1. OR A tool for teacher Learnacy Angi Malderez
Systematic Informed Reflective Practice: How to use conference ‘take-aways’ so that they work for you OR
A tool for teacher Learnacy
Angi Malderez

2. Literacy (18th/19th century) Numeracy (1980s) -acy
Defining terms
Literacy (18th/19th century)
Numeracy (1980s)
-acy
Learnacy (Claxton 2004)

3. Using conference ‘take-aways’
Make a list …. Divide into ‘theories’ and ‘in-class ideas/activities’

4. 5 thinking steps After an experience of teaching
1. a) identify how you feel /felt
b) describe what you noticed that prompted the feelings

5. Step 2
Think of as many possible interpretations of your description as you can (don’t censure!)

6. Step 3
What else do you know about that might help you decide on an interpretation?
about the students
about the context
- ‘theories’/ideas (e.g. from the conference)

7. 2 E. G. s of ‘useful theories’ from my kitbag 1
2 E.G.s of ‘useful theories’ from my kitbag 1. Glasser’s 5 Basic Psychological Needs
1. Security
2. Freedoms/Choices
3. Success/achievements
4. Belonging
5. Fun.
Main ideas: a) EVERYTHING everyone does is in order to meet one or more of these needs
b) If we can ensure that our students can meet all these needs in our classes, they will be motivated

8. 2. Csikszentmihayi’s ‘flow’ Challenge
ANXIETY ‘FLOW’
Skills
APATHY
BOREDOM

9. Step 4 So, given all that, which interpretation are you choosing?
Is your argument ‘robust’?

10. Step 5
So what next?
For your teaching (consider new activity ideas from the conference)?
For your learning?
For your noticing?

11. Benefits for teachers Working with SIRP can:
Help you in finding contextually appropriate ways of using conference ‘take-aways’
Help you develop your noticing skills
Help you manage your own learning
Help you stay happier as you ‘tinker’ (Huberman 1992)

12. For Trainers/mentors- Guiding PLDs (1-3)
So how are you feeling? What did you notice that makes you say that?
How do you explain that? Any more ideas?
So what else do you know that might help you decide which of your explanations/interpretations might be right?
What do you know about those particular students? What possibly relevant ideas or theories have you come across? Is there anything about your school/classroom, the curriculum, the time of year/day that might be important?

13. For Trainers/mentors- Guiding PLDs (4 & 5)
So which explanation seems right to you? Why?
Ok, so if that’s right, what are you going to do about it?
In the next class/next time you notice something similar? What choices do you have? (practical ideas from the last conference you went to?)
What else might be important to notice next time, and how can you try to do that?
Is there anything you feel you need to learn more about, and if so how/where could you do that?

14. Benefits for trainers/mentors/the system
Working to support the development of SIRP can:
Support teachers’ development of abilities to notice the feedback students provide
Support the development of teacher learnacy (and agency)
Avoid judgementoring (and ‘giving feedback’)
Enhance retention (via ability to “tinker”, Huberman 1992)
& begin to move away from performative cultures
& bridge theory-practice gaps (as teachers find the practical usefulness of ‘theories’)

16. References amalderez@googlemail.com
Claxton, G 2004 Learning Is Learnable (And We Ought To Teach It) In the National Commission for Education report Ten Years On, edited by Sir John Cassell
Csikszentmihali, M Optimal Experience: Psychological studies of Flow in consciousness. C.U.P.
Glasser, W Choice Theory: A New psychology of personal freedom. HarperCollins.
Hobson, A.J. & Malderez, A (2013) Judgementoring and other threats to realizing the potential of school-based mentoring in teacher education. International Journal of Mentoring in Education. Vol 2/2. Pps
Huberman, A.M. (1992) Lives of Teachers. Cassells
Malderez A. & M. Wedell 2007 Teaching Teachers: Processes and Practices London/NY:Continuum