The LP model - Learning Environment and Pedagogical Analysis

What is the LP-model? A strategy to improve the learning environment through analyzing the challenges the teachers meet The LP-model provides a working method in which the teachers collaborate in groups according to specific principles The aim is to establish a good learning environment which ensures that all students acquire social skills and subject knowledge The methodology involves a systematic approach to analysis and reflection, together with the development of appropriate measures and evaluation

The model is funded by the Norwegian Directorate for Education and Training Was first tested in a research-based development project in 14 schools in three municipalities. Lillegården Resource Centre was responsible for the development work, whilst the Norwegian Institute for Social Research (NOVA) was responsible for evaluating the project. Today about180 schools are using the LP model In Denmark about 200 schools are using the LP model

The evaluation of the project shows: Students in the project schools exhibit better social skills in the form of self control, adjustment to the norms of the schools and self-assertion. Students are less prone to problem behaviour and there is a calmer, more ordered atmosphere during lessons. The incidence of bullying has declined dramatically. Relationships between students and teachers have improved and the atmosphere between students has also developed in a positive way. The environment and culture within the school have improved and a stronger collaboration between the teachers has been established. Parents are happier with the information they get from the school and the dialogue they have with the teachers.

A model based on research results What can explain unrest and discipline problems in schools What do pupils learn in school (social and academical skills) What characterizes a good school What characterizes good teachers Learning- and class environment

Main elements in the LP model Systemic analysis Different perspectives Sustaining factors A systematic approach

Systemic analysis Define a problem Define a goal Obtain information Analyse sustaining factors --------------------------------------------------------------------------------- Develop strategy and measures Implement chosen measures Evaluate Revise

Teachers work in groups The group has 5-7 members/teachers Each group has a leader The group meets every two weeks for at least 1,5 hour One member brings and defines a problem taken from his/hers experience as a teacher/ classroom situation. “The one doing the job, knows the problems.” The group uses the analyse-model to analyse the problem and find suitable measures

Analysis and reflection A teacher presents to the group a challenge related to a student, group/class or his/her own class management. Collective analysis of the challenge takes place in order to arrive at a concrete approach to the problem and to determine what information needs to be collected. Collective planning concerning the assembling of information. The collecting of information. Analysis of the information in order to find those factors responsible for causing the problem.

Strategy and measures Collective strategy and the development of measures. Collective preparation of a plan for implementing the measures. The teacher implements the plan for three to six weeks Collective evaluation of the implementation. The plans can be revised along the way.

Defining a problem A problem is something a teacher wants to solve Choose something you can succeed with The cause of the problem must be unknown The pupils actions must always be understood as connected to context.

Example PROBLEM: A pupil shows low interest in math lessons GOAL: The pupil shall gain 50% of the scores at the next math test

Methods of obtaining information about the problem Discuss with the team Dialog with pupil/class Dialog with parents Observation in the classroom Video Questionnaire

Analyses and reflection What do we know now? Do we have any new information? Different perspectives What are the sustaining factors? Context circle Do we need any more information?

Systemic analyses, contextcircle Behavior Problem/ Sustaining factor Sustaining factor

A systemic approach to identifying obstacles Systemic theory emphasizes the importance of taking into account that we interact with different social systems Each individual participates in a system where we are affected and have an affect on other people in the system The way we communicate and act forms the structures that is unique to each system

The ”actors” perspective How the pupil interpretes the reality and How he sees himself Psychological: how children are raised The class as a social system Teacher teacing The individual perspective: Individual qulifications, difficulties, home environment Pupil The contectual perspective: Learning environment Teaching Relations pupil structure Relations Aktørperspektivet: det finnes ingen unger med vond vilje, på tomannshånd, i for ham en trygg kontekst, er alle greie å ha med å gjøre. Og de fleste unger er opptatt av om læreren liker meg. pupil Medical: - Neurology Genetics Biology

Has ADHD, is bad, has no impulse control, has behavior problems etc. Does Is/has Dreams, hopes, feelings, aknowledgement, success Perception of reality Ekskluderer en annen måtte å forstå vedkommende på.

Systemanalyse The pupils and the teacher are late for class 3 pupils A lot of disturbance in the beginning of English lessons Unclear rules and consequences 3 pupils get a lot of attention in the back of the class room The pupils and the teacher are late for class The pupils are late because the start of the lesson is never of any use 3 pupils have low expectations of their own academic achievements Lack of positive support from the teacher Systemanalyse

Problem: Tommy always makes a lot of noise during lessons

Systems theory as the theoretical basis Individuals actions must be understood as connected to different kinds of systems All actors in a system affect the wholeness of the system and are influenced by it. Social influence takes place whether you want it or not. Different communities appears as different social systems because of the establishment of different kinds of communication- and interaction patterns.

Intentional actions Action Goal, wishes, values View of reality We all act from our view of reality and the goals, wishes or values we want to realise with our action. Action Goal, wishes, values View of reality

Development of strategies and measures Positive focus: What can we expect? How can we change the environments? The problem owner chooses measures and must give reasons for his or her choices. Who must be informed and involved in connection with the implementation of the measures? Plan for evaluation: Who, When, Why and How?

Areas to focus on when planning strategies and measures Teacher-pupil relations Peer relations Rules and the consequences of breaking them, class management Encourage positive behaviour Program for pro social education Adults ability to manage education Adults values and school values The content and method of the education, and the use of adaptive teaching. Motivation and expectations Working with parents

Implementing strategies and measures Going from words to action is difficult! Social systems often show resistance against change. Loyalty against the decisions All engaged parts must work in the same direction Systematic implementation Document both implementation and effect

Evaluation Are all measures been implemented? Are the measures implemented continuously and systematic? What factors may be obstacles for the implementation? Is the problem reduced? Has there been an positive development? To what degree are the goals met?

Revise Change problem formulation or/and goal formulation Obtain more information New anaysis Change measures

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