By Miss M Williams and Miss H Deacy

Excellent Schools: A vision for Schools in Wales in the 21 st century The development of learning skills, or what is increasingly being known as ‘learning to learn’ is inseparable from good subject teaching. The development of learning skills, or what is increasingly being known as ‘learning to learn’ is inseparable from good subject teaching. Schools should develop clear policies and strategies for teaching pupils to think, learn, work collaboratively and solve problems. Schools should develop clear policies and strategies for teaching pupils to think, learn, work collaboratively and solve problems. Estyn 2002 Estyn 2002

Expanding the capacity to learn “The test of successful education is not the amount of knowledge that pupils take away from school, but their appetite to know and their capacity to learn.” “The test of successful education is not the amount of knowledge that pupils take away from school, but their appetite to know and their capacity to learn.” Sir Richard Livingstone, 1941

Building Learning Power (BLP) What is BLP? What is BLP? How we are implementing BLP in years 2 and 6 How we are implementing BLP in years 2 and 6 The next steps for the school The next steps for the school

What is BLP? BLP is Building Learning Power BLP is Building Learning Power Helping children to become more effective and independent learners Helping children to become more effective and independent learners There are four elements There are four elements Resilience Resilience Resourcefulness Resourcefulness Reflectiveness Reflectiveness Reciprocity Reciprocity

Resourcefulness Questioning – Getting below the surface; being curious. Questioning – Getting below the surface; being curious. Making Links – seeking coherence, relevance and meaning. Making Links – seeking coherence, relevance and meaning. Imagining – Using the mind’s eye as a learning theatre. Imagining – Using the mind’s eye as a learning theatre. Reasoning – thinking rigorously and methodically. Reasoning – thinking rigorously and methodically. Capitalising – making good use of resources. Capitalising – making good use of resources.

Resilience Absorption – The pleasure of being rapt in learning….awe and wonder! Absorption – The pleasure of being rapt in learning….awe and wonder! Managing Distractions – recognising and reducing interruptions. Managing Distractions – recognising and reducing interruptions. Noticing – really sensing what’s out there. Noticing – really sensing what’s out there. Perseverance – stickability; tolerating the feelings of learning. Perseverance – stickability; tolerating the feelings of learning.

Reflectiveness Planning – working learning out in advance Planning – working learning out in advance Revising – monitoring and adapting along the way. Revising – monitoring and adapting along the way. Distilling – drawing out the lessons from experience Distilling – drawing out the lessons from experience Meta - learning – understanding learning and yourself as a learner. Meta - learning – understanding learning and yourself as a learner.

Reciprocity Interdependence – balancing self-reliance and sociability. Interdependence – balancing self-reliance and sociability. Collaboration – the skills of learning with each other. Collaboration – the skills of learning with each other. Empathy and listening – getting inside others’ minds. Empathy and listening – getting inside others’ minds. Imitation – picking up others’ habits and values Imitation – picking up others’ habits and values

How teachers build learning power It is important to remember that teachers are the catalyst and scaffolder behind pupils and their ability to develop as independent learners. It is important to remember that teachers are the catalyst and scaffolder behind pupils and their ability to develop as independent learners. Teachers can build young people’s learning power by helping them to expand their own learning capacities. Teachers can build young people’s learning power by helping them to expand their own learning capacities. It is about adapting and adjusting to ensure that you as teachers develop the way in which you talk to children, the organisation of your classroom, design of activities and how you teach. It is about adapting and adjusting to ensure that you as teachers develop the way in which you talk to children, the organisation of your classroom, design of activities and how you teach.

Explaining Explaining Orchestrating Orchestrating Commentating Commentating Modelling Modelling How teachers build learning power

‘ The classroom becomes a place where pupils and teachers engage together creatively as researchers in their own learning.’ ‘ The classroom becomes a place where pupils and teachers engage together creatively as researchers in their own learning.’ Guy Claxton, Building Learning Power 2006

How we are implementing BLP in High Cross Primary Resourcefulness and Reciprocity Class 2HD and 6MW

Implementing BLP Developing Resourcefulness Developing Resourcefulness - Stuck Boards and Posters - Stuck Boards and Posters These are a way of developing children’s resourcefulness. These are a way of developing children’s resourcefulness. They encourage children to think of all the resources they have around them in the classroom which support their learning. They encourage children to think of all the resources they have around them in the classroom which support their learning. Stuck boards and posters encourage the children to capitalise on the full range of resources available to them. Stuck boards and posters encourage the children to capitalise on the full range of resources available to them. The children use their stuck board or posters as a reference point when they get stuck and need some help. The children use their stuck board or posters as a reference point when they get stuck and need some help.

 Stuck boards were introduced into Year 2 Autumn term 1.  First steps were to think, pair and share.  With a partner pupils developed ideas on yellow sticky notes.  Each sticky note was shared to the whole class.  Pupils decided which ideas were relevant to them.  Now when they are stuck they use the board to help them. Developing Stuck boards in Year 2

Stuck Boards

Stuck Posters Stuck posters are designed and made by the children. They keep them in their trays for reference when needed. On a termly basis two or three stuck posters are chosen, enlarged and displayed around the classroom as reference for others.

Stuck Display

Developing Resourcefulness Developing Resourcefulness - Tour of the classroom - Tour of the classroom Something that quite often hinders pupils ability to learn effectively, is unfamiliarity of their own environment. Something that quite often hinders pupils ability to learn effectively, is unfamiliarity of their own environment. A tour of the classroom is another way of developing children’s resourcefulness. They encourage pupils to be curious, not afraid of not knowing and to make the most of the learning resources. A tour of the classroom is another way of developing children’s resourcefulness. They encourage pupils to be curious, not afraid of not knowing and to make the most of the learning resources. Tour of the classroom enables pupils to become familiar with their surroundings and to hopefully work out things for themselves. Tour of the classroom enables pupils to become familiar with their surroundings and to hopefully work out things for themselves. Implementing BLP

The pupils worked with their learning partner to think of useful things that they needed to find. When ready the pupils put on their snazzy specs and went on a tour of their classroom. Classroom Tour

The pupils searched high and low for items that they wanted to find. The pupils recorded on a plan some of the items which they found. Some cheeky chappies even sneaked a look in their teachers cupboards. Classroom Tour

Implementing BLP Developing Resourcefulness - Learning partners The children have a learning partner who they can ask for help when they are stuck. Learning partners are also used for some directed pair work activities. Learning partners is another way of developing children’s resourcefulness. They encourage children to use the resources available to them so becoming more independent in their learning. Learning Partners support the stuck posters and develop the children’s capitalising skills drawing on a full range of resources available to them.

Learning Partners in Year 2

Learning Partners The children are paired up in different ways depending on the activity; Ability Mixed ability Friendship group Children use their learning partner to support learning during directed time and also independently for help when they are stuck.

Learning Partners The children often complete their language and Maths work using the laptops. By working with their learning partners on the laptops they can share ideas and use each others strengths to achieve the task set in the best way they can. Sometimes learning partners are TA’s in the classroom.

Implementing BLP Developing Reciprocity - Q and A Cards These are a way of developing children’s reciprocity. The children use their question and answer cards within a lesson to decide very carefully about which questions they want to answer and which questions they want to ask as they can only use their cards once. Q and A cards encourage children to stay focused on the lesson listening to others views and opinions making decisions about the right time to contribute their thoughts and ideas Q and A cards encourage the children’s empathy and listening skills and encourage everyone in the lesson to make a contribution whilst making their own decisions about their learning.

Q and A cards Q and A cards are handed out at the start of the lesson. Different children are given different numbers of cards. Children choose very carefully when they would like to use their card to answer a question or ask the class or teacher a question. All children have to use the cards they are given.

Implementing BLP Developing Reflectiveness - Keying in After a piece of work has been completed pupils reflect on their own work by commenting about what they have learnt. This is also known as Meta-learning. Pupils begin to know themselves as a learner and talk about the learning process.

Pupils commented on the skills they used and what they felt they had learnt. Their comments were added to a display based on their work. Reflecting in Year 2

Reflecting in Year 6 Following our work on rock idol, the children reflected on their learning and recorded their thoughts in a speech bubble for the display.

Next Steps for the School To filter BLP into every classroom. To filter BLP into every classroom. To support staff in implementing BLP To support staff in implementing BLP To have 101 Ways training as part of an inset day in the Spring Term. To have 101 Ways training as part of an inset day in the Spring Term.

To hold a presentation based on BLP to the parents. This will be to help them understand what we as a school are doing and an to develop an understanding of the language that their children might use at home. To hold a presentation based on BLP to the parents. This will be to help them understand what we as a school are doing and an to develop an understanding of the language that their children might use at home. To liaise with staff to help them to implement BLP in their classrooms and to provide a support network for them. To liaise with staff to help them to implement BLP in their classrooms and to provide a support network for them. Develop the language of BLP with the pupils to produce icons that represent BLP to make it more child friendly. Develop the language of BLP with the pupils to produce icons that represent BLP to make it more child friendly. Action Plan for Implementation

Learning to learn “ Since we cannot know what knowledge will be needed in the future, it is senseless to try to teach it in advance. Instead our job must be to turn out young people who love learning so much, and who learn so well, that they will be able to learn whatever needs to be learned.” John Holt

Thank you for listening. Any questions?