1. Whose learning is it anyway?
Di Pardoe September 2009

2. Whose learning is it anyway?
This workshop will explore:
the impact of enabling the learner to become a truly active participant in the learning process
how we can enable the meaningful transference of responsibility of the learning to the learner

3. ...developing successful learners confident individuals responsible citizens

4. Learning is our business…… How can we define learning?

5. …the fundamental process of interaction between ‘development’ and ‘experience’
(Blyth 1984 – ‘What Pupils Say’ Pollard and Triggs 2000)

6. What are teachers for?

7. Assessment for Learning – the 3rd generation…..?
Assessment for Learning is about making sense of learning which means talking about it!

8. How do learners differ? Prior knowledge or skill expertise
Learning rate
Cognitive ability
Learning style/Multiple Intelligence preference
Motivation, attitude, and effort
Interest, strength, or talent
Self perception – in terms of learning, ability, potential

9. 2020 Vision - High quality teaching …strengthening the relationship between learning and teaching through:
matching high quality teaching to the different and developing abilities of pupils, focused on breaking down barriers to learning…and underpinned by high expectations
dialogue between teachers and pupils, encouraging pupils to explore their ideas through talk, to ask and answer questions, to listen to their teachers and peers, to build on the ideas of others and to reflect on what they have learnt
collaborative relationships which encourage and enable all pupils to participate and which develop pupils’ skills of working independently and in groups, enabling teachers and pupils to move learning forward together
developing pupils’ appetite for and attitude to lifelong learning

10. 2020 Vision report: 5 key strategies….
Engineering effective discussions, questions and tasks that elicit evidence of learning
Providing feedback that moves learners forward
Clarifying and sharing learning intentions and criteria for success
Activating pupils as the owners of their own learning
Activating pupils as resources for one another
Black and Wiliam’s
work with schools suggests, it is because the kinds of ‘short
cycle’ adaptations that lead to the most significant benefits for
pupils involve teachers changing some deeply embedded habits.

11. …and one big idea
use evidence about learning to adapt teaching to meet the needs of the learners

12. enabling learning environment
raised achievement
high motivation
active involvement
learner autonomy
enabling learning environment

13. “…….I just want work that’s not too easy and not too hard……”
Challenge and support

14. Challenge
and support…
…getting the balance

15. Challenge zone
Comfort zone
Danger zone

16. Towards Successful Learning…..
What helps us to learn?
What stops us from learning?
What does a successful learner do?
What does a learner need in order to be successful?
What do we need to do to enable learners to be successful?

17. To be a successful learner I need to ...
Know and understand
what
I am learning
Know
why I am
learning
Be involved in
reviewing and improving
my learning
Have time
Ask questions and know what I
could learn
next
Understand how I learn
Have fun
and enjoy my learning!!
Know how to improve
Know when
and how
I have been successful
Feel safe and feel that ‘I can’
Learn with other learners
Have new and varied
experiences

18. To enable learners to be successful we need to ...
Have high
expectations
and set clear
success criteria
Create an enabling
learning
environment
Provide opportunities
for
reflection and review
for working in
different ways
Share learning
objectives, intentions
and / or outcomes
Provide
focused
feedback
Manage time effectively
Ensure secure
knowledge and understanding
of the learning and the learner
Produce clear
explicit
planning for learning
Teach learners how to become self-evaluative
Promote
Excellence and Enjoyment!
Model desirable
behaviours
and effective learning
strategies

19. The significance of talk……
‘It’s good to talk!’
The significance of talk……
Sue Palmer: Toxic childhood

20. Think about the ways in which you already involve children in meaningful talk about their learning……
What do you do?
Why do you do it?
How do you do it ?
What is the impact? How do you know?

21. What? Why? How? Impact How do you know?
This type of structured analysis can be used by teachers and learners to assess/debrief learning
WHAT have you learned?
WHY is it important / do you need to know/understand this (clear rationale for learning indicating level of understanding)
HOW did you learn – focus on learning styles and different ways of learning
IMPACT What difference has learning this made to you? What can you do now that you couldn’t do before? How might you be able to us this learning?
Eg. WHAT I have learned how write notes
WHY important because I need to know how to extract and record the main points of a discussion/lecture/text
HOW Read a piece of text with my partner and discussed and agreed what we thought were the key points and wrote them down
IMPACT I will be able to revise more effectively / I can make notes as prompts for myself / II will be able to maintain more of a focus on what I am reading/listening to
WHAT I have learned how to swim
WHY really important to know how to swim to enjoy water safely
HOW My teacher got in the water and showed me and then supported me until I could float and then I began too swim little by little
IMPACT I can go to the pool or down to the beach on holiday with more confidence and without having to be watched all the time!

22. Teaching and Learning Research Programme – evidence informed principles to guide policy and practice
1 - Effective pedagogy equips learners for life in its broadest sense…..develop intellectual, personal and social resources …..
6 - Effective pedagogy promotes the active engagement of the learner…..promotion of learners’ independence and autonomy….developing a positive attitude towards learning, confidence in oneself as a good learner…..
7 - Effective pedagogy fosters both individual and social processes and outcomes…..consulting learners and giving them a voice is both an expectation and a right…..

23. Becoming a Learning Detective...
Exciting project
Pioneering roles!
Understanding learning – we need to have a very clear understanding of what we are looking for

24. What?
Developing Learning Detectives is a student voice project focused upon partnerships in learning and transferring the responsibility of learning to the learner.
Why?
to build more a more effective dialogue about learning with teachers and learners
to promote higher levels of involvement and motivation
to enable our children and young people to become independent , autonomous learners to raise aspirations
to raise achievement
towards Successful learners; Confident individuals; Responsible citizens
How………….?
Impact…………?

25. Aims for initial ‘training’ sessions:
☺ developing deeper understanding of what the ‘movers’ and ‘blockers’ of learning are
☺ identifying what we do and how we feel when we are learning
☺ considering what needs to be on a checklist for learning detectives
☺ creating a draft set of ground rules for learning detectives

26. Looking forward to... 2020 What year is it now?
How many years until 2020?
How old will you be in 2020?
What would you most like to be doing when you are ….. years old?
If these are your goals…..
…..what do you think you need to DO to move towards your goals?
…..what do you think you need to BE LIKE as people to move towards your goals?

27. What do you think you need to do?
What do you think you need to be like?
Listen carefully
Concentrate
Talk through my ideas
Plan out my work
Ask questions
Organise myself
Prioritise
Set my own targets
Practise and persevere
Follow instructions
Confident
Attentive
Open to new ideas and thinking
Enthusiastic
Patient
Hard-working
Ambitious
Full of self belief

28. 2020 Vision recommends that schools also need to ensure that young people develop the skills and attitudes that will enable them to be successful in life after school. These include:
having good oral communication skills
being reliable and punctual
developing perseverance
working with others in a team and working independently
being confident and developing problem solving skills
being resilient in the face of difficulties

29. Transferring the responsibility of the learning to the learner
Successful Learning:
Transferring the responsibility of the learning to the learner
Learner holds more responsibility…. teacher scaffolds and facilitates… learner becomes active participant
Teacher holds responsibility……learner is passive recipient

30. Successful Learning: Creating a culture for learning
Transferring the responsibility of the learning to the learner
Teacher holds responsibility
Learner holds responsibility
Teachers:
set the classroom rules
tell learners how to behave
manage rewards and sanctions
distribute resources
talk too much!
Teacher and learners together:
negotiate class codes/contracts of behaviour, noise level etc
discuss what they think they need to do to learn and how they will learn
talk about what they think
begin to negotiate ways of working etc
Learners:
usually decide to behave appropriately
can show that they understand how they learn
manage resources and equipment
make suggestions about organisation, resources, ways of working etc
recognise mistakes are part of the learning process
‘have a go when they don’t know’

31. Successful Learning: Assessment for Learning
Transferring the responsibility of the learning to the learner
Teacher holds responsibility
Learner holds responsibility
Teacher and learners together:
Teacher guides learner
Teacher asks learners what they think they need to be successful
Teacher supports learners in seeing difficulties as part of the learning process
Learners begin to negotiate goals, targets and success criteria with the teacher
Learners have opportunities to review their own work
Learners begin to give feedback to peers
Teachers:
Teacher plans
Learning
Teacher sets success criteria
Teacher marks work
Teacher gives feedback
Learners:
Learners begin to plan learning and set success criteria
Learners are able to identify successes and areas for improvement
Learners make improvements to their work independently of the teacher