High Performance Learning - A Conversation with Prof. Deborah Eyre
Apr 10, 2022
auto_awesome
Prof. Deborah Eyre discusses the shift from ability to performance in gifted education, the importance of performance-based assessment, being cognitively enterprising, having a shared language in high performance learning, and structured tinkering for change.
Eyre advocates for a shift from ability-based to performance-based thinking in education, prioritizing each student's current level of performance and growth potential.
Implementing high performance learning requires a shared language of teaching and learning to facilitate communication and progress among educators, students, and stakeholders.
By embracing high performance learning principles, schools can create a culture of continuous improvement that challenges traditional notions of success and provides opportunities for all students to excel.
Deep dives
Adapting Education Systems for High Performance
The podcast episode features an interview with Professor Deborah Eyre, a global educational leader, academic researcher, and writer. She discusses her work in transforming schools through a focus on high performance learning. Eyre challenges the notion of gifted and talented education, arguing that far more students are capable of achieving highly. She advocates for a shift in education from ability-based thinking to performance-based thinking. The key idea is to focus on each student's current level of performance and work towards improving it, rather than labeling them based on their perceived ability. This approach requires a shift in mindset for both educators and students and emphasizes the importance of optimism, confidence, and flexible thinking. Eyre also highlights the need for a shared language of teaching and learning to facilitate communication and progress. Implementing high performance learning can be tailored to different contexts, whether elite private schools or schools in challenging circumstances. The goal is to create a culture of continuous improvement, where structured tinkering replaces fixed methodologies. Ultimately, Eyre urges education systems to embrace the potential for all students to perform at high levels and to move away from outdated ideas that ration success and limit opportunities.
Engendering Optimism and Flexibility in Learning
The podcast episode explores the importance of optimism and flexibility in education. Professor Deborah Eyre emphasizes the need to shift from ability-based thinking to performance-based thinking, allowing for personalized growth opportunities for each student. By fostering an environment of optimism, students are more likely to take risks, embrace challenges, and persevere, leading to increased progress and performance. The shift in mindset extends to educators who are encouraged to adopt a structured tinkering approach, exploring innovative teaching strategies and constantly seeking improvement. Eyre emphasizes the importance of a shared language of teaching and learning, enabling effective communication and understanding across all stakeholders. Schools can adapt high performance learning principles to their specific context, whether elite private schools or schools in challenging circumstances. Regardless of background or starting point, the focus should be on developing each student's potential and cultivating a belief in their ability to succeed.
Challenging Traditional Education Policies and Practices
In the podcast episode, Professor Deborah Eyre challenges traditional education policies and practices that ration success. She argues that the concept of gifted and talented education restricts opportunities and perpetuates inequality. Eyre advocates for a reimagining of education systems to prioritize performance over fixed notions of ability. Structured tinkering and continuous improvement become central to teaching and learning, allowing for flexibility and adaptation to meet individual student needs. Eyre highlights the importance of understanding context and tailoring high performance learning principles accordingly. By promoting a culture of high expectations and optimism within schools, students are encouraged to strive for excellence and take intellectual risks. The goal is to create an equitable and inclusive education system that values progress and celebrates success in all domains, rather than solely focusing on limited metrics and elite institutions.
Creating a Holistic Approach to Education
The podcast episode with Professor Deborah Eyre explores the need for a holistic approach to education. Eyre advocates for a shift from labeling students based on perceived ability to focusing on their current performance and growth potential. High performance learning is presented as a framework that can be implemented in a flexible manner across different schools and contexts. The key principles include developing a shared language of teaching and learning, fostering optimism and flexible thinking, and encouraging structured tinkering to continuously improve classroom practices. Eyre emphasizes that the goal is to provide every student with the opportunity to achieve high performance and to challenge traditional education policies that limit success. By embracing a performance-based mindset, educators and students can work together to create a culture of learning, growth, and success for all.
From Ability to Performance: Redefining Success in Education
In the podcast episode, Professor Deborah Eyre discusses the need to redefine success in education by shifting from an ability-based approach to a performance-based approach. Eyre challenges the conventional concept of gifted and talented education, arguing that more students are capable of achieving highly if given the right opportunities and support. She proposes high performance learning as a framework for enabling all students to reach advanced levels of performance. This approach emphasizes the importance of personalized growth, optimism, and flexible thinking. Eyre encourages educators to adopt a structured tinkering approach, continuously adapting and refining their teaching practices. The goal is to create a culture of high expectations and continuous improvement within schools, where every student is empowered to excel. By reimagining education systems and promoting a shared language of teaching and learning, schools can unlock the potential for all students to succeed and thrive.
Professor Deborah Eyre is a global educational leader, academic researcher, writer helping good schools become world class through a focus on student performance. Using her 25 years researching into how gifted students think and learn and then creating frameworks to help schools and enrichment providers to enhance provision for these students, she created High Performance Learning with the aim of enabling all students to reach that same advanced performance.
As well as being a widely published author, Deborah's career has included a variety of senior education roles both globally and in UK and she has advised governments and educational foundations in UK, Hong Kong, South Africa, Saudi Arabia, USA and Singapore. From 2010-2014 she was Global Education Director for Nord Anglia Education and prior to that served as Director of the UK government’s innovative National Academy for Gifted and Talented Youth (NAGTY), based at the University of Warwick, where she published Room at the Top: Inclusive education for high performance (2016).
Deborah holds an Honorary Professorship at the University of Warwick and Professorship from Oxford Brookes University. She is a practical academic and writes for a variety of audiences from policy makers to parents but her first love is teachers and teaching. Deborah had served on many board and is currently is Board Member of the Council of British International Schools (COBIS), a Trustee of the Swan Multi-Academy Trust (Oxford) and the Inspiring Futures Foundation, a Board member at Centre for Talented Youth, Ireland (CTYI) a Freeman of the City of London and a Fellow of the Royal Society of Arts.
