2. Welcomes you to the Deep Learning Conference Thursday 12 th June2008. Produced as part of the Partnership Development Schools (PDS) Strategy Phase 3 2008-09 (Lead PDS: The Park Community School. Contact Chris Ley (cley@parkcommunity.devon.sch.uk)

3. Creating the autonomous independent learner What are we asking of students? Learn more? Learn better? Be better learners? But do we provide them with the tools to do this?

4. A puzzle… A man and a woman are standing side by side each with his or her weight on his or her right foot They begin by walking so that each steps out on his or her left foot The woman takes three steps for each two steps of the man How many steps does the man take before his right foot strikes the ground at the same time as the woman’s right foot?

5. Information in Information out What did I learn today?

6. Learning is a by product of comprehension As teachers the activities we set our pupils will determine the depth of learning The greater the amount of mental processing the deeper the learning

7. Surface Learning.

8. Surface Learning Occurs when information is not integrated into the brain ’ s cognitive structures Involves memorising Extrinsic motivation

9. Deep Learning Involves more mental processing There is a greater difference between the information going in and that coming out Allows learners to make sense of or abstract meaning Ability to relate theoretical ideas to everyday experiences

10. Surface learning Shallow learning Deep learning Copying notes e.g. on the digestive system Sequencing, flow charts e.g. producing a flow map to show the movement of food through the digestive system Analysis, synthesis and evaluation e.g. predicting the effect of the removal of key organs

11. Student Voice Assessment for learning Learning to Learn Conditions of Deep Learning

12. Learning to learn is about understanding the process of learning and developing strategies for improving our own learners and providing them with the skills to cope with life in the 21 st century At Lipson we are providing pupils with a tool kit for learning

13. Thinking Maps (tools) Habits of Mind (ways of being) Co-operative Learning using Kagan structures (learning together and from each other)

14. Enhance the brain’s ability to detect and construct patterns Provide a common visual tool for student engagement Give students a way to represent abstract thoughts Students can identify chunks of material and create meaning – apply to all areas of curriculum Establish neural networks for in- depth processing Research in US by David Hyerle Action research projects Latest research on brain

15. What does it all mean? You must be a learning ‘coach’ You must teach less and allow for more learning You must stimulate learning without pre-empting it You must show what it means to be a good learner

16. L2L Reflection Know various strategies Raising aspirations. Intrinsically motivated Know their strengths. Awareness of how they learn. Independent learners Autonomous learners