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Bahrain polytechnic june 2011

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Bahrain polytechnic june 2011

  1. 1. Learning PowerAn Introduction Kingdom of Bahrain<br />Ruth Deakin Crick <br />Graduate School of Education<br />
  2. 2. A Perfect Storm is Brewing <br />
  3. 3. 3<br />“It is time to hold up our hands and admit that our education system just isn’t working well enough.<br />Our emphasis needs not to be on proving the residual value of outdated curricula, tests and league tables, but oninspiring and
challenging children [and young people] so that they in turn can inspire and challenge us.”<br />Lord David PuttnamChancellor, Open University Introduction to the Learning Futures Programmewww.learningfutures.org<br />
  4. 4. 4<br />“To put it very crudely, the habits of mind required, and therefore cultivated, by the 19th century curriculum of mass schooling were deference, unquestioning acceptance of authority, neatness, punctuality, accurate recapitulation and ‘sequestered problem- solving’”<br />Claxton & Lucas, 2009 UK National Inquiry into the Future for Lifelong Learning<br />
  5. 5. 5<br />Why are these so important now?<br />Wicked Problems<br />Collective Intelligence<br />Sensemaking<br />Computer-Supported…<br />Learning Power<br />participatory inquiry<br />http://media.photobucket.com/image/yinyang/penelopecassandre/Tao_YinYangEarth2.jpg<br />dialogue<br />social media<br />argumentation<br />
  6. 6. 6<br />search find link listen watch discover learn blog share talk discuss create collaborate<br />phone<br />tablet<br />laptop<br />desktop<br />tv<br />Inversion<br />
  7. 7. Hewlett Foundation 2010 focus: “Deeper Learning”<br />http://www.hewlett.org/programs/education-program/deeper-learning<br />“In one survey after another, business leaders complain that the majority of U.S. job applicants are ill-equipped to solve complex problems, work in teams, or communicate effectively.<br />“Hewlett envisions a new generation of schools and community colleges … harness the deeper learning skills of critical thinking, problem solving, effective communication, collaboration, and learning to learn to help students develop a strong foundation in traditional academic subjects.”<br />7<br />
  8. 8. 8<br />Engagement Improves<br />Satisfaction<br />Productivity<br />Retention<br />Performance<br />79% Not Fully Engaged<br />Engagement Improves with<br />1. Leadership<br />2. Learning<br />90,000 Employees<br />18 Countries<br />All Sectors<br />© Tim Coburn, 2011<br />
  9. 9. Organisations Want More Engagement<br />Engagement<br />Improves<br />Impact<br />Engagement<br />Improves<br />Performance<br />Engagement<br />Improves<br />Retention<br />Engaged?<br />Only 21%!!<br />Source: Closing the Engagement Gap, Towers Perrin, 2008<br />Sample: 90,000 Employees, 18 Countries<br />
  10. 10. Learning is a Key Engagement Factor<br />Source: Closing the Engagement Gap, Towers Perrin, 2008<br />Sample: 90,000 Employees, 18 Countries<br />10<br />
  11. 11. Creative competencies for complex challenges (Palus & Horth 2002: Center for Creative Leadership)<br />11<br />Based on analysing and mentoring many senior leaders, Palus & Horthrecognise a new pattern of competencies in leaders who cope well with overwhelming complexity. CCL has developed practical tools to scaffold these competencies<br />Shared Understanding & Sensible Action<br />PayingAttention<br />Complexity & Chaos<br />Crafting<br />Personalizing<br />Co-Inquiry<br />Imaging<br />Serious Play<br />…how do we nurture these in ourselves, and the next generation?<br />
  12. 12. suggested reading:<br />The Leader’s Edge<br />Six Creative Competencies for Navigating Complex Challenges <br />Charles J. Palus<br />David M. Horth<br />Summary article in Ivey Business Journal:<br />http://www.iveybusinessjournal.com/article.asp?intArticle_ID=582<br />
  13. 13. Employee Performance enabled by learning power, authentic enquiry and leadership<br />NEXT<br />GENERATION OF EMPLOYEES<br />
  14. 14. Learning Past …….curriculum as prescription <br />Delivery of outcomes – top down <br />Students as performers<br />Teachers as experts<br />Factory model of schooling<br />Impoverished language for learning<br />One size fits all (more or less)<br />Curriculum as cage rather than framework<br />
  15. 15. Learning Futures ..curriculum as narration<br />Students as authors of their own learning journey<br />Enquiry based learning – authentic pedagogy<br />Co-construction of knowledge<br />Teachers as facilitators of learning<br />Rich language for learning<br />Local diversity <br />Curriculum as framework rather than cage<br />
  16. 16. Learning is a complex process <br />Practical <br />Propositional<br /> Presentational<br />Experiential<br />Public <br />Personal<br />
  17. 17. Learning Power<br />Competencies and skills for employability<br />Knowledge, Skills and Understanding <br />Personal Development: Values, Attitudes, Dispositions, Identity, Story<br />
  18. 18. Seven Dimensions of Learning Power<br />Changing & learning*<br />Meaning making*<br />Critical curiosity*<br />Creativity<br />Learning relationships<br />Strategic awareness<br />Resilience<br />Being stuck & static<br />Data accumulation<br />Passivity<br />Being rule bound<br />Isolation & dependence<br />Being robotic<br />Fragility & dependence<br />
  19. 19. Changing & learning v being stuck & static<br /> I see learning as something I can get better at, and myself as an improving learner. This often reflects a more general interest in ‘self-improvement’, and faith that this is possible. I have a sense of history and of hope. I tend to take ownership of my own learning, and like to be responsible for what I’m learning and how I go about it. I’m usually quite ready to ‘sign up’ to learning tasks that are presented to me<br />
  20. 20. Critical curiosity / passivity<br />I like to get below the surface of things and see what is really going on. I like to work things out for myself, and to ask my own questions. I tend to go looking for things to understand better, rather than just responding to problems that come my way. I am usually excited by the prospect of learning, and have a good deal of energy for learning tasks and situations. In general, I’m attracted to learning and enjoy a challenge. I value getting at the truth.<br />
  21. 21. Meaning making / Data accumulation <br /> I tend to look for patterns,<br /> connections and coherence in what I am learning, and to seek links between new situations and what I already know or am interested in. I’m on the look-out for ‘horizontal meaning’ I like to make sense of new things in terms of my own experience, and I like learning about what matters<br /> to me.<br />
  22. 22. Creativity v Rulebound<br /> I like new situations, and will sometimes create novelty and uncertainty ‘just to see what happens’. I’ll spice things up to stop them being boring. I like playing with possibilities and imagining how situations could be otherwise. I am able to look at problems from different perspectives. I like trying things out even if I don’t know where they will lead. I sometimes get my best ideas when I just let my mind float freely, and I don’t mind ‘giving up mental control’ for a while to see what bubbles up. I often use my imagination when I’m learning, and pay attention to images and physical promptings as well as rational thoughts.<br />
  23. 23. Learning relationships v Isolation or Dependence<br />I like working on problems with other people, especially my friends. I have no difficulty sharing thoughts and ideas with others, and find it useful. I am quite capable of working away at problems on my own, and sometimes prefer it. I don’t feel I have to stick with the crowd for fear of being lonely or isolated, when I’m learning. I have important people at home and in my community who share with me in my learning. I am ready to draw on these when it seems helpful. I feel that I live within a supportive social context. <br />
  24. 24. Strategic Awarenessv Robotic<br /> I tend to think about my learning, and <br /> plan how I am going to go about it. I usually have a fair idea how long something is going to take me, what resources I am going to need, and my chances of being successful. <br /> I am able to talk about the process of learning – how I go about things – and about myself as a learner – what my habits, preferences, aspirations, strengths and weaknesses are. <br />
  25. 25. Resilience v dependence and fragility <br /> I tend to stick at things for a while, even when they are difficult. I don’t give up easily. I often enjoy grappling with things that aren’t easy. I can handle the feelings that tend to crop up during learning: frustration, confusion, apprehension and so on. I have quite a high degree of emotional tolerance when it comes to learning. I’m not easily upset or embarrassed when I can’t immediately figure something out. I don’t immediately look for someone to help me out when I am finding things difficult, or when I get stuck. I’m usually happy to keep trying on my own for a while. I don’t mind if there’s nobody around to ‘rescue’ me.<br />
  26. 26. Seven scales in a self report, online questionnaire, designed to measure learning power and to stimulate change <br />Four types of feedback:<br />Individual <br />Group or class<br />Organisation <br />System wide <br />
  27. 27. Type One ELLI Profile<br />Changing and learning<br />Critical Curiosity<br />Learning relationships<br />Meaning Making<br />Strategic Awareness<br />Creativity<br />Resilience<br />
  28. 28. Type Two ELLI Profile<br />Changing and learning<br />Critical Curiosity<br />Learning relationships<br />Meaning Making<br />Strategic Awareness<br />Resilience<br />Creativity<br />
  29. 29. ELLI - an assessment event<br /> a framework for a mentored conversation that moves between the person and identity of the learning and a negotiated learning outcome or performance<br /> Trust, affirmation and challenge<br />
  30. 30. Critical Curiosity<br />
  31. 31. ELLI profiles shown as bar graphs<br />
  32. 32. e-Science for Learning to LearnIndexed archive of >50,000 anonymised ELLI profiles (and other validated tools) for mentoring, research and development<br />http://www.learningwarehouse.org<br />
  33. 33.
  34. 34. Study 1Learning Power seems to get weaker and more fragile as children go through school<br />N = 6045 Schools = 116<br />
  35. 35. N=851, 5-9, 2004 <br />Learning power is associated with:<br />Attainment (except creativity!)<br />Students perceptions of: teachers ability to create positive interpersonal relationships, to honour student voice, to respect students and to stimulate higher order thinking<br />Organisational emotional literacy<br />Study 2: Ecology of learning<br />
  36. 36. Teachers whose students’ have high levels of learning power are characterised by:<br /> Self efficacy; reflective self-awareness; high autonomy support (as opposed to highly controlling) learner-centred beliefs about students. <br />
  37. 37. Study 4<br />Exploring the Learning Profiles of Underachieving Students<br />
  38. 38. Significant differences between high and under achieving groups<br />Changing and Learning<br />Meaning Making<br />Critical Curiosity<br />Creativity<br />Learning relationships<br />Strategic awareness<br />Fragility and dependence<br />.003<br />.002<br />.001<br />.345<br />.691<br />.011<br />.099<br />
  39. 39. Tentative findings….<br />Underachievers are characterised by:<br />Passivity in learning dispositions<br />Accepting things at face value<br />Lacking strategic awareness – of thinking, feeling and planning/doing<br />Not looking for meaning and sense making in their learning<br />Being ‘stuck and static’ in their sense of themselves as learners.<br />Being unable to ‘tell their story’<br />
  40. 40. So what works?<br />Creating a shared language for learning<br />Scaffolding learning through metaphor, image and symbols<br />Coaching for learning - awareness, ownership and responsibility<br />Enquiry based learning as part of a blended curriculum<br />Co-constructing knowledge with learners<br />Extending the places and partners for learning <br />
  41. 41. Creating a rich language for learning <br />CHANGING & LEARNING: SNAKE<br />Sheds his skin<br />Dislocates his mouth/ jaw to fit in food<br />Uses venom & constriction to capture its prey<br />Changes shape to adapt to its environment<br />CRITICAL CURIOSITY: EMU<br />Always looks up to see what is around its <br />environment<br />Curious<br />Explores and is adventurous<br />Stares<br />Proud and strong<br />
  42. 42. Creativity<br />Or ‘springboard zone.’<br />Thinking around things<br />Coming up with new ideas, sometimes a bit crazy!<br />Trusting your hunches<br />
  43. 43. RESILIENCE<br />LENNY<br />Hello, I’m Lenny and my learning strength is resilience. I love to challenge my thinking and learning. I don’t give up easily – even when things are difficult.<br />
  44. 44. Five levels of intervention<br />Feedback only<br />Feedback plus coaching conversations<br />Adapting the curriculum<br />Enquiry based learning <br />Leaders leading systemic culture change towards learner centred-ness<br />
  45. 45. Intervention studies<br />Study 7<br />Learning Outside the Box<br /> Impact of self assessment of learning power on highly achieving sixth formers in a Malaysian college<br />
  46. 46. Pre post changes <br />N=184 17 year olds Paired T Tests<br />Interventions were coaching conversations with tutors responding to ELLI profiles<br />Significant change pre to post on six out of seven dimensions <br />
  47. 47. 17year old – gains in 6 dimensions<br />I have changed so much in my learning ability and this makes me feel a bit more confident in myself. Apart from just learning whatever I need, knowing why should I learn them is an important part for me and then analysing them.<br />
  48. 48. Study 11Foundation Years: Language for Learning Project <br /> Language of learning through<br /> music and movement – using animal metaphors as a vehicle for modelling and imitation and conceptual understanding <br />
  49. 49.
  50. 50. Learning power in the community<br />
  51. 51.
  52. 52. Resilience – Brolga - Gudurrku<br />
  53. 53. I explained the meaning of the graph.<br />
  54. 54. Study 8<br />Learning Power and Higher Education<br />Assessing learning dispositions as a means of supporting personal development planning in 14 British Universities N = 1890<br />
  55. 55. University level personal development planning paired t tests <br />
  56. 56. Key interventions: coaching and mentoring <br />“It’s made me more aware…it has enhanced my awareness of myself as a learner”<br />“ELLI makes you aware that there are different ways to learn and to improve your learning. I was never aware of the seven aspects (dimensions), just thinking of learning as an end-product. ELLI has highlighted the areas I can get better at.”<br />
  57. 57. Study 16 <br />Learning Power and Skills for Employability<br />Bahrain Polytechnic<br />N= 821<br />
  58. 58. ELLI Research & Development Project<br />Bahrain Polytechnic 2009-10<br />Project Report September 2010<br />The Effective Lifelong Learning Inventory<br />(ELLI) Project <br />Graduate School of Education, University of Bristol<br />
  59. 59. A picture of change:<br /> <br />Figure 1: Pre- and post profile for Student 1: Foundation 2 to first year ICT Degree Student<br />
  60. 60. Pre-post comparisons (* statistically significant gains N=211)<br />
  61. 61. What the students said<br />“I’ve become more flexible... open-minded... <br />I am more aware of what learning means to me<br />I did more teamwork, looking for meaning in everything... asking if I didn’t understand... <br />being more sociable in the way I learn... <br />I also made decisions to change... <br />
  62. 62. What the students said<br />I have a more positive attitude...<br />Now I find my own answers... find out something from different perspectives... <br />I know we need it in the work environment... <br />ELLI gave me a great push! <br />ELLI makes me focus on myself as a learner... see what I have to do to get better.<br />
  63. 63. Learning By Accident <br />Study 15<br />Learning power and a context driven, object based curriculum with NEET Learners, Young Offenders and Gifted and Talented 16 year olds<br />
  64. 64. ‘It’s made me not so scared to learn other things,’ ‘It was a tiny little project and it spiraled into all these other things that were connected.’<br />‘I didn’t think I could learn any more but now I believe you can.’It’s not just about Cheddar Gorge, it’s about life stuff.’<br />Jess<br />
  65. 65. Danny – a ‘NEET’ Learner with profound learning difficulties – targeted Critical Curiosity and Learning Relationships<br />“It’s changed what I think I can do.”<br />

Notas do Editor

  • Paying attention is the disciplined art of slowing looking down in order to discern the unfamiliar in the familiar, as well as the familiar in the unfamiliar. The competency of personalizing is about tapping into and using your unique life-experiences as resources for making sense of complex challengesImaging is the ability to make sense of information, construct ideas, and communicate effectively through the use of images.Serious play is skill in generating knowledge about the unknown aspects of a challenge through exploration, experimentation, rule bending, limit testing, levity, and sport. Collaborative inquiry, or co-inquiry, is the ability to dialogue within and across community boundaries. Crafting refers to synthesizing the issues, objects, events, ideas, and actions into meaningful wholes.