How stuck are your students, how helpful is your classroom culture?

Interpreting your Students results…

[tabs style=”default” title=”Missing phase”] [tab title=”Low (below 40%)”]

below 40% content goes here.[/tab] [tab title=”Mid (40-79%)”]

‘I can’t. I won’t’ – Your answers suggest that a fair few of your students are in the Lacks phase where they tend to give up easily with no idea about how to unstick themselves. You need to help them make the big leap to the Receives phase.[/tab] [tab title=”High (80% plus)”]

‘I can’t or ‘I won’t’- Your answers suggest that most of your students are in the Lacks phase where they tend to give up easily and have no idea about how to unstick themselves. You need to help them make the big leap to the Receives phase.

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[tabs style=”default” title=”Receive phase”] [tab title=”Low (below 40%)”]

below 40% content goes here.[/tab] [tab title=”Mid (40-79%)”]

‘Show me’ or ‘Tell me’ – Your answers suggest that quite a few of your students are in the Receives phase where their mindset is becoming more neutral. They play it safe but need lots of attention from you. You need to help them develop greater independence in the Responds phase. Here students will need to develop their own unsticking strategies in order to overcome the need for adult support.[/tab]

[tab title=”High (80% plus)”]‘Show me or ‘Tell me’ – Your answers suggest that many of your students are in the Receives phase where their mindset has become more neutral. They still play it safe and need lots of attention from you but they are on the right track. Now they need to develop greater independence in the Responds phase. Here they will need encouragement to adopt their own unsticking strategies in order to overcome the need for adult support.

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[tabs style=”default” title=”Responds Phase”] [tab title=”Low (below 40%)”]

below 40% content goes here.[/tab] [tab title=”Mid (40-79%)”]

‘I’ll try’- Your answers suggest that quite a few of your students are in the Responds phase where they have realised that by using their own unstuck strategies they don’t need as much adult support. Now they need to realise that using this learning behaviour is a win for them; the Values phase. Here students will need to become curious about getting stuck and begin to use feedback effectively.[/tab] [tab title=”High (80% plus)”]

‘ I’ll try’ – Your answers suggest that most of your students are in the Responds phase where they have realised that by using their own unstuck strategies they don’t need to rely on the support of others. Now they need to realise that using this learning behaviour is a win for them; the Values phase. Here students will need to become curious about getting stuck and begin to use feedback from experts and peers effectively.

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[tabs style=”default” title=”Values Phase”] [tab title=”Low (below 40%)”]

below 40% content goes here.[/tab] [tab title=”Mid (40-79%)”]

‘I see why’ – Your answers suggest that quite a few of your students are in the Values phase where they have realised that using this learning behaviour is a win for them. This means they are much more likely to retain this behaviour and use it in the future. Now you need to move more of your students into this key phase and nudge the other students up to the Organises phase. Here, because they value the skill they become able to organise themselves to put it to good use.[/tab] [tab title=”High (80% plus)”]

‘I see why’- Your answers suggest that most of your students are in the Values phase where they have realised that using this learning behaviour is a win for them. This means they are much more likely to retain this behaviour and use it in the future. Now you need to move them to the Organises phase. Here, because they value the skill, students become able to organise themselves to put it to good use.

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[tabs style=”default” title=”Organise phase”] [tab title=”Low (below 40%)”]

below 40% content goes here.[/tab] [tab title=”Mid (40-79%)”]

‘I’ll make sure I do’ – Your answers suggest that quite a few of your students are in the Organises phase where they not only see the value of the skill but they also organise themselves to use it effectively. Now you need to move all your students to the Organises phase. They are almost there as a determined unsticker.[/tab] [tab title=”High (80% plus)”]

‘I’ll make sure I do’ – Your answers suggest that most of your students are in the Organises phase where they not only see the value of the skill but they also organise themselves to use it effectively. Well done! Your job is done. Being in this phase means they are likely to absorb this organising habit into their character. They develop a lifelong curiosity with unsticking problems.

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Interpreting your Classroom culture results…

[tabs style=”default” title=”Celebrating”] [tab title=”Low (below 40%)”]

Your answers suggest that you may need to re-frame being stuck to allow students to make more positive use of it in their learning. A strong Celebrating culture is all about letting the learning values bubble up in the classroom through displays, in what is rewarded and acknowledged.

[/tab] [tab title=”Mid (40-79%)”]

You have made a good start on celebrating learning struggles in your classroom. An interest in being stuck and that there is nothing to fear about it is probably visible around your classroom.

[/tab] [tab title=”High (80% plus)”]

Your classroom climate seems to really recognise and encourage students to grow their learning habits. Your determination to help them to redefine failure will be evident the walls of your classroom and in their determined interest in learning.

Click here for some initial ideas.

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[tabs style=”default” title=”Talking”] [tab title=”Low (below 40%)”]

Your answers suggest that you might need to make more of your learning talk in order to shift the skill of dealing with being stuck. You might try to take a coaching approach in how you talk about being stuck in order to nudge students to get unstuck. Take a look at these starter suggestions.

Click here for some initial ideas.

[/tab] [tab title=”Mid (40-79%)”]

Your answers suggest that you are using a coaching approach so that you use questions to nudge students to get unstuck.

[/tab] [tab title=”High (80% plus)”]

Your answers suggest that you are talking clearly about learning as a process and this learning language helps you to surface learning approaches in the classroom. Great stuff. Just take a look here to see if there’s more you could do on ‘stuck’.
Click here for some initial ideas.

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[tabs style=”default” title=”Constructing”] [tab title=”Low (below 40%)”]

Your answers suggest that you may need to try more ways of infusing a self help approach to being stuck into your lessons. Building reflection on being stuck and specific strategies for getting unstuck into lessons could be helpful.

[/tab] [tab title=”Mid (40-79%)”]

You appear to have started infusing a positive attitude to being stuck into your lessons. You could try ensuring students become stuck through more challenging activities and make periods of reflection and review part of every lesson.

[/tab] [tab title=”High (80% plus)”]You appear to be infusing stuckness into lessons, and aren’t afraid to expose your students to challenge. The activities are taxing and you provide opportunities for reflection. Fantastic.[/tab] [/tabs]

[tabs style=”default” title=”Relating”] [tab title=”Low (below 40%)”]

Your answers suggest that you may need to shift more responsibility for learning to your students. You could model both being stuck and getting unstuck. You might also take a coaching approach with your students to enable them to find their way out of being stuck.

[/tab] [tab title=”Mid (40-79%)”]

Your answers suggest that you have already made a good start on devolving more responsibility for learning to your students. You could model both being stuck and getting unstuck, and do more asking rather than telling to encourage more self reliance.

[/tab] [tab title=”High (80% plus)”]

Your answers suggest that you are devolving a lot of responsibility for dealing with being stuck to your students. Your modelling of both being stuck and getting unstuck and your coaching approach with your students have enabled them to do the same. Great job. Take a peak to see if there’s just one more thing you could try.[/tab] [/tabs]