1. The LP model - Learning Environment and Pedagogical Analysis

2. 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

3. 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

4. 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.

5. 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

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

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

8. 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

9. 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.

10. 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.

11. 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.

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

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

14. 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?

15. Systemic analyses, contextcircle
Behavior
Problem/
Sustaining
factor
Sustaining factor

16. 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

17. 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

18. 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.

19. 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

20. Problem:
Tommy always makes a lot of noise during lessons

21. 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.

22. 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

23. 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?

24. 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

25. 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

26. 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?

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