Danish globale gymnasier day 1 presentation october 2013 with notes

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ELLI Champions Workshop Danish Globale Gymnasier 31st October 2013

Learning Power An energy released by creative, enabling teachers In partnership with Graduate School of Education, University of Bristol

Prepared by Tim Small Š ViTaL Partnerships Ltd. Charity No:1105805

ELLI: The Effective Lifelong Learning Inventory


Ruth Deakin-Crick At the heart of my research is a desire to understand processes of positive social change through learning and leadership, at individual, organisational and community levels. I began with a focus on learning and pedagogies for schooling in the 21st century: more recently I have widened that focus to its implications for work-based and organisational learning. A defining feature of my research is engagement with communities of practice. My overarching goal is to develop models of social change through research-led practice and knowledge exchange. Reader in Learning & Leadership, Graduate School of Education, University of Bristol, UK. Conjoint Professor of Education, University of Newcastle, Australia. Fellow of the Royal Society of Arts, Research Member of the Society for Organisational Learning E: Ruth.Deakin-Crick@bristol.ac.uk W: http://www.bristol.ac.uk/education/people/ruth-deakin-crick ViTaL Partnerships: www.vitalhub.org ELLI Online Web Questionnaire: https.//portal.vitalhub.org

ELLI: The Effective Lifelong Learning Inventory


What’s the point of learning? Inner

Outer

Happiness

To survive

It’s like a drug!

To be able to partake/participate in the (ever-changing) world

To make progress

To understand other people

To grow as a person

When I learn I get ‘high’ – I’m addicted To create a civic society – a better world

Personal satisfaction

To connect

Creating an outlook and introspection

To handle new and unknown situations

To understand my surroundings and myself

Knowledge is power – to make the world a better place

To grow as a person

To make progress

Part of being human

To be able to handle life

To be able to gain new knowledge

To understand the world

Development

To be a responsible citizen

ELLI: The Effective Lifelong Learning Inventory


The times we’re in… “In times of change learners inherit the earth, while the learned find themselves beautifully equipped to deal with a world that no longer exists.” Eric Hoffer ELLI: The Effective Lifelong Learning Inventory

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Hewlett Foundation 2010 focus: “Deeper Learning” http://www.hewlett.org/programs/education-program/deeper-learning

“In one survey after another, business leaders complain that the majority of U.S. job applicants are ill-equipped to solve complex problems, work in teams, or communicate effectively. “Hewlett envisions a new generation of schools and community colleges … harness the deeper learning skills of critical thinking, problem solving, effective communication, collaboration, and learning to learn to help students develop a strong foundation in traditional academic subjects.”

ELLI: The Effective Lifelong Learning Inventory

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ELLI: The Effective Lifelong Learning Inventory


ELLI: The Effective Lifelong Learning Inventory


ELLI: The Effective Lifelong Learning Inventory


What makes an effective learner? curiosity

perseverence

Open-mindedness

Reflectiveness

Learning awareness

creativity

Being able to transfer knowledge

Being interested in the work

To see a purpose

Cooperation

Awareness

Enthusiasm

Engagement

Contain frustration

Being able to chance direction

Ability to see what you want to do with the stuff you learn

Critical listeners

Ask good questions

Identify problems

Concentration and focus

ELLI: The Effective Lifelong Learning Inventory


What Day 1 is about: ● ● ● ●

What is learning power? How do we communicate about it? How do we measure it? What does it tell us about....: ● Individuals? ● Groups? ● Communities?

● Later – (on Day 2) ● How do we build it? ● What can we learn by applying it? ELLI: The Effective Lifelong Learning Inventory


Key questions ● What are the qualities and characteristics of successful learners? ● How can we develop assessment strategies which strengthen these qualities ● How do we help learners to engage their life story, lifeworlds and communities in their learning?

ELLI: The Effective Lifelong Learning Inventory


Double Helix of Learning (McGettrick 2002) Achievement

Personal Development Attitudes, Values, Feelings, Dispositions, Motivation ELLI: The Effective Lifelong Learning Inventory

Knowledge Skills and Understanding

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Seven Dimensions of Learning Power ● ● ● ● ● ● ●

Changing and learning* Meaning making* Critical curiosity* Creativity Learning relationships Strategic awareness Resilience

v v v v v v v

Being stuck & static Data accumulation Passivity Being rule bound Isolation & dependence Being robotic Fragility and dependence

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ELLI in the learning journey Self

Competent Agent

Identity Desire Motivation Story Lifeworld

Personal qualities Dispositions Attitudes Values

Skills Knowledge Understanding

Personal

ELLI: The Effective Lifelong Learning Inventory

Competent learner citizen mathematician Artisan etc

Public

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How do we communicate about Learning Power?

• Metaphor and story • Images • Identification • Weaving language • Inviting creativity ELLI: The Effective Lifelong Learning Inventory

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Changing and learning v being stuck & static “I see learning as something I can get better at, and myself as an improving learner. This often reflects a more general interest in ‘self-improvement’, and faith that this is possible. 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”

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Critical curiosity v passivity “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 understand better, rather than just responding to problems that come my way. I am usually excited by the prospect of learning, and have a good deal of energy for learning tasks and situations. In general, I’m attracted to learning and enjoy a challenge. I value getting at the truth.”

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Meaning making v Data accumulation “I tend to look for patterns, connections and coherence in what I am learning, and to 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.” ELLI: The Effective Lifelong Learning Inventory

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Creativity v Being rule-bound ● Or ‘springboard zone.’ ● Thinking around things ● Coming up with new ideas, sometimes a bit crazy! ● Trusting your hunches

ELLI: The Effective Lifelong Learning Inventory

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Resilience v Fragility and Dependence ● Or ‘gritty zone’! ● Not giving up, even if it’s tough

ELLI: The Effective Lifelong Learning Inventory

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Australian bush animals Strategic Awareness v being robotic: The WEDGE TAILED EAGLE ● Spirals high in the sky to look for prey ● Patient, strategic, smart, stealthy, big, strong and proud ● Uses aerodynamics Learning Relationships v isolation or dependence: The ANTS ● Work together ● Each have a different job, scout and travel ● Can predict rain ELLI: The Effective Lifelong Learning Inventory

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Learning Dimensions – Deeper understanding ● Meaning Making – in pairs or groups, choose one or two Learning Power Dimensions and create a mind map that includes: • • • • •

pictures, words, symbols celebrities, animals, places historical figures songs, poems, rhymes, proverbs household objects, tools, vehicles

● Present or display on gallery..... ELLI: The Effective Lifelong Learning Inventory


A Mind-map of Resilience askyour ow n questions

A skquestions!Y ou w ilalw aysbe w rongifyoudon't askquestionsabout yourw ork! new w ays ofdoing w ork

usem usic, rhythm , colour, diagram s,

m o s to u to fi t

C ritcal C uriosity

rom form agic M akethew ork

W o r ko ny o u ro w na n db e c u r i o u sa n dc r i t i c a lt o w a r d s y o u rw o r ks oy o uc a ng e tt h e

M ixtureof learning activites

fun!

C onecting otherideas toyours

Selfcritcism / reflection

m ind-m aping w hatyou alreadyknow beforestarting new w ork

C reativity N eversayN o tow hatyou cando! K now ing w hotocal onw hen youned help

H avea regular breakfor fodand drink

K EPT R Y IN G M eaning M aking

W o rk in g A lo n e

R esilence

planing

Standard Q uality

C ontrolof felings

m indm aping w henyou finshto reflectand conectup new inform ation

Strategic aw arenes

K now w hento kepgoing andw hen totakea break

createa suitable w orking atm osphere

usealthe resourcesyou

T eam W ork

can no distractions m usic refreshm ent

ELLI: The Effective Lifelong Learning Inventory

Create your own mindmaps of one or more of the dimensions


How do we measure Learning Power? • Individual profiles • Group profiles • Data analysis • Qualitative evidence • Narrative evidence ELLI: The Effective Lifelong Learning Inventory

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An ELLI Profile – type 1 Changing and learning Critical Curiosity

Learning relationships

Meaning Making

Strategic Awareness

Creativity

Resilience

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An ELLI Profile – type 2 Changing and learning Critical Curiosity

Learning relationships

Meaning Making

Strategic Awareness

Creativity

Resilience

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An ELLI Profile – type 3 Changing and learning Critical Curiosity

Learning relationships

Meaning Making

Creativity

Strategic Awareness

Resilience

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A picture of change: a post intervention profile

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A class profile shown as bar graphs

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Data analysis for a larger group creativity

30

Pre- profiles:

25

Mar/Apr ‘05

Frequency

20

15

10

5 Mean = 66.3768 Std. Dev. = 15.92829 N = 184

0 20.00

40.00

60.00

80.00

100.00

creativity

ELLI: The Effective Lifelong Learning Inventory

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Data analysis for a larger group creativity

40

Post- profiles: Apr/May/Jun ’06

Frequency

30

Up by 5.3261

20

10

Mean = 71.7029 Std. Dev. = 16.74477 N = 184

0 20.00

40.00

60.00

80.00

100.00

creativity

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Pre-post comparisons (N=211) (* statistically significant gains) Table 11 – Descriptives of means and standard deviations of each pair of pre/post scores changing and learning

Pre-means Post - means 73.74 79.30*

Std. Deviation 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

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What the research tells us (1) ‘When ELLI is used well...’ ...students become more: • reflective and aware of themselves as learners • confident and motivated to learn • willing and able to take responsibility and ‘own’ their learning • keen to carry on learning • likely to attain higher levels and grades • likely to fulfil their potential (i.e. stop underachieving) • sociable and able to learn with and from each other • able to manage change and transitions.

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What the research shows (2) ... and teachers become better at: • using and developing a language of learning • creating learning dialogues • devising strategies and activities that engage students in learning • making time for reflection and deep learning • enabling students to make good choices and decisions • letting go of over-control and developing responsibility in learners • sequencing learning to foster creativity • using self- and peer-assessment to increase student ownership ELLI: The Effective Lifelong Learning Inventory

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Some quantitative findings N = 6045

Study 1

Schools = 116

Learning Power seems to get weaker and more fragile as children go through school

ELLI: The Effective Lifelong Learning Inventory

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An ‘ecology’ of learning (studies 2 and 5) Learning power is positively associated with ● Attainment - some predictive power ● What teachers do AND what they believe ● Emotional literacy ● Learner centred practices

N=851 Age

9 – 14

6 schools 2003 -4

● Students’ perceptions

● Values ● Citizenship

N=550 Age 16-19 3 sixth form centres

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Exploring the Learning Power of underachieving students Study 4: 5 Bedfordshire schools N=879 Age 14 ● ● ● ● ● ● ●

Changing and Learning Meaning Making Critical Curiosity Creativity Learning relationships Strategic awareness Fragility and dependence

 .003  .002  .001 ● .345 ● .691  .011 ● .099

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So underachievers are characterised by: ● Passivity in learning dispositions ● Accepting things at face value ● Lacking strategic awareness – of thinking, feeling and planning/doing ● Not looking for meaning and sense making in their learning ● Being ‘stuck and static’ in their sense of themselves as learners. ● Being unable to ‘tell their story’

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Qualitative Evidence: messages from schools and other projects

ELLI: The Effective Lifelong Learning Inventory

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Qualitative findings about the impact of ELLI: • Acquiring a language ‘to name the world’ • Ideas that ‘span and link’ across boundaries/transitions • Greater sense of agency, self-awareness , self-efficacy • Teachers feeling less ‘depended upon’ • Links with relationships, attitudes, behaviour • Illuminates issues for leadership and change

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What children and students say ● It helps us to identify our strengths and weaknesses and therefore improve on our weaknesses. ● It’s a very exciting idea. When we are learning things, it gives us confidence in the way we learn ● For instance, I plan my homework, see how long it’s going to take, how many questions there are... ELLI: The Effective Lifelong Learning Inventory

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What children and students say ● I’ve started to put my hand up and ask questions a lot more ● It’s OK to find things hard because we know we can get better!” Part of the classroom culture is: “If I’m stuck, I can…!

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Can we make a difference? Study 6: Locked up learning Young offenders before and after self assessment strategies

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Profound personal change: Danny – a NEET learner with severe specific learning difficulties

“I’ve improved my way of finding out information on certain subjects I’ve got a new way of learning. I have questions, and I scan and pick out the things I need. You have to take a leap of faith! It’s opened my eyes quite a bit to learn how to do these things …that astrophysicist has invited me to his next call-out with telescopes and to a lecture

So I’ll go on learning! And it’s changed what I think I can do.

ELLI: The Effective Lifelong Learning Inventory

Targets: Critical Curiosity and Learning Relationships


Learning, Place and Identity 11-16 year old indigenous students in NSW

ELLI: The Effective Lifelong Learning Inventory


Learning power in the community

ELLI: The Effective Lifelong Learning Inventory


A story of change:

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Scepticisms/Enthusiasms Need to Know: Complete post it notes – one point per post-it notes: ● The ideas ● Using them in your context...

ELLI: The Effective Lifelong Learning Inventory


Mentored Conversations: ● 3 roles – learner, mentor, observer ● 3 mins silent reflection re own profile ● Mentor and learner discuss learner profile: ● Positive ● Build on strengths ● What is the learning for you?

● Observer – monitor and record body language and learning conversation ● Rotate – 8 mins per person ELLI: The Effective Lifelong Learning Inventory


Focussing on… Coaching or Mentoring conversations

“Mentoring is crucial!” (Tutor July 2006)

In mentoring, we came up with targets – in school and out of school. E.g., Resilience: talk with parents for five minutes at the end of the day about ‘What I was stuck with’ (Tutor Dec 2005) ELLI: The Effective Lifelong Learning Inventory


Mentored Conversations – feedback notes: Learner

Mentor

Observer

A great experience to be recognised by the mentor

It was hard – had to listen very carefully and figure out what to ask next

Beginning with no contact but eye contact and spacial contact increased

Listening a powerful tool

Have to give up the idea of ‘knowing where we are going’ – not in control... Unfamiliar?

Good questions – ‘Where did that awareness of yours come from?’

If it’s done well, it’s hard – searching...

Intense

Open questions – no judgement

...questions that were needed Out of comfort zone

Is there something you would want to be different? What do you mean by that?

It sparks curiosity – the desire to improve

Say more...!

Having to put words on your thoughts takes it a step ELLI: The Effective Lifelong Learning Inventory further than by just thinking

Important to keep focussed


Interpreting profiles:

● Daniel ● Sophie

ELLI: The Effective Lifelong Learning Inventory


Sophie

ELLI: The Effective Lifelong Learning Inventory


Daniel

ELLI: The Effective Lifelong Learning Inventory


What we still need to Know: ● As an ELLI Practitioner ● As a Champion to lead a project in a setting Discuss and feed back:

ELLI: The Effective Lifelong Learning Inventory


What we still need to Know:

s a Practitioner using ELLI with my students...

ELLI: The Effective Lifelong Learning Inventory


What we still need to Know:

s an ELLI Champion...

ELLI: The Effective Lifelong Learning Inventory


Contact: Contact:

See more at: www.vitalpartnerships.com Email: tim@vitalpartnerships.com ELLI: The Effective Lifelong Learning Inventory


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