Learning like minds
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The document discusses the evolving landscape of education and learning, emphasizing the need for adaptive pedagogies that are responsive to the complexities of modern society. It highlights the importance of fostering learning relationships and creating a shared language for learning among students, teachers, and communities. Additionally, it addresses the challenges of underachievement and the necessity for inquiry-based learning and authentic engagement to develop students' learning power and resilience.
Learning like minds
- 1. Learning: Like Minds Powerful learning: teachers, leaders, students, community Ruth Deakin Crick
- 2. “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
- 3. A Perfect Storm is Brewing
- 4. • Deepening engagement crisis – individuals and whole communities • Employability skills and the need to adapt and learn over a life time • The information explosion – knowledge is out there! • The need for new forms of participation in democracy and civil life • The ecological crisis
- 5. What to do? "Here is Edward Bear, coming downstairs, bump, bump, bump, on the back of his head, behind Christopher Robin. It is, as far as he knows, the only way of coming downstairs, but sometimes he feels that there really is another way, if only he could stop bumping for a moment and think of it" Alan Alexander Milne The opening paragraph of “Winnie-the-Pooh”, 1926
- 6. Learning is fractal, complex and organic
- 7. Learning communities are complex living systems
- 10. a complex living system “A system is a set of parts which, when combined, have qualities that are not present in any of the parts themselves. Those qualities are the emergent properties of the system.” „Creating systems that work‟ Royal Academy of Engineering 2007
- 11. 11 The challenge for 21C pedagogy… “educational philosophy and theory face the unfamiliar and challenging task of theorising a formative process which is not guided form the start by the target form designed in advance” Zygmunt Bauman Zygmunt Bauman, 2001: The Individualised Society, Cambridge, Polity Press.
- 12. THE SCHOOL AT THE HEART OF COMMUNITY LEARNING learning processes focused on student learning and achievement Community Leadership Leadership learning Learning Employee Learning Systems Thinking & Processes Parent Student Teacher Learning Learning learning Adult learning
- 13. We need a shared language for learning……… Community Stories Traditions & Critique Images Rituals Metaphors Concepts and words
- 14. We need Learning Relationships • Supporting the learners in making their own Coach decisions and taking responsibility for their own learning • Showing the learning how to do something that the Mentor Mentor already knows how to do Expert • Presenting expert knowledge – representing existing funds of knowledge • Facilitating the resolution of personal or social Counsellor challenges
- 15. Learners are complex creatures Different Ways of Public Competence Knowing in the world Practical Knowledge skills & understanding Learning power Propositional values attitudes & dispositions Identity Presentational story, desire, motivation, relationships Personal Experiential
- 16. 1 6 Learning is personal “Knowledge of methods alone will not suffice: there must be the desire, the will, to employ them. This desire is an affair of personal disposition.” John Dewey Dewey, J. How We Think: A Restatement of the Relation of Reflective Thinking to the Educative Process. Heath and Co, Boston, 1933
- 17. Learning Competencies and skills for employability Power Knowledge, Skills and Understanding Personal Development: Values, Attitudes, Dispositions, Identity, Story & Tradition
- 18. Learning is a journey of enquiry from identity to performance Identity Personal Learning Self Power Choice Dispositions Knowledge Publicly valued Voice Values Skills and competences Understanding Hope Attitudes Story Personal Public
- 19. Seven Dimensions of Learning Power Resilience values, attitudes, dispositions, Fuelling a person‟s ability to adapt, respond and change in learning & life
- 20. Seven scales in a self report, online questionnaire, designed to measure learning power and to stimulate change Four types of feedback: • Individual • Group or class • Organisation • System wide
- 22. Visual Analytic for Individual Feedback At risk profile 'I am a little bit rubbish'
- 23. Visual Analytic for Individual Feedback High Level of learning power 'learning is like a road…..you can get tow trucks that can help you… „
- 24. ELLI - an assessment event a framework & a rich, research-validated language for a coaching conversation that moves between the person and identity of the learner and a negotiated learning outcome or performance Trust, affirmation and challenge
- 26. ELLI profiles shown as bar graphs
- 27. Study 1 Learning Power seems to get weaker and more fragile as children go through school N = 6045 Schools = 116
- 28. Changing and learning across the age range 70.00 68.00 Mean of chnglng 66.00 64.00 62.00 2.00 3.00 4.00 KeyStage
- 29. Critical Curiosity across the age range 60.00 57.00 54.00 Mean of curiosity 51.00 48.00 45.00 2.00 3.00 4.00 KeyStage
- 30. Meaning Making across the age range 62.00 Mean of meaningmaking 61.00 60.00 59.00 2.00 3.00 4.00 KeyStage
- 31. Creativity across the age range 62.00 60.00 58.00 Mean of creativity 56.00 54.00 52.00 50.00 48.00 2.00 3.00 4.00 KeyStage
- 32. Strategic Awareness across the age range 60.00 57.00 54.00 Mean of strategic 51.00 48.00 45.00 2.00 3.00 4.00 KeyStage
- 33. Learning Relationships across the age range 64.00 62.00 Mean of lngrelation 60.00 58.00 56.00 2.00 3.00 4.00 KeyStage
- 34. Study 2: Ecology of learning 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
- 35. 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.
- 36. Significant differences between high and under achieving groups • Changing and Learning • .003 • Meaning Making • .002 • Critical Curiosity • .001 • Creativity • .345 • Learning relationships • .691 • Strategic awareness • .011 • Fragility and dependence • .099 Study 4 Underachievement
- 37. Tentative findings…. 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‟
- 38. 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
- 39. What is needed in learning and teaching for high levels of learning power? • Intrinsic interest and flow • Active learning Authenticity • Authentic Performance as assessment event • Connecting to the real world beyond the classroom • Enacting a rich language for learning Identity • Learning as integral journey in life story • Developing learning power • Making choices in what and how • Generating knowledge – co-construction Agency • Taking responsibility • Learning relationships
- 40. What are core teaching skills for high levels of learning power? Facilitating • Coaching for identity formation, ownership and responsibility for learning power learning Scaffolding • Developing thinking and learning knowledge capabilities for knowledge co- generation construction Project • Managing pace, differentiation and providing sufficient structure for Management success i.e. performance requirements
- 41. Brittle learners and Resilient learners systems and systems From dependence to self direction Student dependence Student self-direction Knowledge Project based learning Authentic Enquiry generation by student Authenticity, Identity, Agency, inter-disciplinarity, leadership. (bottom up) High engagement and ownership Expert, abstr acted knowledge and skills Understanding, Memory and Repetition from teacher to student Traditional pedagogy Bright high achievers (top down) Compliance with external agenda or resistance
- 42. Authentic Enquiry Authentic Enquiry begins Choosing and Deciding by engaging a leader’s genuine, self-motivated Observing Acting in the interest in an idea, and World Describing product, need or opportunity – a choice that is authentically Using Genuine Interest to ‘theirs’. Reconciling Understand, Explore, Cr Questioning It harnesses their eate and Improve and engagement in a and Validating BREAK-THROUGH Wondering structured journey, linking INNOVATION LEARNING the object and scope of and their enquiry to individual PERFORMANCE and corporate Interacting performance needs. Uncovering and It sustains genuine Stories Incorporating interest and real-work relevance, enabling the creation of break-through Spanning and Mapping and insights, innovations and Connecting Navigating solutions. 42