The LP model - Learning Environment and Pedagogical Analysis

A presentation of how Mørkved skole worked with and adapted The LP-model over a period of five years.

 Both our work and this presentation is based on the theory developed by Lillegården Kompetansesenter.  Hanne Jahnsen from Lillegården Kompetansesenter has been our tutor during the process.

What is the LP-model?  A strategy to improve the learning environment through analyzing the challenges the teachers meet  A working method  Goal: –good learning environment –develop social skills –develop subject knowledge  Analysis and reflection

 The Norwegian Directorate for Education and Training  Lillegården Resource Centre  The Norwegian Institute for Social Research (NOVA)  180 schools in Norway  200 schools in Denmark

The evaluation of the project shows :  Better social skills –self control –self-assertion –adjustment to the norms  Less problem behavior  Calmer atmosphere during lessons.  Dramatically decreasing of bullying.

The evaluation of the project shows :  Improved relationships between students and teachers.  Improved relationships between students.  Improved learning environment  More collaboration between the teachers.  Improved dialogue between parents and teachers.  Parents more satisfied

The LP model is based on research results. We use the model for - developing a better school - developing our teachers skills - explaining unrest and discipline problems in the classroom - improving pupils social and academical skills - developing a healthy learning- and class environment

How to use the model in daily school life  Teachers groups of 5-7 members  Every two weeks for 1,5 hour  Presents a problem  Analyse the problem in the group  Define a suitable goal.

Analysis and reflection  Presentation of a challenge –student –class –class management.  Analysis  Pupil’s perspective.  Collecting more information  Identify factors responsible for causing the problem.

Systemic analysis Define a problem Define a goal Collect information Analyse sustaining factors Develop strategy and measures Implement chosen measures EvaluateRevise

Example  PROBLEM: Tom shows low interest in math lessons without an obvious reason. Tom shows low interest in math lessons without an obvious reason.  GOAL: Tom shall gain 50% of the scores at the next math test Tom shall gain 50% of the scores at the next math test

Our common view: There is no such thing as a mean child! If the child acts challenging, it is because he tries to communicate something to the surroundings.

Sustaining factors All the reasons that can explain why the pupil behaves the way he does –bullying –problems at home –ADHD –problems with concentration –hunger –bad relation with the teacher –lack of sleep –need of attention –etc

Systemic analyses, contextcircle Problem/ Behavior Sustaining factor Sustaining factor Sustaining factor Sustaining factor Sustaining factor Sustaining factor Sustaining factor

Systemic analyses, contextcircle Low interest in math lessons Is not doing homework Difficulties with cosentration A lot of negativ attention from teacher Parents in the middle of a divorce Low selfesteem ? Too difficult excercises

Systemic analysis Define a problem Define a goal Collect information Analyse sustaining factors Develop strategy and measures Implement chosen measures EvaluateRevise

Strategy and measures  Discover sustaining factors  Picking out which factors we have the power to change.  In our example: –Too difficult exercises –Not doing his homework –A lot of negativ attention from teacher –Low self-esteem

Systemic analyses, contextcircle Low interest in math lessons Is not doing homework Difficulties with cosentration A lot of negativ attention from teacher Parents in the middle of a divorce Low selfesteem ? Too difficult excercises

Plan of action  Low self-esteem  Plan: –Easier exercises → homework –More positive feedback –Ignore negative behavior  Implementing the plan for three to six weeks  Evaluation

Experiences at Mørkved  More including and tolerant pupils  More confident teachers  Give attention to positive behavior and effort.  Changed view on children  Sustaining factors

Experiences  Higher consciousness of adult’s responsibility  Our pupils  Ok to not have all the answers  Ask for advice  Supportive colleagues

Conclusion  Usefull tools  More respect  Happier pupils  More motivated pupils  Higher level of social and academic skills