Teaching for Learning Power resilience

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					Teaching for Learning Power
Making it happen in
higher education




 Dr Linda Rush
        Wider evidence
• Chris Watkins’ National School
  Improvement Network Bulletin
  No. 13, 2001
• ELLI (Bristol project)
• Guy Claxton
• Alistair Smith
• Campaign for Learning
Widening participation
             Learning
A process of active engagement with
experience. It is what people do when
they want to make sense of the world. It
may involve an increase in knowledge
or understanding, a deepening of values
or the capacity to reflect. Effective
learning will lead to change,
development and a desire to learn more.
                        (Campaign for Learning)
                 Learning
Abbott (1994) defines learning as:

       …that reflective activity which
       enables the learner to draw upon
       previous experience to understand
       and evaluate the present, so as to
       shape future action and formulate
       new knowledge
   Features highlighted by Abbott’s
          definition include:

An active process in which the learner relates
new experience to existing meaning, and may
accommodate and assimilate new ideas
Past, present and future are connected, although
a linear connection is not assumed: un-learning
and re-learning may be implied
The process is influenced by the use to which
learning is put: how the learning informs action in
future situations is vital
Lifelong Learning
Continuation of learning
beyond formal education
              About skills,         Ditching
              process and           reliance on
              behaviour             short-term
Not about
                                    memory
telling
                                      A model of
Information                           how we
                   L2L
is not                                learn
enough

              A language to          A set of
 About        discuss the            deep
 ‘shifting’   process of learning    learning
 human                               strategies
 beings
 Learning to Learn (L2L)
A process of discovery about
learning. It involves a set of
principles and skills which, if
understood and used, help learners
learn more effectively and so
become learners for life. At its heart
is the belief that learning is
learnable. (CfL)
       Learning is learnable
• Old idea - intelligence is fixed
• Research into the brain - mind is improvable
• Intelligence is - ‘the sum total of habits of
  mind’ Resnick
• Intelligence is - ‘knowing what to do when you
  don’t know what to do’ Piaget
• Getting stuck is the liberating point, when
  learning begins
• The key - know that learning is learnable
            - live that possibility in all your
              interaction with students
L2L: A moment of promise…
•   knowing      -   learning
•   proving      -   improving
•   converging   -   diverging
•   systems      -   people
•   more         -   less
•   non-sense    -   common sense
Key points
emerging

  • Yesterday’s thinking doesn’t solve
    today’s problems
  • Text based learning has a very limited
    shelf life
  • Spoon feeding teaches us nothing but
    the shape of the spoon (E.M.Foster)
        ELLI’s seven ‘learning
             dimensions’
1.   Growth orientation v being stuck and static
2.   Meaning making v data accumulation
3.   Critical curiosity v passivity
4.   Creativity v rule bound
5.   Learning relationships v isolation
6.   Strategic awareness v robotic
7.   Resilience v dependence
 The 4Rs
• Resilience
  being ready,
  willing and able
  to lock on to
  learning
 The 4Rs
• Resourcefulness
  being ready,
  willing and able to
  learn in different
  ways
 The 4Rs
• Reflectiveness
  being ready,
  willing and able to
  become more
  strategic about
  learning
 The 4Rs
• Reciprocity
  being ready,
  willing and able to
  learn alone and
  with others
     BLP: Making a step change
                            4) Becoming better learners
                            -beyond hints and tips
                            -seeing & thinking of self as learner
                            -Expanding self as learner
                            -Developing learning capacities
2+3) Learning better               COACHING
T - tips & techniques - mind
maps
L - learning styles - MI    1)Learning more: raising
C - conditions for learning attainment
S - study skills            - better results
        GRAFTING            - chunking curriculum
                           - booster classes
                                  TOWING
         Being a good learner
Being a good real-life learner means knowing what is
worth learning; what you are good (and not so good)
at learning; who can help; how to face confusion
without getting upset; and what the best learning
tool is for the job at hand. Just as being a reader
involves much more than simply being able to read,
so ‘being a learner’ means enjoying learning, and
seeing yourself as a learner, seeking out learning as
well a knowing how to go about it.
                           (Claxton, 2002)
A Lecturer’s palette
Explaining: telling students directly
and explicitly about learning power



                             Orchestrating
   Explaining



        Commentating
                                         Modelling
A Lecturer’s palette
Commentating: conveying
messages about LP through
informal talk, and formal and
informal evaluation

   Explaining
                            Orchestrating



        Commentating
                                            Modelling
A Lecturer’s palette
Orchestrating: selecting activities
and arranging the environment



   Explaining
                            Orchestrating



        Commentating
                                        Modelling
A Lecturer’s palette
Modelling: showing what it means
to be an effective learner



   Explaining
                         Orchestrating



        Commentating
                                     Modelling
    Planned learning interventions



• Explicit talk about learning
• Mind mapping and concept
  development
• Scaffolding meaning
• Self-assessment
• Explicit learning objectives
  and review
   Planned learning interventions



• Time for reflection
• Real life problems and learning
• Teamwork and learning
  relationship challenges
• Creating opportunities for
  problem solving
• Differentiated learning outcomes
  Some key ideas

• Making the learning process explicit
• Using ‘stuckness’ as a site of interest
• Using twin focused tasks
  - curriculum content
  - learning capacities
    Some key ideas
• Developing a language for learning
• Lecturer as coach
• Using ‘could be’ language
• Establishing a learner research
  partnership between
• Students and teachers
• Nurturing creativity

				
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