The Joy of Not Knowing takes every aspect of the curriculum and of school life and transforms it into a personalised, meaningful and enjoyable experience for all. It offers readers an innovative, theoretical and practical guide to establish a values-based, enquiry-led and challenge-rich learning to learn approach to teaching and learning and to school leadership.
This thought-provoking guide provides the reader with a wealth of whole-class, easy-to-implement, malleable, practical ideas and case studies that can be personalised to the vision of each setting, age-group and curriculum. It brings together, as a whole-school framework, the strategies that have been shown to have the greatest impact on practitioner’s professional fulfilment and on children’s life chances, love of learning, intrinsic motivation and enthusiasm for wanting to know. The Joy of Not Knowing
- enables schools to launch the academic year with a bespoke JONK Learning to Learn Week that enables every student to succeed
- develops philosophical, creative and critical problem-solving and multi-lingual thinking skills
- establishes collaborative cultures of thinking, learning and leadership
- informs practice through active action research
- incorporates a values-led democratic approach to school life
- nurtures school-pupil-family-community partnerships
Designed for school leaders and practitioners at all levels and across all ages, this practical guide shows how all students can thrive and develop the dispositions of successful lifelong learners and global citizens.
Author(s): Marcelo Staricoff
Publisher: Routledge
Year: 2020
Language: English
Pages: 258
City: London
Cover
Half Title
Endorsements Page
Title Page
Copyright Page
Dedication
Table of Contents
List of figures
Acknowledgements
Preface
Foreword
Chapter 1: Introduction
Chapter 2: Learning and the importance of developing a joy for not knowing
The JONK Model of Learning (JMOL)
Using a model to illustrate the value of not knowing as a catalyst for wanting to know
The significance of these three positions
Position 1
Position 2
Position 3
The JONK Model of Learning at School (JMOLS)
The infrastructure that helps the learner to move from a position of not knowing to one of knowing
The Learning to Learn Culture
Inspirational Teaching
The JONK Learning to Learn Week
The JONK Model for Personalised Learning (JMOPL)
Every learner is able to access their learning at their own pace
Position 1
Position 2
Position 3
Position 4
The JONK Model of Learning how to Learn (JMOLL)
The six stages of learning that enable the learner to learn effectively
Position 1
Position 2
Position 3
Position 4
Position 5
Position 6
The JONK Model of Learning and Metacognition (JMOLM)
Metacognitive thinking enables the learner to move successfully across each of the six stages of learning
Position 1
Position 2
Position 3
Position 4
Position 5
Position 6
The JONK Model of Learning and Knowing (JMOLK)
Knowing is also important
The JONK Model of Learning, Thinking and Knowing (JMOLTK)
Linking thinking, learning, knowing and not knowing
Chapter 3: Developing a whole-school JONK culture for learning
The JONK Headteacher Challenge (JHC)
Acquiring and incorporating a set of words for each of the six key areas of influence of the JONK Culture for Learning
The JONK Headteacher Challenge generic step-by-step process for enabling the introduction of change
STEP 1
STEP 2
STEP 3
STEP 4
STEP 5
STEP 6
STEP 7
STEP 8
STEP 9
STEP 10
STEP 11
Chapter 4: Motivated learners, motivational teachers, collaborative leadership
The Teacher-Focused JONK Model of Excellence, Enrichment and Enjoyment (MEEE) │ Theory into practice │ Illustrative case studies
Previewing learning
Motivating learners
Modelling learning
Engaging learners
Encouraging learners
Playing intellectually
Feedback
Metacognition
The Children’s version of the Model of Excellence, Enrichment and Enjoyment | The C-MEEE
The Headteacher’s version of the Model of Excellence, Enrichment and Enjoyment │ The HT-MEEE
Previewing learning
Motivating learning
Modelling learning
Modelling leads to Students Producing a Pupils’ Version of the School’s Development Plan
Headteacher and Learning Leaders Meeting 1
Headteacher and Learning Leaders Meeting 2
Headteacher and Learning Leaders Meeting 3
Headteacher and Learning Leaders Meeting 4
Headteacher and Learning Leaders Meeting 5
Headteacher and Learning Leaders Meeting 6
Headteacher and Learning Leaders Meeting 7
Headteacher and Learning Leaders Meeting 8
Headteacher and Learning Leaders Meeting 9
Engagement
Encouraging learners
Playing intellectually
Feedback
Metacognition
The Teachers’, Pupils’ and Headteachers’ versions of the MEEE Model combine to create a whole-school JONK Culture for Learning, Leadership and Management
Chapter 5: The JONK ‘Learning to Learn Week’: Principles and methodologies for implementation
Strategies for implementation
Planning for a school-specific version of the JONK LTLW
Planning for year group- and class-specific versions of the JONK LTLW
A useful template to plan for a bespoke JONK LTLW
Chapter 6: The JONK ‘Learning to Learn Week’: Theory into practice | A day-by-day guide of what to teach each day
Day 1: The models of learning day of the JONK Learning to Learn Week
What is education?
Schools as centres of excellence
Comparing the worlds of education and architecture
Teachers are architects of learning
Constructing a classroom for effective learning
Maximising learning interactions and participation
Engineering an inspirational culture for learning
An inclusive community of enquiry
Introducing the class to principles and philosophy of JONK
Why and how feeling at ease with not knowing helps us to learn
Personal models of learning
Every child is an expert of learning
Day 2: The creative thinking day of the JONK Learning to Learn Week
What is thinking?
Thinking for learning and learning to think
Models, metaphors and analogies of thinking
The fastest car in the world
The thinking skills starters
Daily open-ended thinking skills challenges for all to enjoy
Thinking pages
A freedom to experiment and take risks
Structuring our thinking
Edward de Bono’s PMIs and six thinking hats
The PMI exercise │ Plus, Minus and Interesting
The six thinking hats │ Considering different perspectives
Improvisation thinking games
Using humour to build confidence and self-esteem
Thinking through the Arts
The image of the week
Image of the Week
Creative thinking and the lesson’s learning objective
Engagement and motivation through curiosity and inquiry
Creative and critical thinking at home
Start thinking at school, keep thinking at home
Day 3: The visible thinking and learning day of the JONK Learning to Learn Week
What is visible thinking and learning?
Making thinking and learning visible and enjoyable for all
Mind Mapping
Structuring thinking and making connections in our thinking
A step-by-step guide to the art of Mind Mapping
Mind Maps can also be used as a problem-solving tool
Fortune Lines
Analysing text and characters
Fortune Lines are excellent interpretative and planning tools
Fortune Lines enable all children to be actively involved as they are learning
Fortune Lines are excellent at promoting speaking and listening skills
Fortune Lines can be combined with a ‘Talk for Writing’ approach
Concept Lines
A continuum of thought and principles
Concept Lines can also be used in combination with Fortune Lines
Concept Lines can also be used in combination with Mind Maps
Concept Cartoons
Clarifying misconceptions, justifying opinions and considering alternatives
Traffic Lights
Everyone is engaged in learning and contributing together
Day 4: The philosophy day of the JONK Learning to Learn Week
What is philosophy?
A love of and for wisdom
What is a philosophical question?
Questions without answers, more than one answer or impossible to answer
The classroom as a community of inquiry
Everyone contributing, enriching the experiences of the whole
Day 5: The lifelong learning dispositions day of the JONK Learning to Learn Week
The lifelong learning dispositions
Successful learners and thinkers for life
A recipe for a lifelong learner
The dispositions as ingredients
Reflections on the Learning to Learn Week
Feeling equipped to succeed as an individual, learner and thinker and as a valued member of the classroom’s and school’s community of enquiry
A useful template to design a bespoke JONK LTLW
Chapter 7: The Thinking Skills Starters
The Thinking Skills Starters initiative │ Theory into practice
Laughter is the best medicine
Things that make you happy or that make you laugh
Anything and everything is possible
What could each one of these shapes represent?
Using mathematics to promote creative thinking
If 6 is the answer, what could the questions be?
Magic triangles
Can you make the sum of every side equal?
The four fours challenge
Can you use four fours each time to make every number?
The Wonders of Pi
Using literacy and language to promote creative thinking
Word associations
A-Z lists
Using philosophy to promote creative thinking
Can you create a recipe for a perfect world?
What questions would you ask a spoon?
Using science to promote creative thinking
What are the most valuable scientific discoveries?
What are the differences and similarities between blood and ketchup?
Using imagination to promote creative thinking
Can you invent your own words and explain what they mean?
What would the flags of the countries in your new planet look like?
How many things with wheels can you think of?
The JONK Thinking Together in Playgrounds initiative
Pupils views and thoughts about the Thinking Skills Starters in School
Chapter 8: Philosophy and a philosophical approach to learning
Philosophy as an integral part of the teaching and learning process
Previewing learning
Motivating learners
Modelling learning
Engaging learners
Encouraging learners and playing intellectually
Feedback and metacognition
Families thinking together philosophically
Strengthening the child–school–family learning partnership
Philosophy as a means of reducing the word gap
Transforming children’s life chances from an early age
Pupils as philosophy leaders
Children at the heart of school initiatives, improvement and change
Pupils’ views and thoughts about philosophy in school
Philosophy as a unique motivational tool for every child
Chapter 9: Lifelong learning and the lifelong learning dispositions
Obtaining a set of lifelong learning dispositions for the school
Increasing the versatility of how the dispositions are used by deriving the opposite characteristics of each
The dispositions across the age ranges and across partnerships of schools, an action research–based approach
A strategic guide for planning the process that leads to obtaining a set of lifelong learning dispositions and embedding them in practice
The dispositions beyond the classroom, into the home and for life
Chapter 10: Thinking and learning at home
The JONK home-learning philosophy
Strategic considerations and benefits of the approach
The JONK home-learning approach in practice
The First Home-Learning Task of the Year | A Child’s Life as a Mind Map
Ideas for the Autumn term | One-, two- and three-week tasks
One-week example
Two-week example
Three-week example
Ideas for the Spring term | One-, two- and three-week tasks
One-week example
Two-week example
Two-week example
Three-week example
Ideas for the Summer term | One-, two- and three-week tasks
One-week example
Two-week example
Three-week example
The final home-learning task of the year | Children as lifelong learners
Chapter 11: Bilingual and multilingual thinking in multicultural classrooms
JONK and the multilingual multicultural classroom
Promoting bilingual and multilingual thinking in the classroom
JONK bilingual and multilingual thinking | Identifying three key aspects of the approach
The three key aspects of the JONK BMT approach | Theory into practice
Using languages independently of each other
Combining the use of languages using a structured approach
Combining the use of languages using an unstructured approach
The multilingual fluid classroom, school and society
Note
References
Index
