Learning Power The Key Ideas Ruth Deakin Crick Michelle Nicholson Tim Small Graduate School of Education, University of Bristol

“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

Double Helix of Learning (McGettrick 2002) Knowledge Skills and Understanding Attitudes, Values, Feelings, Dispositions, Motivation Personal Development Achievement

Seven Dimensions of Learning Power Changing and learning* Changing and learning* meaning making* meaning making* critical curiosity* critical curiosity* creativity creativity learning relationships learning relationships strategic awareness strategic awareness resilience resilience Being stuck & static Being stuck & static Data accumulation Data accumulation Passivity Passivity Being rule bound Being rule bound Isolation & dependence Isolation & dependence Being robotic Being robotic Fragility and dependence Fragility and dependence

Cronbach Alpha Co-efficients by age group n= KS2KS3KS4KS5AdultAll Changing & learning Critical Curiosity Meaning making Creativity Strategic awareness Learning relationships Fragility and dependence Validity: over 10,000 cases

Changing and learning v being stuck & static I see learning as something I can get better at, and myself as an improving learner. This often reflects a more general interest in ‘self-improvement’, and faith that this is possible. I have a sense of history and of hope. I tend to take ownership of my own learning, and like to be responsible for what I’m learning and how I go about it. I’m usually quite ready to ‘sign up’ to learning tasks that are presented to me

Critical curiosity v passivity I like to get below the surface of things and see what is really going on. I like to work things out for myself, and to ask my own questions. I tend to go looking for things to understand better, rather than just responding to problems that come my way. I am usually excited by the prospect of learning, and have a good deal of energy for learning tasks and situations. In general, I’m attracted to learning and enjoy a challenge. I value getting at the truth. I like to get below the surface of things and see what is really going on. I like to work things out for myself, and to ask my own questions. I tend to go looking for things to understand better, rather than just responding to problems that come my way. I am usually excited by the prospect of learning, and have a good deal of energy for learning tasks and situations. In general, I’m attracted to learning and enjoy a challenge. I value getting at the truth.

Meaning making v Data accumulation I tend to look for patterns, I tend to look for patterns, connections and coherence in what I am learning, and to seek links between new situations and what I already know or am interested in. I’m on the look-out for ‘horizontal meaning’ I like to make sense of new things in terms of my own experience, and I like learning about what matters connections and coherence in what I am learning, and to seek links between new situations and what I already know or am interested in. I’m on the look-out for ‘horizontal meaning’ I like to make sense of new things in terms of my own experience, and I like learning about what matters to me. to me.

Creativity v Rulebound I like new situations, and will sometimes create novelty and uncertainty ‘just to see what happens’. I’ll spice things up to stop them being boring. I like playing with possibilities and imagining how situations could be otherwise. I am able to look at problems from different perspectives. I like trying things out even if I don’t know where they will lead. I sometimes get my best ideas when I just let my mind float freely, and I don’t mind ‘giving up mental control’ for a while to see what bubbles up. I often use my imagination when I’m learning, and pay attention to images and physical promptings as well as rational thoughts. create novelty and uncertainty ‘just to see what happens’. I’ll spice things up to stop them being boring. I like playing with possibilities and imagining how situations could be otherwise. I am able to look at problems from different perspectives. I like trying things out even if I don’t know where they will lead. I sometimes get my best ideas when I just let my mind float freely, and I don’t mind ‘giving up mental control’ for a while to see what bubbles up. I often use my imagination when I’m learning, and pay attention to images and physical promptings as well as rational thoughts.

Positive learning relationships v Isolation I like working on problems with other people, especially my friends. I have no difficulty sharing thoughts and ideas with others, and find it useful. I am quite capable of working away at problems on my own, and sometimes prefer it. I don’t feel I have to stick with the crowd for fear of being lonely or isolated, when I’m learning. I have important people at home and in my community who share with me in my learning. I am ready to draw on these when it seems helpful. I feel that I live within a supportive social context. I like working on problems with other people, especially my friends. I have no difficulty sharing thoughts and ideas with others, and find it useful. I am quite capable of working away at problems on my own, and sometimes prefer it. I don’t feel I have to stick with the crowd for fear of being lonely or isolated, when I’m learning. I have important people at home and in my community who share with me in my learning. I am ready to draw on these when it seems helpful. I feel that I live within a supportive social context.

Strategic Awareness v Robotic I tend to think about my learning, and I tend to think about my learning, and plan how I am going to go about it. I usually have a fair idea how long something is going to take me, what resources I am going to need, and my chances of being successful. plan how I am going to go about it. I usually have a fair idea how long something is going to take me, what resources I am going to need, and my chances of being successful. I am able to talk about the process of learning – how I go about things – and about myself as a learner – what my habits, preferences, aspirations, strengths and weaknesses are. I am able to talk about the process of learning – how I go about things – and about myself as a learner – what my habits, preferences, aspirations, strengths and weaknesses are.

Resilience - dependence and fragility I tend to stick at things for a while, even when they are difficult. I don’t give up easily. I often enjoy grappling with things that aren’t easy. I tend to stick at things for a while, even when they are difficult. I don’t give up easily. I often enjoy grappling with things that aren’t easy. I can handle the feelings that tend to crop up during learning: frustration, confusion, apprehension and so on. I have quite a high degree of emotional tolerance when it comes to learning. I’m not easily upset or embarrassed when I can’t immediately figure something out I can handle the feelings that tend to crop up during learning: frustration, confusion, apprehension and so on. I have quite a high degree of emotional tolerance when it comes to learning. I’m not easily upset or embarrassed when I can’t immediately figure something out I don’t immediately look for someone to help me out when I am finding things difficult, or when I get stuck. I’m usually happy to keep trying on my own for a while. I don’t mind if there’s nobody around to ‘rescue’ me. I don’t immediately look for someone to help me out when I am finding things difficult, or when I get stuck. I’m usually happy to keep trying on my own for a while. I don’t mind if there’s nobody around to ‘rescue’ me.

Singleton animals Spirals high in the sky to look for prey Patient, strategic and smart Understands invisible things Confident and self aware Sees the big picture Always looks up to see what is around its environment Curious to look at things from different angle Stares inquisitively Proud and strong, confident to ask questions

Three Types of Learning Profiles Low learning power plus fragility and dependence. low achievers, at risk learners low achievers, at risk learners Medium learning power, plus fragility & dependence and isolation. often bright achievers often bright achievers High learning power plus resilience bright, not necessarily standard achievers, sometimes challenging

Changing and learning Learning relationships Strategic Awareness Resilience Creativity Meaning Making Critical Curiosity Type One ELLI Profile

Cheryl (or it could be Darren) is a fragile learner. She: ● has a very poor sense of herself as a learner and doesn’t believe she can get better at learning ● has ceased to be curious and does not make meaning ● lacks strategies for approaching her learning in different ways and easily gives up ● has good strategic awareness but does not feel supported inside or outside school in her learning ● is unlikely to achieve unless she finds a learning relationship that provides enough trust and affirmation to enable her to challenge her beliefs about her learning Learner type one

Changing and learning Learning relationships Strategic Awareness ResilienceCreativity Meaning Making Critical Curiosity Type Two ELLI Profile

Jo is familiar to all teachers. S/he: ● is a curious, bright, engaged KS 3 student who is willing to take part and keen to do well. ● may continue to do well all through her school career, or she might fall victim of her vulnerability. ● is fragile, dependent and lacks strategic awareness. ● could fall apart when she fails or finds learning difficult. ● lacks the skills to plan and complete coursework and is the kind who never gets round to handing it in! ● is likely to fail to fulfil her potential in KS 4 or A level unless she learns some strategies for tackling her vulnerable areas. Learner type two

Changing and learning Learning relationships Strategic Awareness Resilience Creativity Meaning Making Critical Curiosity Type Three ELLI Profile

Here is Sam, he is bright, engaged and able to achieve. he: ● can work on his own and in a group of peers. ● has considerable resilience and is adequately strategically aware. ● is unlikely to fall apart when learning is difficult ● is more likely to be the person who challenges the system and wants to know why we are learning this. ● wants to know the relevance and purpose of the curriculum he is learning. Learner type three

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. 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.

Critical Curiosity

ELLI profiles shown as bar graphs

ELLI profiles shown as pie charts

** the things you have got better at – why? (May 03) S: “ I used to feel I had to stick with the crowd and copy everyone else, but now I go my own way and show out a bit more.” A: “ looking deeply into things, because before I just skipped a question, now I spend time on it.” D: “I like trying things out, last term or whatever I wouldn’t try anything” A: “ sticking at my work because it got hard at times but now I really try and before I would get in a mood, and I asked questions of Miss Charman and my partner” E:” I think how to plan things through, now because before I asked people to help or to do if for me, now I do it for myself” J: “ I like to ask questions: I know this because I used never to ask questions but now I really like asking questions”

J – he’s improved so much – he never used to say anything or show any interest and now he’s amazing, he’s always asking questions (Bay) A– she develops her ideas quite a lot now and is not afraid to put her hand up and work with a partner and ask questions (Sam) A – he used to moan and groan and whine ‘why’ and now he’s completely different – he just does it (Shaun) T – used to be really quiet – she has improved more, puts up her hand and says ‘ don’t agree with that!’ (Ashley) A has really started to ask questions – he is really interested and when we are in partners, he is really looking at me like he want to know it, and actually helps me and give me things I didn’t think of (Maisy)

Learning Power seems to get weaker and more fragile as children go through school N = 6045 Schools = 116

Changing and learning across the age range

Critical Curiosity across the age range

Meaning Making across the age range

Creativity across the age range

Strategic Awareness across the age range

Learning Power is part of an ecology for learning an ecology for learning N=851 Years 5 – 9 Age 9 – 14 Six west country schools

Learning Power is associated with achievement

Learning Power is associated with:

students’ perceptions of teacher’s ability to create positive interpersonal relationships

Students’ perceptions of teachers ability to honour student voice

Students’ perceptions of teacher’s ability to stimulate higher order thinking

‘It’s OK for me to be here’

Teachers whose students’ have high levels of learning power are characterised by:

High levels of teacher self-efficacy

Reflective Self Awareness

High autonomy support – as opposed to high control

Non learner centred beliefs about students

Learning Power Predicting Achievement Fragility and dependence Fragility and dependence Learning relationships Learning relationships Meaning making Meaning making Creativity Creativity Changing and learning Changing and learning

School climate predicting achievement (44%) Teacher highly controlling Teacher highly controlling Student effort avoidance strategies Student effort avoidance strategies Changing and learning, critical curiosity, meaning making Changing and learning, critical curiosity, meaning making Student self efficacy Student self efficacy Student communication with friends Student communication with friends

Findings from a West London Academy Students with EAL have significantly higher levels of learning power than non EAL students Students with EAL have significantly higher levels of learning power than non EAL students Changing and learning and resilience predicts 20% of average point score Changing and learning and resilience predicts 20% of average point score Learning power is significantly lower in under achieving students (c&l r) Learning power is significantly lower in under achieving students (c&l r) Economically deprived, white boys report significantly lower learning power scores Economically deprived, white boys report significantly lower learning power scores

Citizenship Dispositions N = year olds, in three different sixth form centres in one city. N = year olds, in three different sixth form centres in one city. Learning power is significantly positively associated with dispositions for citizenship: ‘critical social justice’, ‘living my values’, ‘political engagement’ ‘challenge and responsibility’ and ‘ambition, meaning and purpose’. Learning power is significantly positively associated with dispositions for citizenship: ‘critical social justice’, ‘living my values’, ‘political engagement’ ‘challenge and responsibility’ and ‘ambition, meaning and purpose’.

Convicted: gang rape of 13yr olds Resilience Learning relationships Strategic awareness Changing and learning Meaning making Critical curiosity Creativity

Violent young offenders before and after self assessment strategies

Creativity Learning Relationships Curiosity Strategic Awareness Resilience Meaning Making Changing Brunelli is a unique collection of exciting lesson ideas, activities and resources designed especially for teachers wanting their children to become excited and intrigued by Isambard Kingdom Brunel and his remarkable achievements. All of the teaching and learning activities have been created by Bristol based Primary School teachers who have shared belief that the best lessons are those which promote the seven learning dimensions which are collectively known as ELLI

IWB IWB Web access Web access Construction materials Construction materials Digital camera Digital camera 3 ropes (2 of which are securely fastened into the ground) 3 ropes (2 of which are securely fastened into the ground) Resources Resources Drill key vocabulary of the different forces. Where else do you see these forces at work in daily life? Drill key vocabulary of the different forces. Where else do you see these forces at work in daily life? Children to experiment with building materials such as lego, mechano, art straws, balsa wood, natural materials from the school grounds etc. Children to experiment with building materials such as lego, mechano, art straws, balsa wood, natural materials from the school grounds etc. As a group identify the different forces discussed in action – what are the consequences of these forces? As a group identify the different forces discussed in action – what are the consequences of these forces? Storyboard in a digital photo sequence to display on wall for reference to during subsequent science work. Storyboard in a digital photo sequence to display on wall for reference to during subsequent science work. Web-based demo Web-based demo awards.org.ukorg.uk awards.org.ukorg.ukorg.uk KS2 Activity 6 – the force a load exerts on a bridge IWB demo KS2 Activity 6 – the force a load exerts on a bridge IWB demo Using the following website: Using the following website: buildingbig/lab/forces. html buildingbig/lab/forces. html Demonstrate the forces of: compression (squeezing), tension (stretching), bending, shearing (sliding), torsion (twisting) Demonstrate the forces of: compression (squeezing), tension (stretching), bending, shearing (sliding), torsion (twisting) Show a clip of ‘What the Victorians did for us’ which demonstrates the forces of a suspension bridge using people. Show a clip of ‘What the Victorians did for us’ which demonstrates the forces of a suspension bridge using people. You could then go on to replicate this clip as a gym demonstration if you carry out a risk assessment first: The 2 pillar children hold onto a rope at either end which is well-secured into the ground. Another rope is used to span the distance between them. Another child is then used as a load on the bridge by sitting on the rope spanning between the two pillar children. The ‘pillar’ children should be able to experience the compressive force You could then go on to replicate this clip as a gym demonstration if you carry out a risk assessment first: The 2 pillar children hold onto a rope at either end which is well-secured into the ground. Another rope is used to span the distance between them. Another child is then used as a load on the bridge by sitting on the rope spanning between the two pillar children. The ‘pillar’ children should be able to experience the compressive force pushing them down. pushing them down. Contrast with what happens if the pillars are not connected to the anchored ropes (they’ll start to collapse in on each other). Contrast with what happens if the pillars are not connected to the anchored ropes (they’ll start to collapse in on each other). *Health and safety consideration* make sure the load is light and ensure that the ropes either end are firmly secured to the ground. *Health and safety consideration* make sure the load is light and ensure that the ropes either end are firmly secured to the ground. What forces need to be considered in bridge design? What forces need to be considered in bridge design? Plenary / Plenary / Assessment Assessment Elli Based Elli Based Activity Activity Whole class teaching Whole class teaching Connecting Activity Connecting Activity Focus Question Focus Question ELLI Curiosity Meaning Making ChangingResilience Strategic Awareness Creativity Learning Relationships SUBJECT: Science / D.T.

R&D Project – Year 5 I used to be quite bored; now I can always find things to do. I’m in charge. We control our own minds, so we can do it if we want to (CCY5) I used to be quite bored; now I can always find things to do. I’m in charge. We control our own minds, so we can do it if we want to (CCY5) I want to get better at being a learner; grow up and enjoy life. I want to learn! (SB Y5) I want to get better at being a learner; grow up and enjoy life. I want to learn! (SB Y5) Now I can ask questions, instead of wondering what the answer is (CC Y5) Now I can ask questions, instead of wondering what the answer is (CC Y5) (What matters most is…) knowing all I can do; I’ve got all these things in my head that can help me. (CK Y1) (What matters most is…) knowing all I can do; I’ve got all these things in my head that can help me. (CK Y1)

Significant differences between achievement groups ( ANOVA ) Changing and Learning Changing and Learning Meaning Making Meaning Making Critical Curiosity Critical Curiosity Creativity Creativity Learning relationships Learning relationships Strategic awareness Strategic awareness Fragility and dependence Fragility and dependence

Under achievement Underachievers are characterised by Underachievers are characterised by Passivity in learning dispositions Passivity in learning dispositions Accepting things at face value Accepting things at face value Lacking strategic awareness – of thinking, feeling and planning/doing Lacking strategic awareness – of thinking, feeling and planning/doing Not looking for meaning and sense making in their learning Not looking for meaning and sense making in their learning Being ‘stuck and static’ in their sense of themselves as learners. Being ‘stuck and static’ in their sense of themselves as learners.

CURIOSITY STRATEGIC AWARENESS LEARNING RELATIONSHIPS CREATIVITY RESILIENCE CHANGING MEANING MAKING

CURIOSITY GERARD Hello, I’m Gerard and my learning strength is curiosity. I love asking my own questions to find out what’s really going on.

Learning is like… …your heart beating - it never stops until you die! LILLY (AGED 9)

Key themes in the ecology of learning Teacher professional values and commitment Teacher professional values and commitment Relationships between learner and teacher and learner and learner Relationships between learner and teacher and learner and learner trust affirmation & challenge trust affirmation & challenge Quality of dialogue Quality of dialogue Modeling and imitation Modeling and imitation The language of learning - naming it -use of metaphor The language of learning - naming it -use of metaphor

Key themes in the ecology of learning Teacher professional judgement Teacher professional judgement Development of learner self awareness & ownership Development of learner self awareness & ownership Sequencing of content of curriculum Sequencing of content of curriculum Providing learners with choice Providing learners with choice Creating time for reflection Creating time for reflection Strategies & skills Strategies & skills