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BUILDING LEARNINGPOWER
strong minds for tricky times
Guy ClaxtonProfessor of the Learning SciencesCo-Director, Centre for Real-World Learning
University of Winchester
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BLP: the worldwide quest
I know Im bright, and that Im goingto get good grades. But I worry Ivebecome a tape-recorder. I worry thatonce Im out of school, and peoplestop handing me information withquestions, Ill be lost.
Emily, 16
Spoon-feeding works but it works atthe expense of something that Britishschools have always been rather
good at, namely, turning out youngpeople who are creative, thoughtful,criticaleven intelligently awkwardsometimes.
Independent SchoolsInspectorate
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21st century aims
The test of successful education is not the amount ofknowledge that pupils take away from school, but theirappetite to know and theircapacity to learn.
Sir Richard Livingstone, Oxford,1941
Pedagogy should at its best be about what teachers do
that not only helps students to learn but actively
strengthens theircapacity to learn.
David Hargreaves, SSAT, 2004
Not Either / Or, but AND
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What the research says
An effective school is [essentially] a
school full of effective classrooms.It
matters much less which school a childattends than which classrooms they are in
at that school. In England there is a four-
fold different between the most effective
and least effective classrooms.
- Prof Dylan Wiliam
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800 meta-analyses cant be
wrong Many of the most [hotly] debated issues
e.g. class sizes, streaming, school choice andschool uniforms are the ones with the leasteffects.
The biggest effects on student attainmentoccur when teachers become learners of theirown teaching, and when students becometheir own teachers.
The aim is to make students active in thelearning process, until they can seek out
optimal ways to learn new material and ideas,seek resources to help them, and setappropriate and more challenging goals forthemselves.
John Hattie, Visible Thinking, 2009
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Harris students ideas
Teachers are specialist enablers of learning; theyorchestrate variety in learning; students understand thehowof learning; learning combines subject knowledge with
the development of key skills and attributes Learners take responsibility for their own learning, and
the learning of others
Students and teachers form learning partnerships; theycollaborate to design, deliver and assess learning
Learners create worthwhile products and artefacts;learning is deep, enquiry-based and practical, connectedto students interests and experiences
Teachers demonstrate that they are learners too
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Aspects of a BLP culturecheck your settings
The teacher fallible and inquisitive language talks about learners and learning
example uses the power of modelling and imitation
transparency shares their own learning and thinking
The classroom resource-based and collaborative activities split-screen lessons
environment displays and resources
engagement / responsibility student ownership (not voice)
The school experimenting and monitoring a community of explorers everyone a learner
involvement of parents - communication
the vital signs indicators of progress
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Learnish spoken here
classroom chat that surfaces the learning
o How did you do that?
o How else could you have done that?
o Who did that a different way?
o Which are the tricky bits? Whats tricky about them?o What could you do when you are stuck on that?
o What would have made that easier for you?
o What else do you know that might help?
o How could you help someone else do that?
o How could I have taught that better?o Where else could you use that?
o How could you make that harder for yourself?
o ..?
o ...................................?
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The vocabulary of learning(the 4 Rs)
Emotional Resilience
curious, risk-taking, persistent, concentrated,perceptive
Cognitive Resourcefulnessquestioning, flexible, imaginative, connecting, critical
Social Relationships
collaborative, non-defensive, empathic, supportive
Strategic Reflection
self-evaluative, self-coaching, generalising, self-aware
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So how do you write reports?What do you act as if its worth capturing
about your students?
Darren is getting better at
careful observation, brining his own questions into
class, asking when he doesnt understand, working
with a range of others, thinking things through,
seeing how he can improve what hes done
Megan is becoming more
resilient in the face of difficulty, imaginative in herwriting, thoughtful about her own work, sceptical
about knowledge claims, careful in her checking,
willing to push herself
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Self-evaluating in RE (Hannah Ponfield)
60 second sermon role play
Assessment criteria, designed by Y10 RE
students (high and low band)
relevance: is it meaningful today?
empathy: does it link to our experience?
communication: did it come across clearly?
wow factor: did it inspire us/make us think?
organisation: was it well prepared?
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Self-evaluating: students comments
I felt more involved
It made it feel as if it was our project, not theteachers
We knew how to improve and edit ourpresentation as we were making it
It made us feel more in control and moreadult
Making up your own mark scheme makesyou think more
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Indicators of success:in the last three years,
1. Frequency of students curiosity-drivenquestions has risen ten-fold
2. Frequency of teachers behaving like learners
in class has doubled3. Attendance at parents evenings has risen by
50%
4. Self-reported resilience and resourcefulness
up by 30%Oh, and by the way,
5. The exam results have gone up by 20%
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Does BLP work?
For us the results have been fantastic. We havechanged the ethos from a school that had behaviour asits prime focus to a school that focuses on learning. In 3years our 5 A*-Cs have gone from 17% to 51% (more
than double our FFT benchmark). All this is largelyattributable to BLP.Armando di Finizio, City of Bristol Academy
Best results ever this year (again) BLP really does
work!
Rachel MacFarlane, Headteacher, Walthamstow GirlsSchool
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Towards 21st century schools where
students get thebest possibleresults
all studentsdiscover and takepride in theirpassions
all develop theconfidence andcapacity to pursueand respond tolifelong challenges
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Support is available
Its easy to start, and harder tosustain, embed, deepen anddevelop
Where can we get more ideas toget us going?
How do I do a learning review?
How do I get colleagues onboard?
What about special needs kids?
What to say to parents?
How do we stop it fizzling out?
Can we get some PD?
www.buildinglearningpower.co.uk
http://www.buildinglearningpower.co.uk/mailto:[email protected]:[email protected]://www.buildinglearningpower.co.uk/