www.phil-race.co.uk making learning happen a workshop based on the race model of learning by sally...

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www.phil-race.co.uk Making learning happen A workshop based on the Race model of learning by Sally Brown [email protected] Prof Sally Brown is Adjunct Professor at James Cook University, Central Queensland University and University of the Sunshine Coast and Visiting Professor at Liverpool John Moores University and Plymouth University plus Visiting Fellow at University of Northumbria

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Page 1: Www.phil-race.co.uk Making learning happen A workshop based on the Race model of learning by Sally Brown  sally@sally-brown.net sally@sally-brown.net

www.phil-race.co.uk

Making learning happen

A workshop based on the Race model of learning by Sally Brown [email protected] Prof Sally Brown is Adjunct Professor at

James Cook University, Central Queensland University and University of the Sunshine Coast and Visiting Professor at Liverpool John Moores University and Plymouth University plus Visiting Fellow at University of Northumbria

Page 2: Www.phil-race.co.uk Making learning happen A workshop based on the Race model of learning by Sally Brown  sally@sally-brown.net sally@sally-brown.net

How Students Really Learn‘Ripples’ model of learning

Phil Race &

Sally Brown

Page 3: Www.phil-race.co.uk Making learning happen A workshop based on the Race model of learning by Sally Brown  sally@sally-brown.net sally@sally-brown.net

www.phil-race.co.uk

Seven factors underpinning successful learning

Phil Race has asked thousands of people the

following questions about how they learn. The next slides show the strong trends in responses.

Page 4: Www.phil-race.co.uk Making learning happen A workshop based on the Race model of learning by Sally Brown  sally@sally-brown.net sally@sally-brown.net

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1: How do you learn well?

Think of something that you’re good at, something that you know you do well.

How did you become good at it?

Page 5: Www.phil-race.co.uk Making learning happen A workshop based on the Race model of learning by Sally Brown  sally@sally-brown.net sally@sally-brown.net

www.phil-race.co.uk

Most people’s views...

practice trial and error having a go repetition experimenting

Page 6: Www.phil-race.co.uk Making learning happen A workshop based on the Race model of learning by Sally Brown  sally@sally-brown.net sally@sally-brown.net

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2: What makes you feel good?

Think of something about yourself that you feel good about.

How can you justify feeling good about this? What’s your evidence to support this feeling?

Page 7: Www.phil-race.co.uk Making learning happen A workshop based on the Race model of learning by Sally Brown  sally@sally-brown.net sally@sally-brown.net

www.phil-race.co.uk

Most people’s views...

feedback other people’s

reactions praise gaining confidence seeing the results

Page 8: Www.phil-race.co.uk Making learning happen A workshop based on the Race model of learning by Sally Brown  sally@sally-brown.net sally@sally-brown.net

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3: What can go wrong? Think of something that you’re not good

at, perhaps as a result of a bad learning experience.

What went wrong, and whose (if anyone’s) fault may it have been?

Page 9: Www.phil-race.co.uk Making learning happen A workshop based on the Race model of learning by Sally Brown  sally@sally-brown.net sally@sally-brown.net

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Most people’s views...

did not really want to learn it

could not see the point bad teaching could not make sense

of it

Page 10: Www.phil-race.co.uk Making learning happen A workshop based on the Race model of learning by Sally Brown  sally@sally-brown.net sally@sally-brown.net

www.phil-race.co.uk

4: And if there isn’t a ‘want’? Think of something that you did learn

successfully, but at the time you didn’t want to learn it.

What kept you going, so that you did indeed succeed in learning it?

Page 11: Www.phil-race.co.uk Making learning happen A workshop based on the Race model of learning by Sally Brown  sally@sally-brown.net sally@sally-brown.net

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Most people’s views... strong support and

encouragement did not want to be seen

not able to do it needed to do it for

what I wanted next

Page 12: Www.phil-race.co.uk Making learning happen A workshop based on the Race model of learning by Sally Brown  sally@sally-brown.net sally@sally-brown.net

www.phil-race.co.uk

Five of the seven factors underpinning successful

learning learning by doing learning from feedbackwanting to learnneeding to learnmaking sense – ‘getting one’s

head round it’

Page 13: Www.phil-race.co.uk Making learning happen A workshop based on the Race model of learning by Sally Brown  sally@sally-brown.net sally@sally-brown.net

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Ripples on a pond….

Wanting/Needing

Page 14: Www.phil-race.co.uk Making learning happen A workshop based on the Race model of learning by Sally Brown  sally@sally-brown.net sally@sally-brown.net

www.phil-race.co.uk

Wanting/Needing

Doing

Ripples on a pond….

Page 15: Www.phil-race.co.uk Making learning happen A workshop based on the Race model of learning by Sally Brown  sally@sally-brown.net sally@sally-brown.net

www.phil-race.co.uk

Ripples on a pond….

Wanting/Needing

DoingMaking

sense

Page 16: Www.phil-race.co.uk Making learning happen A workshop based on the Race model of learning by Sally Brown  sally@sally-brown.net sally@sally-brown.net

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Ripples on a pond….

Wanting/Needing

Doing

Feedback

Making sense

Page 17: Www.phil-race.co.uk Making learning happen A workshop based on the Race model of learning by Sally Brown  sally@sally-brown.net sally@sally-brown.net

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But there are still two things missing

One has never really ‘got’ something until one has done both of two more things...

Page 18: Www.phil-race.co.uk Making learning happen A workshop based on the Race model of learning by Sally Brown  sally@sally-brown.net sally@sally-brown.net

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Another question Think of something you’ve taught for some time.

Think back particularly to the first time you taught it.

To what extent did you find that you ‘had your head around it’ much better after teaching it for the first time?Very much better: raise two handsSomewhat better: raise one handNo better: raise no hand

Page 19: Www.phil-race.co.uk Making learning happen A workshop based on the Race model of learning by Sally Brown  sally@sally-brown.net sally@sally-brown.net

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Ripples on a pond….

Wanting/Needing

Doing

Feedback

Coaching, explaining, teaching

Making sense

Page 20: Www.phil-race.co.uk Making learning happen A workshop based on the Race model of learning by Sally Brown  sally@sally-brown.net sally@sally-brown.net

www.phil-race.co.uk

And one final question... Still thinking of the first time you taught that

particular topic, think back to the first time you measured students’ learning of the topic.

To what extent did you find that after assessing students work, you yourself had ‘made sense’ of the topic even more deeply?Very much better: raise two handsSomewhat better: raise one handNo better: raise no hand

Page 21: Www.phil-race.co.uk Making learning happen A workshop based on the Race model of learning by Sally Brown  sally@sally-brown.net sally@sally-brown.net

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Ripples on a pond….

Wanting/Needing

Doing

Feedback

Assessing

making informed

judgements

Making sense

Coaching, explaining, teaching

Page 22: Www.phil-race.co.uk Making learning happen A workshop based on the Race model of learning by Sally Brown  sally@sally-brown.net sally@sally-brown.net

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The guru Royce Sadler

“The indispensable conditions for improvement are that the student comes to hold a concept of quality roughly similar to that held by the teacher, is able to monitor continuously the quality of what is being produced during the act of production itself, and has a repertoire of alternative moves or strategies from which to draw at any given point. In other words, students have to be able to judge the quality of what they are producing and be able to regulate what they are doing during the doing of it”. (Sadler 1989). (my italics)

Page 23: Www.phil-race.co.uk Making learning happen A workshop based on the Race model of learning by Sally Brown  sally@sally-brown.net sally@sally-brown.net

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Doing

Ripples on a pond….

Wanting/Needing

Doing

Feedback

Assessing

making informed

judgements

Making sense

Coaching, explaining, teaching

1. Strive to enhance our students’ want to learn;

2. Help students to develop ownership of the need to learn;

3. Keep students learn by doing, practice, trial-and-error, repetition;

4. Ensure students get quick and useful feedback – from us and from each other;

5. Help students to make sense of what they learn.

6. Get students deepening their learning by coaching other students, explaining things to them.

7. Allow students to further deepen their learning by assessing their own learning, and assessing others’ learning – making informed judgements.

Teaching smarter: we need to: