LEARNING POWER
description
Transcript of LEARNING POWER
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LEARNING POWERLEARNING POWER
(ELLI)
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• To introduce the seven dimensions of Learning Power and ELLI Online
• To understand more about the research that underpins ELLI
• To gain familiarity with the graphical feedback from the online ELLI questionnaire
• To consider ways in which learning power can be increased in classrooms
• To create a plan for implementing ELLI
Objectives
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(McGettrick 2002)
Knowledge, skills and understanding
Attitudes, values, feelings, dispositions, motivations
Learning Power
Double helix of learning
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INTRODUCING THE RESEARCHINTRODUCING THE RESEARCH
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home and family
Learning power
self-regulation
awareness
interest
dispositions
skills and capacities
effort
goal orientation
locus of control
self esteem
sense of self as a learner
self-efficacy
curriculum and assessment practices
worldviews and traditions
school ethospedagogy
peer group
Origins of learning power
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Being stuck & staticChanging and learning*
Resilience
Strategic awareness
Learning relationships
Creativity
Critical curiosity*
Meaning making*
Fragility and dependence
Being robotic
Isolation & dependence
Being rule bound
Passivity
Data accumulation
Learning Power
The seven dimensions
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WHAT CAN ELLI DO?WHAT CAN ELLI DO?
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• Enables teachers to focus on learning and learners
• Describes the energy to learn in terms of seven dimensions of learning
• Provides a vocabulary and language to talk about learning
• Describes ways in which teachers release energy for learning in their classrooms
ELLI for teachers
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• Makes learning learnable
• Takes the mystique out of the process of learning for pupils
• Enables pupils to focus on different aspects of learning during lessons
• Gives a focus to reflect on learning
• Provides a way of celebrating achievements in learning alongside curriculum success
ELLI for learners
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THE SEVEN DIMENSIONSTHE SEVEN DIMENSIONS
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Changing and learningversusbeing stuck & static
● I see learning as something I can get better at.
● I have a sense of history and of hope.
● I tend to take ownership of my own learning, and like to be responsible for what I’m learning and how I go about it.
● I’m usually quite ready to ‘sign up’ to learning tasks that are presented to me
The learning dimensions
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I like to get below the surface of things and see what is really going on. I like to work things out for myself, and to ask my own questions. I tend to go looking for things to learn, rather than just responding to problems that come my way. I’m attracted to learning and have a good deal of energy for learning tasks and situations. I value getting at the truth.
Critical curiosityversuspassivity
The learning dimensions
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Meaning makingversusdata accumulation
The learning dimensions
I tend to look for patterns, connections and coherence in what I am learning I seek links between new situations and what I already know or am interested in. I’m on the look-out for ‘horizontal meaning’ I like to make sense of new things in terms of my own experience and I like learning about what matters to me.
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● I like new situations, and sometimes create novelty and uncertainty ‘just to see what happens’.
● I like playing with possibilities and imagining how situations could be otherwise.
● I sometimes get my best ideas when I just let my mind float freely, and I don’t mind ‘giving up mental control’ for a while to see what bubbles up.
● I often use my imagination when I’m learning, and pay attention to images and physical promptings as well as rational thoughts.
Creativityversusdata accumulation
The learning dimensions
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● I tend to stick at things for a while, even when they are difficult. I don’t give up easily.
● I often enjoy grappling with things that aren’t easy.
● I can handle the feelings that can crop up during learning: frustration, confusion, apprehension and so on.
● I’m not easily upset or embarrassed when I can’t immediately figure something out
● I don’t immediately look for someone to help me out when I am finding things difficult, or when I get stuck.
The learning dimensions
Resilience versusfragility and dependence
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● I tend to think about my learning, and plan how I am going to go about it.
● I usually have a fair idea how long something is going to take me, what resources I will need, and my chances of being successful.
● I am able to talk about the process of learning – how I go about things – and about myself as a learner – what my habits, preferences, aspirations, strengths and weaknesses are.
The learning dimensions
Strategic awareness versusrobotic
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● I like working on problems with other people, especially my friends.
● I have no difficulty sharing thoughts and ideas with others, and find it useful.
● I am quite capable of working away at problems on my own, and sometimes prefer it.
● I don’t feel I have to stick with the crowd for fear of being lonely or isolated, when I’m learning.
● I have important people at home and in my community who share with me in my learning.
The learning dimensions
Positive learning relationships versusisolation
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GRAPHS FROM ELLI ONLINEGRAPHS FROM ELLI ONLINE
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Critical curiosity
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ELLI profiles shown as bar graphs
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ELLI profiles shown as pie charts
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KEY MESSAGES FROM ELLI KEY MESSAGES FROM ELLI RESEARCHRESEARCH
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ELLI Profiles are associated with achievement
The stronger a student’s learning profile, the higher their achievement in teacher
assessments of English, Maths and Science
ELLI research
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Broad trends in data
Learners become more fragile and dependent the longer they are in school
Creative thinking drops steadily from Key Stage 2 - Key Stage 4
Critical curiosity, meaning making and strategic awareness drop from Key Stage 2 to Key Stage 3
Student’s sense that learning is learnable decreases through school
ELLI research
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…that increase learning
• Teachers who believe all students can learn
• Teachers who support autonomous learners rather than being highly controlling in their classrooms
• Teachers who can create positive interpersonalrelationships
• Teachers who can listen to students and communicate that they value student opinion
• Teachers who can stimulate higher order thinking in students
Teacher qualities…
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Energy for learning also increased when the school environment was positively experienced in:
Formal and informal communication – open, warm, engaging, two-way and growth enhancing
Relationships (students – student, adult-adult, adult-student) characterised by trust, empathy, respect and value which provide a sense of connection
School culture ––cohesive and supportive with time for reflection, promoting every individual to reach their potential
Emotional literacy…
…and learning
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● Low learning power plus fragility and dependence - Low achievers, at risk learners
● Medium learning power, plus fragility and dependence and isolation - Often bright achievers
● High learning power plus resilient, bright, not necessarily standard achievers, sometimes challenging
Learning profiles
Three clusters of learners
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Type one ELLI profile
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Cheryl (or it could be Darren) is a fragile learner. She:
● has a very poor sense of herself as a learner and doesn’t believe she can get better at learning
● has ceased to be curious and does not make meaning
● lacks strategies for approaching her learning in different ways and easily gives up
● has good strategic awareness but does not feel supported inside or outside school in her learning
● is unlikely to achieve unless she finds a learning relationship that provides enough trust and affirmation to enable her to challenge her beliefs about her learning
Learner type one
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Type two ELLI profile
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Jo is familiar to all teachers. S/he:
● is a curious, bright, engaged KS 3 student who is willing to take part and keen to do well.
● may continue to do well all through her school career, or she might fall victim of her vulnerability.
● is fragile, dependent and lacks strategic awareness.
● could fall apart when she fails or finds learning difficult.
● lacks the skills to plan and complete coursework and is the kind who never gets round to handing it in!
● is likely to fail to fulfil her potential in KS 4 or A level unless she learns some strategies for tackling her vulnerable areas.
Learner type two
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Type three ELLI profile
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Here is Sam, he is bright, engaged and able to achieve. He:
● can work on his own and in a group of peers.
● has considerable resilience and is adequately strategically aware.
● is unlikely to fall apart when learning is difficult
● is more likely to be the person who challenges the system and wants to know why we are learning this.
● wants to know the relevance and purpose of the curriculum he is learning.
Learner type three
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You will need: ● name of school and DfES number of school
● names of staff taking part in the project
● DfES number of each member of staff taking part
● name and year group of class they are using for ELLI
Data for classes of students can be uploaded from a file extracted from the school’s information management system.
Registration of school