The LP model - Learning Environment and Pedagogical Analysis Janne Støen

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 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 academic 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

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 problem.”  The group uses the analyse-model to analyse the problem and find suitable measures

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

Defining a problem and a goal  A problem is something a teacher wants to solve. The teacher chooses a challenges from his/her own practice  Choose something you can succeed with  Be open to why the problem occurs  The goal implies the direction of this work  The goal must be possible to evaluate

Analysis and reflection A teacher (case-holder) 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.

Contextual perspective Learning environment Teaching Relations The individual perspective Individual qualifications, difficulties, home environment The actor’s perspective How the individual interprets the reality and how he sees himself Different social systems Actions and behaviour are interpreted through the different perspectives Using different perspectives to understand behaviour

Dreams, hopes, feelings, aknowledgement, success Perception of reality Has ADHD, is bad, has no impulse control, has behavior problems etc. Is/has Does

Social systems. NEIGBOUR HOOD FRIENDS SCHOOL FAMILY/ HOME

Systemanalyse 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 One pupil has a difficult home environment Lack of positive support from the teacher

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.

A systemic approach to identifying challenges  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

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 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

Important factors in the learning environment  Teacher-pupil relations  Peer relations  Rules and the consequences of breaking them  Encourage positive behaviour  Program for pro social education  Adults’ ability to lead classes  Adults’ values and school values  The content and method of the education, and the use of adaptive teaching.  Motivation and expectations  Working with parents

Goal: A learning organization Organizations where people continually expand their capacity to create the results they truly desire, where new and expansive patterns of thinking are nurtured, where collective aspiration is set free, and where people are continually learning to see the whole together. Peter Senge

20 To create a learning organization (P. Senge) Five disciplines:  Personal mastery Individuals can, and will, learn  Mental models bring our internal pictures of the world to the surface and share these with our colleagues  Building shared vision shared ‘pictures of the future’ that foster genuine commitment and enrolment rather than  Team learning the capacity of members of a team to suspend assumptions and enter into a genuine ‘thinking together’.  Systems thinking see the connections between the other disciplines

21 Learning communities Louise Stoll (2004) Learning communities Develop a culture for learning Establish sustainability and endurance Establish supportive cultures Offer possibilities for learning Develop trust and companionship Create new knowledge Encourage a critical attitude Establish networks

Sustainable changes Hanne Jahnsen 2013 Starting the project Planning Develop/ Try out/ Reflection Practice Sustainability 1 Specific goals 2 Foundation 3 Realistic plans 4 Coordinate and lead the work 5 Model for how to do it 6 Good teams, cooperate with councilor 7 Involvement and communication 8 Trainings 9 Document and celebrate results 10 Leadership and endurance 11 Build new structures 12 A part of the culture

Culture makes a big difference The student’s academic and social outcome Teaching, behavior, being together Work- and learning environment Teacher qualifications Outer factors Student qualifications

Remove obstacles habits can make you run in the same direction