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”

https://learningfutures.vitalhub.org/cms/index.php?id=121&LW_LWid=8575460148832603&uid=11794

“learning is like a road…..you can get tow trucks that can help you…”

https://learningfutures.vitalhub.org/cms/index.php?id=121&LW_LWid=8575460148865454&uid=12079

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

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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…