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Learning Across TransitionsHampshire Teaching School Alliances
What is it that impedes student progress across
transitions?
a system that relies primarily on external control is not
sustainable
To become resilient an individual needs to be self-aware and to
take responsibility for their own purpose, learning and
performance
To be sustainable a school needs to be critically self-aware and to
take responsibility for its own purpose, learning and
performance
KnowledgeReal WorldCompetence Performance
Learning power
Identity StoryPurpose
Learning is a journey of authentic enquiry….
……..from the inside to the outside
TeachersLearning
Leaders Learning
CommunityLearning
StudentsLearning
It’s Fractal……
Leaders Learning
Developing a shared, rich and multi-faceted language for learning across the whole community
Leading for Effective Teaching
Leading, modelling and planning for complexity
Evaluating wider outcomes and using data holistically
Harnessing collective intelligence
Teacher Learning
Designing authentic enquiry aimed at deep learning and engagement
Teaching for Effective Learning
Collaborative learning across schools through Practicums
Evidence Hub and SocialLearn from OU
Opportunities for M level accreditation and post graduate study
Student learning
Taking responsibility for my own learning processes and performance
Understanding myself as a learner
Knowing how to construct new knowledgethrough authentic enquiry
Authentic assessment and performance
Service learning and citizenship as an outcome of authentic enquiry
Using EnquiryBlogger to enhance my learning
Learning Power
What do we know so far?
Ruth Deakin Crick
I think it’s a gift…..how to get a long life easier……it’s given me an experience of the future
22
Competence
in the world
Knowledge skills &
understanding
Learning power
values attitudes & dispositions
Identity
story, desire, motivation,
relationships
There are different ways in which we all know and learnPublic/External
Personal/Internal
Practical
Logical
Visual
Narrative
Learning Power
Changing and LearningMeaning MakingCritical CuriosityCreativityStrategic AwarenessLearning RelationshipsResilience
“I am a little bit rubbish”
“learning is like a road…..you can get tow trucks that can help you…”
Study 1
N = 6045 Schools = 116
The mean score of students Learning Power drops significantly from
Key Stage 2 to 3 to 4….and the adult data shows the
same pattern
N=851, 5-9, 2004 • Learning power is associated with:
• Attainment (except creativity!)• Students perceptions of: teachers ability to
create positive interpersonal relationships, to honour student voice, to respect students and to stimulate higher order thinking
• Organisational emotional literacy
Study 2: Ecology of learning
Teachers whose students’ have high levels of learning power are characterised by:
Self efficacy; reflective self-awareness; high autonomy support (as opposed to highly controlling) learner-centred beliefs about students.
Exploring the Learning Profiles of Underachieving
Students
Study 4
Significant differences between high and under achieving groups
• Changing and Learning• Meaning Making• Critical Curiosity• Creativity• Learning relationships• Strategic awareness• Fragility and dependence
• .003• .002• .001• .345• .691• .011• .099
Underachieving students…Underachievers are characterised by:• Are passive in their learning dispositions• Accept things at face value• Lack strategic awareness – thinking, feeling and
planning/doing• Not on the look out for meaning and sense
making in their learning• Are ‘stuck and static’ in their sense of
themselves as learners.• Are unable to ‘tell their story’
So what works?
• Creating a shared language for learning• Scaffolding learning through metaphor, image
and symbols• Coaching for learning - awareness, ownership
and responsibility• Enquiry based learning as part of a blended
curriculum• Co-constructing knowledge with learners• Extending the places and partners for learning
Creating a rich language for learning
• CHANGING & LEARNING: SNAKE• Sheds his skin• Dislocates his mouth/ jaw to fit in food• Uses venom & constriction to capture its prey• Changes shape to adapt to its environment
• CRITICAL CURIOSITY: EMU• Always looks up to see what is around its • environment• Curious• Explores and is adventurous• Stares• Proud and strong
Creativity
• Or ‘springboard zone.’• Thinking around things• Coming up with new
ideas, sometimes a bit crazy!
• Trusting your hunches
RESILIENCE
LENNY
RESILIENCE
LENNYHello, I’m Lenny and my learning strength is resilience. I love to challenge my thinking and learning. I don’t give up easily – even when things are difficult.
Five levels of intervention
• Feedback only• Feedback plus coaching conversations• Adapting the curriculum• Authentic Enquiry Based Learning • Leaders leading systemic culture change
towards learner centred-ness
Intervention studies
Study 7
Learning Outside the Box
Impact of self assessment of learning power on highly achieving sixth formers in a Malaysian college
Pre post changes
• N=184 17 year olds Paired T Tests
• Interventions were coaching conversations with tutors responding to ELLI profiles
• Significant change pre to post on six out of seven dimensions
17year old – gains in 6 dimensions
• I have changed so much in my learning ability and this makes me feel a bit more confident in myself. Apart from just learning whatever I need, knowing why should I learn them is an important part for me and then analysing them.
Project Report September 2010
The Effective Lifelong Learning Inventory(ELLI) Project
Graduate School of Education, University of Bristol
ELLI Research & Development ProjectBahrain Polytechnic 2009-10
A picture of change:
Figure 1: Pre- and post profile for Student 1: Foundation 2 to first year ICT Degree Student
Pre-post comparisons (* statistically significant gains N=211)
Descriptives of means and standard deviations of each pair of pre/post scores
Pre-means Post - means Std. Deviation
changing and learning 73.74 79.30* 19.46/16.78
critical curiosity 63.56 67.19* 16.13/16.01
meaning making 77.89 82.80* 14.23/12.72
creativity 74.55 76.97* 14.03/14.90
learning relationships 64.01 66.26* 14.36/14.68
strategic awareness 65.55 69.94* 14.70/15.02
fragility and dependence 50.01 49.58 16.02/16.20
What the students said
• “I’ve become more flexible... open-minded...
• I am more aware of what learning means to me
• I did more teamwork, looking for meaning in
everything... asking if I didn’t understand...
• being more sociable in the way I learn...
• I also made decisions to change...
Authentic Enquiry
Generating Rich Knowledge and Deep Learning
Ruth Deakin Crick
Knowledge CompetenceLearning powerIdentity
Learning as a relational journey of authentic enquiry….
Personal Choice
Choosing/deciding
Observe and Describe
Observing/describing
Generating Questions
Wondering/interrogating
Uncovering Narratives
Storying
Create knowledge map
Mapping
Connect with existing knowledge
Connecting
Reconcile withPerformance Criteria
Reconciling
Assessment Event
Validating
Apply new knowledge
Applying
Jess’s choice:Cheddar Gorge
• ‘I chose this person and place because it was the time in my life when things were just normal at home and it was just me, my mum and my brother and we were all happy. It makes me a bit sad because we don’t have times like that any more but also happy because we had a good day’
Jess - NEET
• ‘It’s made me not so scared to learn other things,’
• ‘It was a tiny little project and it spiraled into all these other things that were connected.’
• ‘I didn’t think I could learn any more but now I believe you can. ’It’s not just about Cheddar Gorge, it’s about life stuff’’
Danny – a ‘NEET’ Learner with profound learning difficulties – targeted Critical Curiosity and Learning Relationships
“It’s changed what I think I can do.”
Illustrations by Kerry-Anne at Black
Knowledge CompetenceLearning powerIdentity
Learning as a relational journey of authentic enquiry….
Knowledge CompetenceLearning powerIdentity
Learning as a relational journey of authentic enquiry….
But with this You get to be yourself, you're not restricted. you're allowed to think freely, It's different because you teach yourself andit's your own work. I used to just give up if it was difficult But now I've gone up effort wise I keep going, get more stuff done. You're like exploring and you think more and more and more than one lesson in a certain subject.
With this you learn what you want to learn and that's really, really important.You value yourself more but now if you don't do what the teacher says that's fine cos you are teaching yourself – you are the teacher.It really does change you as a person….
16 year old voices
• “Learning how to tell your own story would make it easier to do all the other things you have to do – learn subjects, get grades etc”
• “We’re all programmed in a way that makes our experience invisible”
• “More measurable things are given far more attention than the less measurable”
Richard - NEET
• ‘Students often don’t get on with school because every student has to do the same work, you all do one thing. They need more choice in approach – it gives you more freedom to decide instead of depending on what the teacher wants.
Teaching for Effective Learning
Professional learning as a vehicle for change
THE SCHOOL AS A LEARNING COMMUNITY
Leadership Learning
Teacher Learning
Student Learning
DOMAIN ONE
LEADERS CREATE LEARNING OPPORTUNITIES WITH STAFF
1.1 understand how self and others learn 1.2 develop deep pedagogical and content knowledge
1.3 participate in professional learning communities and networks 1.4 engage with the community
1.5 discuss educational purpose and policy 1.6 design, plan and organize for
DOMAIN TWO
CREATE SAFE CONDITIONS FOR RIGOROUS LEARNING
2.1 develop democratic relationships 2.2 build a community of learners 2.3 negotiate learning 2.4 challenge students to achieve high standards with support
DOMAIN THREE: DEVELOP EXPERT LEARNERS
3.1 teach students how to learn 3.2 foster deep understanding and skilful action
3.3 explore the construction of knowledge 3.4 promote dialogue as a means of learning
4.1 build on learners’ understandings
4.2 connect learning to students’ lives and aspirations
4.3 apply and assess learning in authentic contexts 4.4 communicate learning in multiple modes
DOMAIN FOUR:
PERSONALISE AND CONNECT LEARNING
Develop democratic relationshipsBuild a community of learners
Negotiate learning
Challenge and support learners
Teach students how to learn
Foster deep understandingExplore the construction of knowledge
Promote dialogue as a means of learning
Build on learners understanding
Connect learning to lives and aspirations
Apply and assess in authentic contexts
Communicate learning in multiple modes
-2
3
8
Develop democratic relationshipsBuild a community of learners
Negotiate learning
Challenge support to achieve high stnds.
Teach students how to learn
Promote dialogue as means of learning
Foster deep understanding skilful action
Explore construction of knowledge
Build on learners understandings
Connect to lives and aspirations
Apply/assess in authentic contextsCommunicate in multiple modes
Structure/explicit teaching
Self-referenced
Control orientated
Absence of challenge
High personalization
Reflective_on_pedagogy
Could think on feet
Dynamic - creative design approach
Facilitator/orchestrator
-1
0
1
.71
Inv
.40
Q1
e1
.63
.45
Q2
e2
.67
.51
Q3
e3
.71
.54
Q4
e4
.74
.52
Affe
.55
Q7 e5
.74
.54
Q8 e6.73
.41
Q9 e7
.64
Dis
.66
Q28
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.82
.25
Q27
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.50
.12
Q26
e10
.35
.07
Q25
e11
.27
.67
Int
.33
Q33_inve12
.58
.24
Q31e13
.49
.16
Q32e14 .40
.53
Q29e15
.73
.82
.72
.84
e20 e21
e22
-.15
.26
.29
.15.18
SELF REVIEW AND REFLECTION
LESSON OBVSERATION BY TRUSTED PEERS
STUDENT FEEDBACK
USING SURVEYS WITH STUDENTS
DEVELOP AN ACTION PLAN-DO-STUDY-ACT
40-60%
A Language for Learning
Communities of Practice
Ruth Deakin Crick
THE SCHOOL AT THE HEART OF COMMUNITY LEARNING
Leadership Learning
Teacher Learning
Student Learning
Systems Thinking & Processes Parent
learning
CommunityLeadership
learning
Employee Learning
Adultlearning
Three learning processes focused on student
learning and achievement
Study 11Foundation Years: Language for Learning Project
Language of learning through
music and movement – using animal metaphors as a vehicle for modelling and imitation and conceptual understanding
Learning power in the community
Ngambara Fimityatit
When we learn together, sharing and living the same language for learning, we will be
empowered to create a new story for our future.
images
Dec 2011: Mini exhibition and presentation at the Christmas concert and BBQ
Changing + Learning
Learning relationships
Strategic Awareness
Resilience
Creativity
Meaning Making
Critical Curiosity
Long Neck Turtle
Termites
Green Ants
Barramundi
Crocodile
Golden Orb Spider
Brolga
Ngambara Fimityatit
Tony Lee, A Larrakia Traditional Owner (Darwin) Department Children and Families
“The performance I seen was magic in that it’s bringing the culture back into the classroom, but meeting the criteria… for white people”
“It’s bringing people back to culture, but within a system”
The context of learning:
stories uncovered in
the process of knowledge
creation
my own story and identity
the meta narrative of my community &
tradition
HOPE
How do we know how we are doing in the Transitions ProjectIntegrating research and practice
Shared purpose
What’s at the heart of the problem of transitions?
What are our shared design principles?
What’s our shared methodology for improvement?
What is our measurement model?
Test Fast
Fail Fast And Early
Learn And Improve
PLAN
Choosing
Observing & Describing
Generating Questions
Uncovering Stories
Mapping
DO
Designing improvement protocol
Implementing improvement protocol
STUDY
Measure change
Analyse Results
ACT
Revise, Refine, Collaborate.
Present and Re-develop
PDSA
Hunches Theories Ideas
Multiple C
ycles i
n Multip
le Contexts
P D
SA
P D
SA
P D
SA P D
SA
P D
SA
P D
SA
P D
SA P D
SA
P D
SA
P D
SA
P D
SA P D
SA
More effe
ctive
practi
ces d
eeper underst
andings
Measurable System Improvement: New Knowledge and Know How
Evidence Hub
for knowledge sharing and harnessingcollective intelligence
The key building blocks in a Hub
Core Hub themes
Mapping educational projects in a city, region or globally. Filter by Theme…