Presentation on theme: "Whose learning is it anyway?"— Presentation transcript:
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 processhow we can enable the meaningful transference of responsibility of the learning to the learner
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 rateCognitive abilityLearning style/Multiple Intelligence preferenceMotivation, attitude, and effortInterest, strength, or talentSelf 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 expectationsdialogue 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 learntcollaborative 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 togetherdeveloping 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 learningProviding feedback that moves learners forwardClarifying and sharing learning intentions and criteria for successActivating pupils as the owners of their own learningActivating pupils as resources for one anotherBlack and Wiliam’swork with schools suggests, it is because the kinds of ‘shortcycle’ adaptations that lead to the most significant benefits forpupils involve teachers changing some deeply embedded habits.
11 …and one big ideause evidence about learning to adapt teaching to meet the needs of the learners
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 understandwhatI am learningKnowwhy I amlearningBe involved inreviewing and improvingmy learningHave timeAsk questions and know what Icould learnnextUnderstand how I learnHave funand enjoy my learning!!Know how to improveKnow whenand howI have been successfulFeel safe and feel that ‘I can’Learn with other learnersHave new and variedexperiences
18 To enable learners to be successful we need to ... Have highexpectationsand set clearsuccess criteriaCreate an enablinglearningenvironmentProvide opportunitiesforreflection and reviewfor working indifferent waysShare learningobjectives, intentionsand / or outcomesProvidefocusedfeedbackManage time effectivelyEnsure secureknowledge and understandingof the learning and the learnerProduce clearexplicitplanning for learningTeach learners how to become self-evaluativePromoteExcellence and Enjoyment!Model desirablebehavioursand effective learningstrategies
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 learningWHAT 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 learningIMPACT 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 notesWHY important because I need to know how to extract and record the main points of a discussion/lecture/textHOW Read a piece of text with my partner and discussed and agreed what we thought were the key points and wrote them downIMPACT 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 toWHAT I have learned how to swimWHY really important to know how to swim to enjoy water safelyHOW 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 littleIMPACT 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 projectPioneering 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 learnersto promote higher levels of involvement and motivationto enable our children and young people to become independent , autonomous learners to raise aspirationsto raise achievementtowards Successful learners; Confident individuals; Responsible citizensHow………….?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 carefullyConcentrateTalk through my ideasPlan out my workAsk questionsOrganise myselfPrioritiseSet my own targetsPractise and persevereFollow instructionsConfidentAttentiveOpen to new ideas and thinkingEnthusiasticPatientHard-workingAmbitiousFull 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 skillsbeing reliable and punctualdeveloping perseveranceworking with others in a team and working independentlybeing confident and developing problem solving skillsbeing 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 learnerLearner holds more responsibility…. teacher scaffolds and facilitates… learner becomes active participantTeacher holds responsibility……learner is passive recipient
30 Successful Learning: Creating a culture for learning Transferring the responsibility of the learning to the learnerTeacher holds responsibilityLearner holds responsibilityTeachers:set the classroom rulestell learners how to behavemanage rewards and sanctionsdistribute resourcestalk too much!Teacher and learners together:negotiate class codes/contracts of behaviour, noise level etcdiscuss what they think they need to do to learn and how they will learntalk about what they thinkbegin to negotiate ways of working etcLearners:usually decide to behave appropriatelycan show that they understand how they learnmanage resources and equipmentmake suggestions about organisation, resources, ways of working etcrecognise 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 learnerTeacher holds responsibilityLearner holds responsibilityTeacher and learners together:Teacher guides learnerTeacher asks learners what they think they need to be successfulTeacher supports learners in seeing difficulties as part of the learning processLearners begin to negotiate goals, targets and success criteria with the teacherLearners have opportunities to review their own workLearners begin to give feedback to peersTeachers:Teacher plansLearningTeacher sets success criteriaTeacher marks workTeacher gives feedbackLearners:Learners begin to plan learning and set success criteriaLearners are able to identify successes and areas for improvementLearners make improvements to their work independently of the teacher