

requires either knowing

portal through which departments, activities, societies and

(or the ability to work out)

boarding houses can communicate information to

the file’s precise location

students. Forms, links and locally-based social media can

or, to speed things up, a

be built into sites to increase interactivity and

direct link sent by email.

administrative features such as registration, reporting and

As more and more folders with more and more files are created, locating what you want without a link becomes ever more problematic. This is as crucial for teachers

booking facilities can also be integrated, if required. And

Imagine that you are an

providing documents for

the best thing is that you do not require any website

independent student who

students as it is for the

design experience to join in: good VLEs are easy to use

has been doing some

senior team proving

and allow anyone, with basic ICT skills, to produce sites

revision and you want to

documents for teaching

and other communication tools to enhance the learning

find the 2009 A level D&T

staff: a well-designed site

experience – think drag and drop, with no requirement to

mark scheme to check

is an exceptionally

even know what HTML stands for let alone how to use it.

your answers, but you do

powerful way of enabling

Of the several VLE packages on the market, the school

not know exactly where it

the efficient use of time

chose Frog.

is. You might search for a

for day-to-day operations.

60156 SCHOOL brain_Layout 1 15/10/2015 17:03 Page 13

When Frog was introduced, those who felt they could cope with the challenge were trained up to be “Champions” – initial users and expert advisors to future users. As we got used to the terminology (the central resource area

attaching QR codes on

much time sending links

data connection limits to

is called the pond, for

machines and tools in the

by email, you would

expand the range beyond

example) and the initially

department so that

benefit from having a

any limits in local Wi-Fi

challenging methods

students can link directly

site!

transmitters. The system

required to create a site,

to relevant information on

things were going well.

our site without having to

But beyond that, I think

not exploit Sherborne’s

More and more

log on to a computer. In

that the answer lies in the

investment in broadband

departments and

fact, the D&T site has

changing ways that

and Wi-Fi technology and

activities joined in as Ben

been added to so much

students work, the

the devices that most

laid on INSET for new

and is being used so

availability of mobile data

boys already own?

users. Having already

frequently that a rebuild,

and an increasing

Imagine being able to

completed the structure

in order to increase and

frequency of

give every student instant

of the D&T site, I

reorganise the resources,

collaboration. You might

access to documents and

continued to develop and

and make them easier to

already be aware that

information for the

update the content,

access, is currently being

young people are

courses they are studying,

taught myself how to

planned.

expanding their use of

whether they are in

social media for work:

school, in their boarding

achieve the layout I

is already in place, so why

wanted (which required

Thanks to Ben’s efforts,

forums for discussing

house or at home.

workarounds to exploit

every department has its

right and wrong answers,

Changes can be made

the formatting process

own site, and a Sherborne

comparing results and

easily, new documents do

when building sites with

VLE now needs to be

locating resources are

not have to be copied

Frog “bricks”) and acted

developed into the first-

popular. There are also

and distributed and when

as a consultant to trouble-

stop-shop for all students

multi-user chat apps

your carefully organised

shoot issues that

and teaching staff. But

which allow several

revision guidance and

colleagues were

colleagues have often

students to work together

past paper documents

encountering as they

told me that they don’t

on one project; Skype

are left behind or lost,

created their own sites.

need a site because the

and Facetime video

students can obtain a new

Our site now contains

department already has

conferences provide a

copy without having to

almost everything we

an efficient method of

way of sharing design

contact you during the

need. Where is the

doing what can be done

ideas and viewing models

holidays... and so can

syllabus? On the D&T

through a VLE, so why

or screen-shots of work in

their parents!

site. Past papers? On the

spend time converting

progress. Group

D&T site. Resources for

everything to a digital

members no longer need

With a few basic skills,

projects, deadlines, links

format? A good start

to be in the same

adequate support,

to interesting sites,

would be the already

classroom, in the same

enthusiasm and a

inspirational pictures and

mentioned issue of

school or even in the

reasonable amount of

videos, which blogs to

encouraging

same country to work

time, it is possible for

subscribe to? It will not

independent learning.

together. The old excuse

anyone and everyone to

stop there. Next on the

Secondly, if you are

of not being able to

produce a fully functional

list are the combining of

frequently being asked

connect to the internet no

site. You don’t need to

programmes of study and

for reminders of where to

longer applies, and

have an interest in

resources. I am also going

find a form, document or

mobile phone contracts

website design that

to increase the use of

publication, and you feel

are supplied with

borders on the obsessive

mobile devices by

that you are spending too

increasingly generous

– but it certainly helps! End

‘

Learning Matters

60156 SCHOOL brain_Layout 1 15/10/2015 17:03 Page 14

Seeing is Believing in Life – and Learning

v

Dr Benjamin Wild It is only shallow people who do not judge by appearances. The true mystery of the world is the visible, not the invisible.

So proclaimed Lord Henry Wotton

tend to accept that ‘the younger

grand philosophical problems to

in Oscar Wilde’s The Picture of

we appear, the more likely it is that

the epistemologist, but the

Dorian Gray. Like Wotton, I

we are to possess socially useful

association passes as a truism in

guarantee that we are all expert

attributes.’i But if the

the everyday world of ordinary

physiognomists. We may recoil at

rhytidecteomy (corrective facial

association.iii

the notion when pressed and

surgery), otoplasty (corrective ear

reassure ourselves that we value

surgery) or aesthetic rhinoplasty

The clarity with which our clothes

the inner, complex qualities of our

(corrective nasal surgery) are all a

communicate can be debated.

colleagues and friends over their

step too far – because of

Author Alison Lurie has suggested

looks, but let’s not kid ourselves.

squeamishness or prohibitive cost

that our raiment is as expressive as

The reality is that we are socialised

– the way we dress provides a

any written or spoken language

to judge one another by

relatively convenient and often

and has likened people’s style

appearance, continuously. If first

cost-effective means of

choices to syntax.iv Few scholars

impressions count, sociological

communicating our diverse

share her conviction, but we

theories from Thorstein Veblen,

characters. As the nineteenth-

probably have sufficient awareness

Georg Simmel, Norbert Elias and

century womaniser, disgraced

of sartorial faux pas – our own and

Erving Goffman (to name but a

academic and social commentator

those of others – to know there are

few), inform us that those which

Thorstein Veblen baldy opined,

rules and that we pay dearly if our

follow are hardly less important.

‘without reflection or analysis, we

dress contravenes them. We may

feel that what is inexpensive is

also remember those occasions

Over the centuries, humans have

unworthy. “A cheap coat makes a

when a change of clothes affected

altered their behaviour and

cheap man”’.ii Harsh? Perhaps, but

– however slightly – our self-

physical appearance in the belief

as Joanne Finkelstein observes,

perception and behaviour: that boost of confidence when we last

that socially acceptable conduct and countenance will confer

[t]o posit an equivalence between

donned formal evening wear or

individual distinction and success.

clothing and character, between

that sense of relief when we

We cling to youth because we

the symbolic and real, may pose

exchange our work attire for sweat

60156 SCHOOL brain_Layout 1 15/10/2015 17:03 Page 15

pants and T-Shirt at the day’s end.

than ivory-towered interest for

none of the (admittedly fewer)

And this is not just ‘gut feeling’,

schools, where uniform policies are

students I surveyed at The

there is science behind this.

almost universally enforced and

Gryphon reflected on changed

where, as at Sherborne School, a

behaviour or a different work ethic

In psychology, embedded

change in students’ dress is

in their final years of study. Akin to

cognition refers to the idea that

commonly sanctioned for older

the experiment cited above, there

we think and act with our bodies

pupils.

may be a sense that the donning

v

rather our minds alone. How we

of clothes associated with

dress plays an important part in

In June 2015, I conducted a

professional accomplishment has a

this. In 2012, American researchers

clothing survey with male Sixth

more marked, and positive, impact

conducted a clothing experiment

Form students (16-18 years old)

on student attitudes and conduct

that appeared to show people

from three local schools,

when in school.

who believe they are wearing a

Sherborne School (private

garment associated with a

boarding, boy), The Gryphon

If there is a drawback to a formal

successful professional (in this

(state, co-educational) and Bishop

uniform policy in the Sixth Form –

case, a scientist’s white lab coat)

Wordsworth’s School (grammar,

which is typically characterised by

make a positive, if subconscious,

boy). I am still writing up the

the adoption of the suit and tie in

change in their attitude and

findings of this research, but some

boys’ schools (objects that are

behaviour as they mimic the

initial conclusions are clear. In all

laden with cultural and historical

stereotypical characteristics of the

cases, the schools’ uniform policy

significance) – it is that this attire

garment’s owner (in the case of the

met with broad agreement. At

does little to convey teenagers’

lab coat, wearers become, like the

Sherborne and Bishop

personality, akin to the uniform

scientist, more focused). Curiously,

Wordsworth’s School, the majority

they wore as a junior. If a boy were

if people wear a garment typically

of the boys surveyed agreed with

to seek distinction through dress

associated with a successful

their school’s dress code and

whilst clad in a suit, there was a

professional, but which they do

expressed a belief that the

suggestion in the survey I

not believe actually belongs to

adoption of a suit and tie for the

conducted that his character must

one, their attitude and behaviour

final two school years was a

reflect this atypical ambition for it

will not show any sign of positive

positive development. Boys

to be readily accepted by his

perceive their Sixth Form dress to

peers:

change.

vi

be more professional and smarter It really shouldn’t come as a

than their junior uniform and

I’d say you have to be something

surprise that types of dress, or

equate this aesthetic transition

or someone to be able to pull off

specific garments, have emotive or

with a more focused and proactive

looking slightly different ... You

even intellectual force, although it

work ethic. To quote a student’s

have to, sort of, pull your weight if

is a comment on general attitudes

response from one of the Sixth

you want to wear something

to clothing that broad studies of

Form interviews:

slightly out of the ordinary.

few. Psychologists have long

I think quite a lot of [Sixth Formers]

Or another comment:

recognised that subtle and

do enjoy being in suits, at least ...

ubiquitous social cues make

it’s a step away from [junior

There’s not really [a] negative or

socialised attitudes tenacious. To

uniform] and you look a bit smarter

positive [comment, it’s] almost

offer one example, experiments

and you feel a bit older.

snarky ... sort of like, “Look, he’s

dress and its social impact remain

have shown that a lone female

doing something different, let’s

student taking a mathematics test

That said, male students enrolled

comment on it, [to] make [him]

in a room where all of the other

in the Sixth Form at The Gryphon,

sure we’ve noticed.

students are male is likely to under

where it is possible to swap junior

perform. Why? Because the arena

uniforms for casual clothing,

By consequence, leisurewear can

in which the girl is placed

expressed similar levels of

become a more important vehicle

reinforces the stereotype that boys

satisfaction with their school’s

to express individuality. Whilst this

are better at logic-based

dress policy. Evidently, students

is possibly not so far removed from

accept the rules of their institution,

life pre-Sixth Form, the greater

which should occasion little

emphasis that is placed on

All of this means that an awareness

surprise if they have chosen to

differentiated work and leisure

of the social and cultural baggage

remain a part of the community.

attire post sixteen seems to create

imbued in our clothing is of more

Nevertheless, it is interesting that

a dual economy in dress, where

vii

activities.

60156 SCHOOL brain_Layout 1 15/10/2015 17:03 Page 16

boys feel a heightened sense of sartorial awareness and, more pressingly, a ‘need’ to get the rules of the more-advanced sartorial game right.

Brands play an important, if complex, role here, for certain labels tend to be suitable for specific age groups: I think SuperDry is a bit of a younger brand and then there was JackWills, but that was quite a temporary thing and then I think, as you get older you progress ... So I think boys in our year particularly like Ralph Lauren.

This new sartorial landscape can, and often does, foster creativity and lead to much enjoyment, but it can cause confusion and anxiety as students try to assemble a wardrobe that conveys social, and not infrequently economic, status. In a boys’ school these pressures can be particularly acute, for two reasons. Firstly, there is a socialised notion that dress is a feminised area and is consequently an unsuitable topic for group and public discussion between male peers.viii Secondly, empirical research suggests males have a greater sensitivity to economic signifiers than females. Studies have shown that men are more likely to identify with, and look for, material signs of their peers’ successes than female counterparts.ix The upshot of this is that despite heightened talk of myriad masculinities and New Men, there is still much to suggest that traditional notions of what it means to be a Man – the lean, stoic breadwinner – prevail, and what is more, these are socialised ideas that many of the adolescent teenagers we teach already identify with.x To quote from another interview: Honestly, we’re men, we don’t think about that crap ... I think because it can be seen as a very feminine thing to spend a lot of time on your appearance. Therefore, we don’t get self-conscious about it because we’re like, “Yeah, like we don’t care about it”, you know what I mean?

Changing hundreds of years of societal values is a tall order, but a challenge to us all as educators (and of teachers of boys in particular) is surely to encourage discussion of dress and the, frequently subconscious, impact it has on us. Tutorials and PSHE lessons could provide times when the social shadow cast by our sartorial choices is considered explicitly, but academic lessons are no less important opportunities to discuss clothing matters, if only in a diffuse manner. Students can examine the clothing allusions in Shakespeare’s plays (English), consider the changing raiment of religious leaders (Philosophy), discover myriad examples of national dress (MFL) and learn how this is under threat from a bland and sanitised form of clothing that is conceived to be inoffensive (Politics) and a far cry from the dress of rulers of the past (History). If, for example, you were to tell a class of male students that the lace ruff of Charles I in any of his Van Dyck portraits would cost as much as an Aston Martin in today’s prices (c.£200,000), you would surely spark their interest. You would, of course, simultaneously reinforce socialised notions about gender and dress, as you remind students about the status conferred by conspicuous consumption. And here lies the rub, for to help our students engage purposefully with their clothing, we need to confront our own attitudes about dress and think about the messages our workaday wardrobes convey. It may be as Lord Chesterfield advised his son in 1784:xi

‘

Dress is a very foolish thing; yet it is a very foolish thing for a man not to be well dressed. End

J. Finkelstein, The Fashioned Self (Cambridge, 1991), 89. ii

T. Veblen, The Theory of the

Leisure Class, (Oxford, 1899), 112. iii

Finkelstein, The Fashioned

Self, 110. iv

A Lurie, The Language of

Clothes (New York, 1988). v

P. Drexler, ‘Why it matters

what we wear: Clothes influence how we view and interact with the world’, https://www.psychologytoday.c om/blog/our-genderourselves/201407/why-itmatters-what-we-wear (25 July 2014). Accessed: 30 September 2015. vi

H. Adam & A.D. Galinsky,

‘Enclothed Cognition’, Journal of Experimental Social Psychology, 48:4 (July), 918925. vii

C. Fine, Delusions of

Gender: The Real Difference Behind Sex Differences (London, 2010), 35. viii

H.Frith & K. Gleeson,

‘Clothing and Embodiment: Men Managing Body Image and Appearance’, Psychology of Men & Masculinity, 5:1 (2005), 40. ix

C.S. Gulas & K. McKeage,

‘Extending Social Comparison: An Examination of the Unintended Consequences of Idealized Advertising Imagery’, Journal of Advertising, 29:2 (2000), 20. x

B.L. Wild, ‘To Have and to

Hold: Masculinity and the Clutch Bag’, Critical Studies in Men’s Fashion, 2:1 (2015), 4354. xi

Quoted in The Fashioned

Self, 124.

60156 SCHOOL brain_Layout 1 15/10/2015 17:03 Page 17

Why does Learning Matter Around the world there are many countries which state that it is compulsory to go to school and learn, for example Britain and the United States of America. But

Physical education allows us to work in situations where we may not be comfortable or in situations which test our integrity. Both points, integrity and not being in

what does a good education like ours at Sherborne mean

comfortable situations, prepare us

for us?

for the real world. They also increase our ability to work in a society where helping others and working together

At a base level the idea to us of simply reading and writing, helps us to communicate and participate in ordinary society; it enables us to understand one another and find joy in reading books which we wouldn’t be able

is how we get things done. I think that, in the one and a bit years I have been here, my confidence has grown hugely, and I think the Dramatic Arts at Sherborne really build up pupils’ confidence, and make it easier for them to communicate with teachers

to read without these abilities. A second aspect is that it

in the class as well as outside the

allows us to be responsible for our own actions, and

class.

justify our actions. We don’t choose answer D because

We are also fortunate enough to be

our friends have chosen it, but because we are able to read the context and therefore justify our answer.

able to use computers, the founding mother and father of the 21st century. This means that we are employable as we can use technology practically and effectively

At a higher level, basic and further maths allow us to

to do the job that is needed to be done. We learn the ‘etiquette of

understand the reasoning behind what we would

technology’, increasing our ability to

otherwise call phenomena. It trains our mind to think

use the web safely, and be able to

differently and therefore aids us in situations where

of the internet.

when writing a cheque?

Learning matters hugely in our modern society; it increases our communication skills, our ability to cope in the moving times, and express ourselves originally in 21st century. We leave Sherborne to become ‘men of distinction’, and we owe it to the school which enabled us to become these men,

‘

specifics matter. You wouldn’t miss the decimal point

deal with the spontaneous dangers

successfully contributing to society. End

Bently Creswell (4a)

And the significance of Education?

60156 SCHOOL brain_Layout 1 15/10/2015 17:03 Page 18

The work of

Carol

WHAT DOES SHE HAVE TO SAY TO SHERBORNE

Richard Oates

Cavalcanti (1990) & Truscott (1996)

work with which she has achieved

- suggests that a significant

the greatest public recognition,

number of learners do not process

“Mindset”,4 suggests that, in spite

the corrections that the teacher

of Conti’s pessimistic assessment

makes in a way that supports

of the likely effectiveness of

learning. Most learners, he

adding corrections to written work,

suggests, do little more than look

learners of Modern Foreign

at their mark, quickly read the

Languages are able to benefit

comment then put the work away.

from their teachers’ comments,

2

providing that these are suitably

direct correction does not seem to

phrased. Central to Dweck’s view

help learners to acquire greater

of learning is the concept of the

mastery of writing the foreign

growth mindset which she defines

language, it would be more

as “[…] the belief that your basic

My purpose in writing this paper is

valuable if teachers were to seek

qualities are things you can

to invite consideration of the

to engage their students in deep

cultivate through your efforts. …

extent to which the work of Carol

processing of teacher corrections,

[E]veryone can change and grow

S. Dweck can be applied to

thereby generating student-led

through application and

correcting written work in a

intentionality to eradicate error.

experience.”5 She contrasts this

Modern Foreign Language. Far

In response to the suggestion that

with the fixed mindset: the

from attempting to set out a

the learners themselves might be

conviction that “your qualities are

template for the correction of

encouraged to correct their work

carved in stone.”6 Dweck asserts7

mistakes in writing in other

by themselves – what he terms

that “[she does not] divide the

subjects, this account deals with

“indirect correction” – Conti

world into the weak and the

the relevance of Dweck’s work to

asserts3 that this is unlikely to

strong, or the successes and the

the teaching of French.

contribute significantly to greater

failures … [she] divide[s] the world

written accuracy, as learners are

into learners and non-learners.” (in

“Direct correction, whereby the

unlikely to be able to correct what

italics in the original.)8

teacher corrects an erroneous

they do not know. Few learners, for

grammatical form and provides

example, are able to change a

Fixed mindset learners are, for

the correct version of that structure

verb to a tense that they have yet

Dweck, those who seek validation

with an explanation [in the] margin

to learn, however clearly the

from achieving high scores in what

is pretty much a waste of valuable

teacher highlights the error.

they are already good at. At the

v

Elsewhere he suggests that, as

same time, however, while they

1

teacher time.” In this article, Conti, citing in support of his

In the face of what might seem like

take pleasure in completing easy

findings the work of other

a challenge with no easy solution,

tasks quickly, they are wary of

researchers - Cohen and

what help does Dweck offer? The

approaching challenges at which

60156 SCHOOL brain_Layout 1 15/10/2015 17:03 Page 19

S Dweck

they might, in their view, fail. In

challenge is prized above a perfect

approach is suitable – or even

contrast to this outlook, learners

performance are, I have found,

possible – for every subject.

with a growth mindset believe that

prepared to accept that mistakes

Nevertheless, the entirely positive

it is possible to develop their

are an inevitable part of learning

comments that the boys

abilities through their own efforts.

to write French. Including in the

themselves have made about this

This alternative view, Dweck

comments, for instance, words to

approach suggest that it would be

argues, creates the love of learning

the effect of “You know how

appropriate to continue to

and the resilience that are

important adjective endings are in

encourage them to develop a

indispensable for success.

French – what happened here?”

growth-orientated mindset via

This perception allows us to see a

leave space for the boy to reflect

their French writing tasks in the

way in which effective marking

on his performance with a view to

coming year. I look forward to the

strategies can be developed.

doing better next time, rather

journey. End

Conti suggests (above) that it is

than, as Conti suggests,

possible for learning through

attempting to correct, in a

comments from teachers to take

disengaged fashion, the mistakes

place, but this is likely to happen

that he has made.

‘

https://gianfrancoconti.wordpress. com/2015/06/25/six-uselessactivities-foreign-languageteachers-do/

only when the comments engage the learners’ ability to process

Focusing on the process, not the

them at a deep level. This view is

outcome, when giving feedback.

expressed similarly by Dweck who

Rather than providing comments

states that “… [W]hen students

on the quality of the finished task,

understand that school is for them

feedback on the quality of the

– a way for them to grow their

creative strategies that the boy has

minds – they do not insist on

used in producing the work seems

sabotaging themselves.”9

more helpful to him. A comment

What strategies for correcting

such as “I’m sure if you tried, you

written work take account of

could find a better way of

Dweck’s findings? In my

structuring this piece” helps the

experience, two of the most

boy to think about the factors that

effective approaches that, judging

he can control – his effort in writing

by the boys’ reactions to them,

the piece, the goals that he has set

support the vision of the classroom

himself – instead of focusing on

as an environment that favours the

the accuracy or otherwise of

growth mindset are:

isolated lexical elements.

Creating a learning zone in which

It would be misleading to claim,

risk-taking is valued. Boys who

on the basis of a trial that was

understand that seeking a

limited to French, that Dweck’s

2

https://gianfrancoconti.wordpress. com/2015/05/07/why-teachersshould-not-bother-correctingerrors-in-their-students-writing/ 3

1

https://gianfrancoconti.wordpress. com/2015/05/20/why-asking-ourstudents-to-self-correct-the-errorsin-their-essay-a-waste-of-valuable-t eacher-time/ 4 Dweck, C. (2006). Mindset: how you can fulfil your potential. New York: Random House.

5 Dweck, op.cit. p7 6 Dweck, op.cit, p6 7 Dweck, op.cit, p16 8 However, Dweck later nuances this polarised view: “Many people have elements of both. I’m talking about it as a simple either-or for the sake of simplicity.” op. cit, p47 9 Dweck, op.cit, p210

60156 SCHOOL brain_Layout 1 15/10/2015 17:03 Page 20

Through the eyes of a student

Malhaar Shah (4a)

Flipped Classroom

60156 SCHOOL brain_Layout 1 15/10/2015 17:03 Page 21

ne of the most memorable Halls

O

I've been set was a German Hall, early last year. We were asked to make a recording, voice or video, of a house tour. We went into groups of three or four, and after the lesson, started our German Hall. But it wasn't just that; it was an art project in its own right. We made a recording

around the Abbeylands third form dorm and dayroom, and it was ten times more exciting than 'Das ist mein Haus' could ever be.

We had time to really think about what we were doing: we added detail, characters, and more than our fair share of bad puns. This is easily the most fun Hall I’ve ever had to do (although I may be a little biased as the head of the Film-makers' Society!) and I am sure even the other boys would think that more Halls like this wouldn't go amiss. However, there is more to think about here, with the concept of the Flipped Classroom. We did the work ourselves, outside class, and had to think about the problems ourselves. We couldn't just ask about verb endings and the gender of a noun, we had to look it up and learn it by ourselves – and, according to the Sherborne website, our vision is to cultivate the habits of mind that are essential to independent learning. While this is a little different to the Flipped Classroom (my knowledge of which is limited to what I've learned from a sixminute video which Mr Ryder made), I know that I like the idea of doing the work myself and working independently. It means I can work at my own pace, and focus on what I want to do. I can be creative, and I have time to really think about the intricacies and details of my work. I think that, while doing an activity such as essay-writing, it's far more useful to have the teacher there with you rather than turning up, looking at your feet, screaming on the inside, and timidly squeaking “I didn't do the Hall.” It allows us to work in the lesson, and learn by ourselves, meaning we can choose how we learn. Boys (and men), in general, are more visual people. While I find it easy to think in numbers, there are people who just can't, and doing the preparation by ourselves allows us to choose the way we take the information, and make diagrams, flashcards or perhaps even a comic detailing the ins and outs of the dative case. Independent, and even flipped learning would be, I'm sure, a welcome addition to the classroom, as it allows us

‘

to get help where we need it, and gives more power to studentdriven learning.

End

60156 SCHOOL brain_Layout 1 15/10/2015 17:03 Page 22

Mind Map of the Library for Learning there’s more than one route into the Library

Or, from anywhere, any time, the Library Frog page http://frog.sherborne.org

The Macnaghten Library

60156 SCHOOL brain_Layout 1 15/10/2015 17:03 Page 23

Ask at the desk "Google can bring you back 100,000 answers.

A librarian can bring you back the right one."

Neil Gaiman

Study skills tutorials Are your folders in a mess? Not sure how best to revise for exams? Come to the Library, we can help! The Library is now offering one-to-one tutorials to help improve your study skills Folder Organisation Revision/Study Plans Note-taking Mind-maps and flash cards Contact the Library for more information

Reading cafĂŠ Fridays, 4.30-5pm Westcott Room

Reading Lists Revision Tips Use the library’s online resources Request a book Search for a book on the catalogue

Laurel Burn Assistant Librarian

60156 SCHOOL brain_Layout 1 15/10/2015 17:03 Page 24

Forthcoming Dates MONDAY 9TH NOVEMBER Teaching and Learning Group, Abbots Acre – 1330-1430 Student Voice Meeting, Abbots Acre – 1630-1730 FRIDAY 20TH NOVEMBER Elevate Education - Time Management Course for all 4th Form, Powell Theatre – 1230-1345 Triad Groups - 2nd Developmental Observation to be entered on Blue Sky by this date MONDAY 23RD NOVEMBER Student Voice Meeting, Abbots Acre – 1630-1730 Teach Meet, Bow House – 1800-1900 MONDAY 30TH NOVEMBER Teaching and Learning Group, Abbots Acre – 1300-1430 Student Voice Meeting, Abbots Acre – 1630-1730 MONDAY 18TH JANUARY Teaching and Learning Group, Abbots Acre – 1330-1430 Student Voice Meeting, Abbots Acre – 1630-1730 TUESDAY 26TH JANUARY Elevate Education - Ace Your Exams Course for all 5th Form, BSR – 0830-0945 MONDAY 1ST FEBRUARY Student Voice Meeting, Abbots Acre – 1630-1730 MONDAY 8TH FEBRUARY Teaching and Learning Group, Abbots Acre – 1330-1430 Teach Meet, Bow House – 1800-1900

VICTORIA CLAYTON HEAD OF LEARNING DEVELOPMENT SHERBORNE SCHOOL ABBEY ROAD, SHERBORNE DORSET DT9 3AP 01935 812249 vclayton@sherborne.org www.sherborne.org