ELLI Champions Workshop Danish Globale Gymnasier 1st November 2013
Fostering the energy to learn Strategic interventions with the Effective Lifelong Learning Inventory (ELLI) Project In partnership with Graduate School of Education, University of Bristol Prepared by Tim Small
ELLI: The Effective Lifelong Learning Inventory
The power of narrative! “They marvelled at the way everything came together through their combined gifts: Willy Wagtail’s creativity, when he came up with new and surprising ideas; Emu’s curiosity, to question every detail and check it out; Platypus’s meaning making, to make sure that every part of the plan fitted together and made sense and Echidna’s resilience, to keep them going even though it was late and most of them were tempted at least once or twice just to let their eyes close and nod off to sleep. The ants moved amongst them, encouraging them all to listen and learn together. The Eagle spoke only occasionally: her planning had brought them together in the first place…”
ELLI: The Effective Lifelong Learning Inventory
Enthusiasms Concrete dimensions
Expands the mind
Universal dimensions
Self-assessment is great
Dimensions/competencies ready for use
The teacher being made aware of the strengths/deficits of the students (in group forming and creating tasks)
It supports my crazy teaching
Visibility
Grows ownership
Matching innovative education
Relevant for all learners
The teacher is facilitating
Giving students the language to talk about learning
Reflection on own learning experiences
Dynamic, not static
Vocabulary: ‘I am a learner’
It’s a structure that forces the teacher to do something else
Increasing awareness of learning skills (possibilities)
The holistic perspective on persons
Common language to speak about learning
ELLI: The Effective Lifelong Learning Inventory
The Scepticisms Group 1
Group 2
We are doing this already!
Too abstract
Old wine in new bottles
Prescriptive
How to give it value in a traditional schooling system
The validity of test number 2 can be doubted: the students may know what to answer in order to score high (they now know the dimensions)
Thank God we’re not doing the project with our colleagues!
How to validate it?
Time consuming
How to measure it? Danger of reducing to stereotypes
ELLI: The Effective Lifelong Learning Inventory
Answering the Scepticisms Group 1
Answers
We are doing this already!
Ask ‘How?’ ‘What is ‘this?’ Welcome this! If it’s true – then this makes it more explicit and offers a framework and language for consistency and coherence
Old wine in new bottles
See above – may have done something similar before, but suspend scepticism long enough to experience whether this is different. Megatrend – this joint responsibility
How to give it value in a traditional schooling system
Danish system already has the values; we might not assess these competencies but recognise they are helpful to what we do assess; Globale High Schools additionally differentiated
Thank God not doing the project starting point is for them to ELLI:we’re The Effective Lifelong LearningBest Inventory with our colleagues! experience it for themselves
Answering the Scepticisms Group 2
Answers
Too abstract
Disagree! This will be allayed by teachers having first hand experience. Stories and metaphors will help. Starting with the test is specific, experiential, makes the abstract more relevant and useful; practical learning tasks! Always remember to make connections – e.g. With subjects
Prescriptive
Should become a ‘liberating framework’. Use the opening exercises ‘what is the point of learning? etc to open up the territory
The validity of test number 2 can be doubted: the students may know what to answer in order to score high (they now know the dimensions)
Validity may well increase with the second test, but keep the baseline clean. Use self-assessment between online ones
How to validate ELLI: Theit? Effective Lifelong LearningIndividual Inventoryprofiles have no statistical validity; given a good sample size,
Answering the Scepticisms Group 3
Answers
ELLI: The Effective Lifelong Learning Inventory
Answering the Scepticisms Group 4
Answers
ELLI: The Effective Lifelong Learning Inventory
ELLI Interventions: impact at five levels 1. The individual – autonomy 2. Mentored conversations* in support of autonomy* 3. Adapting pedagogy* to support and enrich the autonomy 4. Re-engineering the curriculum* 5. Systemic integration * Illustrated by slides to follow
ELLI: The Effective Lifelong Learning Inventory
Focussing on… mentoring /coaching 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) • All but three students increased in the Dimensions they focussed on in mentoring (Tutor July 2006)
ELLI: The Effective Lifelong Learning Inventory
Focussing on… mentoring /coaching conversations The dimensions help with creation of new targets based on our own profile shapes •
• My mentor explained the profiles which was very useful • The mentoring sessions were the starting point for talking about our profiles • We talked about it with mentors and had written targets to improve our weaker points. ELLI: The Effective Lifelong Learning Inventory
Focussing on… mentoring /coaching conversations • In the second round of mentoring I asked
‘Have you been thinking about ELLI?’ - ‘No!’ - I hadn’t made it clear that it is on-going and relates to everything! I got them to get different teachers to initial their targets . The more enthusiastic I got about it, the more enthusiastic they got. I started tentative, then got really enthusiastic! (Tutor July 2006) • If I didn’t keep this alive, it would die. Sustainability is a key idea. (Tutor July 2006)
ELLI: The Effective Lifelong Learning Inventory
Focussing on… commitment to action The ‘ELLI Tips’: Critical Curiosity Things to try, that might exercise and build your Critical Curiosity: •Think of yourself as a ‘learning detective’: not only interested in answers but clues, patterns and incongruities •Look for opportunities to: oask questions at school, of fellow students first if it’s easier, then your teacher(s) osay, respectfully, “I’m not sure I agree with that” and challenge people to explain and justify their opinionsTell your teacher what you’re up to and ask for encouragement oPractise climbing the ‘Why?’ Ladder: oThink of a question – e.g. “Why do I have to go to school?” oThink of an answer – e.g. “It’s the law! oAsk “Why is it the law?” oThink of an answer… and so on! See how far you get. Write it down if you like. oKeep a dictionary nearby and pounce on words you don’t understand – so you do now! Make a collection. •Play ‘Twenty Questions’ with a friend: one of you thinks of a person, animal or object, alive or dead. The other asks questions that can be answered ‘Yes!’ ‘No!’ or ‘Irrelevant!’ and tries to narrow the possibilities down to one in less than twenty goes. •Welcome the feeling of being perplexed or puzzled and use it to drive your learning forward, like a quest for the light! •Find out about the kind of questions a surgeon asks someone admitted to hospital with a serious pain in their side, in order to decide whether to operate or not. •Play a game with ‘What if…’ scenarios, as big businesses have to do in ‘future planning’ •Find out about Bloom’s Taxonomy (starting with a Google search if you like) •Ask your teacher to help you create a risk-friendly climate – e.g. no criticism allowed – so that you are able to speculate, try out ‘whacky’ ideas on each other and ask ‘What if…?’ and ‘Why?’ questions with confidence.
• Look for opportunities to ask
questions at school, of fellow students first if it’s easier, then your teacher(s) say, respectfully, “I’m not sure I agree with that” and challenge people to explain and justify their opinions. Tell your teacher what you’re up to and ask for encouragement
ELLI: The Effective Lifelong Learning Inventory
Focussing on… commitment to action The ‘ELLI Tips’: Strategic Awareness Things to try, which might help you to develop your strategic awareness: •Remember that assessing and plotting your progress with the seven learning power dimensions is in itself an example of strategic awareness. Try to do this at least once a month, for your learning as a whole across all areas •Make planning charts for yourself, in three formats: weekly plans for the time you control; termly plans with assignment deadlines and main events; a yearly plan, with holiday dates, major tests, exams and coursework deadlines and big events you are involved in, like performances or trips •Make practical lists: daily to-do lists; lists of equipment needed; questions to ask others; bright ideas that pop into your head at odd times; shopping lists of what you need to buy or ask for. Use post-it stickers that can move between your work area and your diary/planner and be thrown away when all items are crossed off •Create a ‘learning cockpit’ in your private study area, where all your current lists and plans can be seen at a glance •Allocate your time in advance, so that all subjects have their fair share, your know how much you can give to each new assignment and you can see deadline clashes coming •Use ‘time-out’ in the middle of a concentrated piece of work, to check whether you are still on track and following the guidance you were given •Keep a ‘learning log’ to record difficulties, frustrations, worries, boredom, as well as ‘Eureka!’ moments and feelings of satisfaction and ask your teacher for the chance to air these feelings from time to time •Make two lists: ‘What helps me learn’ and ‘What hinders me’ and compare them with your friends’ •When you are starting a major piece of work, create a mind-map to help you see the whole picture and then make a flow-chart to help you plan a step-by-step approach that will work.
• Make planning charts for yourself, in three formats: weekly plans for the time you control; termly plans with assignment deadlines and main events; a yearly plan, with holiday dates, major tests, exams and coursework deadlines and big events you are involved in, like performances or trips • Make practical lists: daily to-do lists; lists of equipment needed; questions to ask others; bright ideas that pop into your head at odd times; shopping lists of what you need to buy or ask for. Use post-it stickers that can move between your work area and your diary/planner and be thrown away when all items are crossed off • Create a ‘learning cockpit’ in your private study area, where all your current lists and plans can be seen at a glance
ELLI: The Effective Lifelong Learning Inventory
Focussing on… Adapting the pedagogy Teaching Ideas Critical curiosity
Meaning Making and Strategic Awarenes s
Creativity
Resources
Creativity and meaning making
•For the class: • Use a picture-bank of problem solving activities o Dimensions ‘fan’ • Writing webs o Animal spectrums • Expert groups – on their ‘own’ dimensions o Famous person web • Mind-maps and ‘work-in-progress o Personal jotters displays • Model own improvement of o Mini whiteboards learning with ELLI •For the teacher: • Pupil peer observers: e.g. record all the questioning in a lesson o Class profile folder • Stories for each dimension o Suggested animal, to illustrate the dimension in approaches for each action Critical Curiosity dimension • Meta-cognitive strategies ELLI: The Effective Lifelong Learning Inventory
Strategic Awareness and Changing & Learning
Focussing on… Adapting the pedagogy Critical curiosity and Meaning Making
Critical Curiosity
Classroom environment
Language
• Student whiteboard/memory board
• Vocabulary of questions Resilience
• Wall displays
– how? why?
• Language of learning: word • Promote positive ‘can-do’ language webs • Language related to each of the 7 dimensions Strategic Measureability Awareness • 5-step plans • Charts to shade in, linked to evidence Strategic • celebrate mistakes Awareness • Target-setting, linked to students setting own • human environment tasks to achieve them and reflecting on whether or not achieved • desk arrangement for learning relationships • ‘Target buddies’ with trusted friends
Meaning Making
Learning Relationships
• Modelling from the teacher
ELLI: The Effective Lifelong Learning Inventory
Focussing on‌ Adapting the pedagogy
Brunelli
- developing an iconography of learning ELLI: The Effective Lifelong Learning Inventory
SUBJECT: Science / D.T. Focus Question
Connecting Activity
Whole class teaching
Are you able to design a bridge using engineering principles and a bridge building design package?
Look at images of some of Brunel’s bridges – the Clifton Suspension Bridge and the Royal Albert Bridge (re: Brunel Information PowerPoint ). What patterns can you see in the construction? What materials have been used? Ask for each group to record a question on a post-it note re: if they could ask the photo a question what would it be?
Recap forces work Downloadable and re-visit the programme from the website below to look web and runs without at the advantages / internet access. disadvantages of Children attempt the different materials and challenge in 2’s or 3’s. shapes. Discuss clear need for www.pbs.org/wgbh/buildingbig/lab/materials.html ‘stickability’ at regular points in the activity.
ELLI
Curiosity
Meaning Making
Elli Based Activity
Work through the introductory information of the West Point Bridge contest. http://bridgecontest.u sma.edu/download.ht m What learning from this week will help us to tackle this problem?
Changing
Resilience
Strategic Awareness
ELLI: The Effective Lifelong Learning Inventory
Plenary /
Resources
Assessment How successful were you? At each stage when the design was tested and evaluated what did you learn? How helpful was this evaluation process to your learning? Did you learn something even if you didn’t complete the contest? What other lessons in life are like this? What would you do differently next time?
Creativity
Computers 1:2 Photos Web link Display posters if available Brunel Information PowerPoint N.B. THIS ACITIVITY LINKS TO BRUNELLI HISTORY LESSON 2 AND COULD BE USED TO LEAD INTO THE BRISTOL UNIVERSITY BRIDGE CHALLENGE. http://research.cen.bri s.ac.uk/cc06/resource s/primaryschoolsbriefp ack.pdf
Learning Relationships
Develop your own icons:
ELLI: The Effective Lifelong Learning Inventory
ELLI in 7_2 Our Class Metaphors:
Learning Relationships
Critical curiosity
Meaning Making
Resilience Creativity
Changing and Learning
ELLI: The Effective Lifelong Learning Inventory
Strategic Awareness
Strategic Awareness – Emu - Wurrpan
ELLI: The Effective Lifelong Learning Inventory
ELLI: The Effective Lifelong Learning Inventory
Leadership for the future
ELLI: The Effective Lifelong Learning Inventory
Knowledge Construction Challenges, spiritual balance, opportunities, motivation, willingness, understanding, help
Understanding, talking, goals, vision, dream, spiritual balance
Talking, Challenge, being curious, being motivated, environment, understanding, family
Motivation, willingness, seeking opportunities, role models, challenges, understanding
Willingness, understanding, family, role models, challenges, talking
Changing & Learning
Meaning Making
Critical Curiosity
Creativity
Learning Relationship s
Snake (ever changing, ever moving forward, goes in a circle, sheds its skin, tongue out to feel its way forward)
Paperbark tree (holds water, carry water, shade, harvest with it, make fire, cook with it, flower has Honey)
Magpie (assertive, protect their patch, always searching, talking, singing
Bower Bird (collects things to make their nest, building, shiny things, blue)
Emu (female lays the eggs but the male takes care of the chicks – working together)
Goanna (lays eggs at the bottom of the termite mound to protect from others)
Crocodile (been around for a long time, cunning, persistent)
Symbols & Images Story Sharing
Community Links Non-linear Story Sharing
Community Links Non-linear Learning Maps
Land links Story Sharing
Deconstruct/ Reconstruct Non-linear Symbols & Images Learning maps
Deconstruct/ Deconstruct/ Reconstruct Reconstruct Non-linear Story Sharing Land links Symbols & Images Non-verbal ELLI: Effective Lifelong StoryThe Sharing
Learning Inventory
Challenges, goals, plans, dreams, morals, values, expectations
Spiritual balance, motivation, challenge, talking, help, willing, understandin g, health/diet
Strategic Resilience Awareness
Weave your own language of learning
ELLI: The Effective Lifelong Learning Inventory
The challenge “educational philosophy and theory face the unfamiliar and challenging task of theorising a formative process which is not guided from the start by the target form designed in advance� Zygmunt Bauman, 2001: The Individualised Society, Cambridge, Polity Press.
ELLI: The Effective Lifelong Learning Inventory
Focussing on… Re-engineering the curriculum
The ‘ideal’ intervention:
Authentic Enquiry (See ‘Learning to Achieve’ Chapter 7)
ELLI: The Effective Lifelong Learning Inventory
Inquiry – as an intervention:
ELLI: The Effective Lifelong Learning Inventory
The dynamics of Authentic Enquiry 1. 2. 3. 4. 5. 6. 7. 8. 9.
Personal Choice : concrete place/object Observation - description Generating questions Uncovering Narratives Mapping Connecting with existing knowledge Interface with curriculum requirements Assessment - validation Application in the real world ELLI: The Effective Lifelong Learning Inventory
Thinking and Learning Skills ● ● ● ● ● ● ● ● ●
Choosing/deciding Observing/describing Wondering/interrogating Discovering/storying Navigating/mapping Spanning/connecting, Interacting/incorporating Reconciling, validating Acting in the world ELLI: The Effective Lifelong Learning Inventory
Thinking and Learning Personalising learning...Skills 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’
ELLI: The Effective Lifelong Learning Inventory
12 Key themes of effective teaching ● Teachers’ professional values and commitment ● Relationships between learner and teacher and learner and learner* ● Quality of dialogue ● Modeling and imitation* ● The language of learning - naming it -use of metaphor* ● A stimulating, safe learning environment* * Illustrated by slides to follow ELLI: The Effective Lifelong Learning Inventory
12 Key themes of effective teaching ● Teacher professional judgment ● Development of learner self awareness & ownership – self-assessment for learning* ● Re-sequencing of content of curriculum* ● Challenge and choice ● Engaging students in reflection ● Strategies & skills* * Illustrated by slides to follow ELLI: The Effective Lifelong Learning Inventory
Focussing on‌ learning relationships Effective learning relationships between learner and teacher and learner and learner are characterised by:
affirmation
trust
challenge
ELLI: The Effective Lifelong Learning Inventory
A Classroom layout for Learning Relationships
ELLI: The Effective Lifelong Learning Inventory
learning relationships Focussing on… a stimulating environment Physical environment
Emotional environment
● Posters
● Co-creation of classroom rules
● Wall displays to encourage ● Safe to talk about ● Use of learning vocabulary to stimulate visual senses
● Area of the classroom dedicated to a learning dimension e.g. critical curiosity - a wonder wall
strengths and weaknesses ● Safe to make mistakes ● Attention to physiological needs such as water and adequate brain breaks
ELLI: The Effective Lifelong Learning Inventory
Posters and displays
ELLI: The Effective Lifelong Learning Inventory
Posters and displays
ELLI: The Effective Lifelong Learning Inventory
Focussing on‌ strategies and skills
A Wonder wall – for Critical Curiosity!
ELLI: The Effective Lifelong Learning Inventory
Mind-mapping place mats
ELLI: The Effective Lifelong Learning Inventory
Self-assessment: using concept lines Changing
Stuck
Resilience
Fragility
Teamwork
Isolation
Managing alone
Dependent
Curious
Passivity
Creative
Rule bound
Meaning Making Strategically Aware
Fragmentation Robotic
ELLI: The Effective Lifelong Learning Inventory
Self-assessment‌creating a profile on paper
ELLI: The Effective Lifelong Learning Inventory
Above all...modelling learning!
ELLI: The Effective Lifelong Learning Inventory
Learning Design, in site groups: Decisions Which class or group of learners? Which learning power(s) to focus on Which bit of the curriculum/or where the enquiry project is positioned and managed?
Outcome Strategies and processes to facilitate the learning A unit of work – adapting the pedagogy? A personalised enquiry – re-sequencing the curriculum
Inclusion in your personal learning plan ELLI: The Effective Lifelong Learning Inventory
Learning Design, in site groups:
What are the ● Main opportunities? ● Constraints? ● Next steps?
ELLI: The Effective Lifelong Learning Inventory
Identifying first steps 4. What are the first steps I can take towards achieving this? 3. What is my ideal situation?
2
1
4
3
2. What is the current situation?
1. What is the specific development goal I want to work on?
ELLI: The Effective Lifelong Learning Inventory
Where to from here? ● In school/work team groups plan: How will you play with the ideas we have presented? ● Who? ● What? ● Where? ● How? ● How far? ● Timeline....SMART goals?
ELLI: The Effective Lifelong Learning Inventory
Key points in the timeline
Take students online
ELLI: The Effective Lifelong Learning Inventory
A story of change:
ELLI: The Effective Lifelong Learning Inventory
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Nearer to home: ● Learning Conversations in a South Australian Primary School: ● Heike and
● Liam
ELLI: The Effective Lifelong Learning Inventory
Heike
ELLI: The Effective Lifelong Learning Inventory
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Liam
ELLI: The Effective Lifelong Learning Inventory
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‘What we thought of ELLI’ - by their class
ELLI: The Effective Lifelong Learning Inventory
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