1 / 27

Teaching for Learning Power

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.

celestine
Download Presentation

Teaching for Learning Power

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. Teaching for Learning Power Making it happen in higher education Dr Linda Rush

  2. Wider evidence • Chris Watkins’ National School Improvement Network Bulletin No. 13, 2001 • ELLI (Bristol project) • Guy Claxton • Alistair Smith • Campaign for Learning

  3. Widening participation

  4. 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)

  5. 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

  6. 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

  7. Lifelong Learning Continuation of learning beyond formal education

  8. About skills, process and behaviour Ditching reliance on short-term memory Not about telling A model of how we learn Information is not enough L2L A language to discuss the process of learning A set of deep learning strategies About ‘shifting’ human beings

  9. 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)

  10. 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

  11. L2L: A moment of promise… • knowing - learning • proving - improving • converging - diverging • systems - people • more - less • non-sense - common sense

  12. 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)

  13. ELLI’s seven ‘learning dimensions’ • Growth orientation v being stuck and static • Meaning making v data accumulation • Critical curiosity v passivity • Creativity v rule bound • Learning relationships v isolation • Strategic awareness v robotic • Resilience v dependence

  14. The 4Rs • Resilience being ready, willing and able to lock on to learning

  15. The 4Rs • Resourcefulnessbeing ready, willing and able to learn in different ways

  16. The 4Rs • Reflectiveness being ready, willing and able to become more strategic about learning

  17. The 4Rs • Reciprocity being ready, willing and able to learn alone and with others

  18. 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 • COACHING 2+3) Learning better T - tips & techniques - mind maps L - learning styles - MI C - conditions for learning S - study skills GRAFTING • 1)Learning more: raising attainment • better results • chunking curriculum • booster classes • TOWING

  19. 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)

  20. A Lecturer’s palette Explaining: telling students directly and explicitly about learning power Orchestrating Explaining Modelling Commentating

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

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

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

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

  25. Planned learning interventions • Time for reflection • Real life problems and learning • Teamwork and learning relationship challenges • Creating opportunities for problem solving • Differentiated learning outcomes

  26. Some key ideas • Making the learning process explicit • Using ‘stuckness’ as a site of interest • Using twin focused tasks - curriculum content - learning capacities

  27. 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

More Related