1. LEARNING POWER
(ELLI)
The Effective Lifelong Learning Inventory (ELLI) was developed over a three year period at the University of Bristol, in a project funded by the Lifelong Learning Foundation. The findings of the ELLI project resulted in several strands of knowledge:
A set of ideas about learning
Seven dimensions of learning that together describe the energy and motivation to learn
An online profiling instrument that allows a student to find out how they see themselves as a learner against the seven dimensions of learning and to track the changes in their learning energy through time
An online set of graphs that describe a whole class’s energy for learning in the seven dimensions
A set of practical approaches, strategies and activities that foster greater energy for learning in individuals and learning communities

2. Objectives
To introduce the seven dimensions of Learning Power and ELLI Online
To understand more about the research that underpins ELLI
To gain familiarity with the graphical feedback from the online ELLI questionnaire
To consider ways in which learning power can be increased in classrooms
To create a plan for implementing ELLI
This training programme is designed to:
Introduce you to the research project
Provide a clear definition of the seven dimensions
Allow you to gain familiarity with the individual spider graph that results from filling in an ELLI questionnaire online and to be able to read the whole class graphs available online
Begin to engage with ways of increasing energy to learn in classrooms
Consider how you might implement ELLI in the school environment

3. Double helix of learning
(McGettrick 2002)
Knowledge, skills and understanding
Attitudes, values, feelings, dispositions, motivations
Learning Power
The double helix is a useful metaphor for learning power developed by Bart McGettrick of The University of Glasgow. In a double helix there are two strands which are joined together by bars that cross the helix. One strand of the double helix is thought of as the knowledge, skills and understanding of the curriculum. The other strand is the attitudes, feelings, dispositions and motivations of the learner. In any classroom students learn two things. They learn a subject and they learn to love or to hate that subject. The bars that hold the learner to the curriculum can be described by the seven dimensions of learning or the energy to learn.

4. INTRODUCING THE RESEARCH
The following section provides a very brief introduction to the research process from the university so that delegates can place the practical applications of ELLI against in a theoretical context.

5. Origins of learning power
curriculum and assessment practices
worldviews and traditions
skills and capacities
home and family
goal orientation
interest
self-efficacy
locus of control
dispositions
self esteem
Learning power
self-regulation
In the research project, a questionnaire was constructed by putting together everything that we know about learning. This included the internal motivations, dispositions and attributes of learners such as self-regulation, interest, effort, locus of control, self-efficacy etc. and the external factors that impinge on the learner such as the way the subject is taught (pedagogy), the school ethos, the home, family, peer group and wider worldviews and traditions of the learner.
The original questionnaire was sent to 1600 respondents and when the results were gathered together, a factor analytic study revealed seven dimensions of learning power or seven dimensions that describe the energy to learn and to keep on learning.
effort
awareness
sense of self as a learner
peer group
school ethos
pedagogy

6. Learning Power The seven dimensions Changing and learning*
Being stuck & static
Meaning making*
Data accumulation
Critical curiosity*
Passivity
Creativity
Being rule bound
Each dimension has two poles: a positive and a negative aspect of the dimension.
The first three dimensions are marked by an asterisk because statistically they are very closely related to one another and describe the greatest proportion of the energy to learn.
The last dimension, is fragility and dependence and it is statistically the inverse of the other six dimensions.
Learning relationships
Isolation & dependence
Strategic awareness
Being robotic
Resilience
Fragility and dependence

7. WHAT CAN ELLI DO?
The next section looks at some of the practical applications of ELLI. It starts with the advantages to teachers of using ELLI ideas and moves on to the advantages for students
The seven dimensions are then defined before introducing the delegates to ELLI graphs

8. ELLI for teachers Enables teachers to focus on learning and learners
Describes the energy to learn in terms of seven dimensions of learning
Provides a vocabulary and language to talk about learning
Describes ways in which teachers release energy for learning in their classrooms
The advantage of using ELLI ideas for teachers are:
To enable teachers to ride the twin horses of educational practice i.e.curriculum ‘delivery’ and the processes of learning. They learn to focus on the learning in terms of the curriculum content and on the learners in terms of the ways in which the learners engage with their learning
ELLI provides description of the describe the energy and motivation to learn in seven dimensions of learning
It therefore supplies a vocabulary and a language to describe learning which the learners can recognise and engage with
Beyond the purely descriptive, ELLI research provides a set of practical approaches, strategies and activities that teachers use to release and increase energy for learners in their classrooms

9. ELLI for learners Makes learning learnable
Takes the mystique out of the process of learning for pupils
Enables pupils to focus on different aspects of learning during lessons
Gives a focus to reflect on learning
Provides a way of celebrating achievements in learning alongside curriculum success
For the learners, ELLI has an equal number of advantages. Having seven dimensions of learning makes learning learnable. Learning becomes demystified and no longer the province of the ‘clever’. Anybody can learn to get better at learning.
The students can break learning down into the seven dimensions and decide which one to focus on during any lesson, project or period of time. They have a language to use when reflecting about their learning and a way of celebrating success as they increase their learning power and energy.

10. THE SEVEN DIMENSIONS
The next section defines the seven dimensions of learning one at a time, linking each one to an animal metaphor for that particular set of skills, attributes, dispositions or motivations

11. Changing and learning versus being stuck & static
The learning dimensions
Changing and learning versus being stuck & static
I see learning as something I can get better at.
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
The Chameleon is used to depict growth orientation, or changing and learning. The chameleon can always change and adapt to its surroundings. It is not stuck or static. This dimension describes a learner who is forward moving in his/her learning with a sense of history and destiny. They are self-starters and own their learning processes

12. The learning dimensions
Critical curiosity versus passivity
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 learn, rather than just responding to problems that come my way.
I’m attracted to learning and have a good deal of energy for learning tasks and situations.
I value getting at the truth.
The curious cat is inquisitive. It pokes its nose into things to find out (usually if it is edible!) Curious learners like to find things out for themselves, they do not like to accept things just because someone said so. They question and enjoy a challenge. They are active rather than passive in a learning situation so they may not be the easiest students to accommodate in a classroom

13. The learning dimensions
Meaning making versus data accumulation
I tend to look for patterns, connections and coherence in what I am learning
I 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 to me.
The spider spins its web of meaning linking together different threads and able to run along any line to link to another. So meaning makers piece information together to make a new and coherent whole. They like to make personal sense of things and will transfer knowledge from home to school, from subject to subject and through time.

14. The learning dimensions
Creativity versus data accumulation
I like new situations, and sometimes create novelty and uncertainty ‘just to see what happens’.
I like playing with possibilities and imagining how situations could be otherwise.
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.
The unicorn is a magical and creative creature. It will appear out of nowhere and bring beauty and richness to a situation. Creativity is like that. It can happen when the learner is not looking for it. It can be pursued by following hunches and being somewhat intuitive rather than just following the rules. It involves new ways of looking at information and new ways of linking it together. Creative learners like pictures, metaphors, analogies and similes.

15. The learning dimensions
Resilience versus fragility and dependence
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 can crop up during learning: frustration, confusion, apprehension and so on.
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.
The tortoise is a resilient creature. It might not be the fastest learner, but it never gives up. It has a shell on its back that enables it to take the knocks of failure and still remain OK. As in the fable ‘The Hare and the Tortoise’, it will keep going no matter what the set backs, roadblocks or difficulties and it gets there in the end. The tortoise is self-reliant. It far outlives all its other creature friends and doesn’t mind if there is no one around to rescue it.

16. The learning dimensions
Strategic awareness versus robotic
I tend to think about my learning, and 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 will need, and my chances of being successful.
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.
Wise owl is a strategist. She flies up high and looks at the whole learning task. She maps out her route, considers how long the journey will take and the resources she will need. She is able to see in the dark and is very aware of her own strengths and learning preferences.

17. The learning dimensions
Positive learning relationships versus isolation
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.
The bees are interesting creatures. They can work in community in a hive making sure that honey is produced for the common good. They are good at learning together and have intricate systems for communicating the location of pollen and the possibility of danger. On the other hand, the bee can fly off on its own to find honey and can work alone for long stretches of time. They know when to work together and when it is best to work alone. These learners feel well supported in their homes, communities and schools.

18. Describing Your Profile on the
ELLI Graph

19. Type one ELLI profile
If we paint a word picture of this kind of student we would notice s/he is weak, vulnerable and at risk as a learner. Could be male or female, but lacking in self-esteem, lacking in self-efficacy, with very few strategies for tackling learning and little motivation or engagement with the learning processes of school.

20. Learner type one
Cheryl (or it could be Darren) is a fragile learner. She:
has a very poor sense of herself as a learner and doesn’t believe she can get better at learning
has ceased to be curious and does not make meaning
lacks strategies for approaching her learning in different ways and easily gives up
has good strategic awareness but does not feel supported inside or outside school in her learning
is unlikely to achieve unless she finds a learning relationship that provides enough trust and affirmation to enable her to challenge her beliefs about her learning
The profile becomes a real learner when we connect with someone we know. This could be a boy or a girl, but s/he is a seriously vulnerable learner.
Notice the relatively strong strategic awareness, however. What do you think might produce this area of strength?
It is interesting to peculate about areas of life where s/he can plan, organise, resource and complete tasks. This might be a young carer, the eldest in a number of children, child of parents who are disorganised, demotivated or substance abusing etc

21. Type two ELLI profile
This student is a medium to strong learner with a high sense that learning is learnable, good meaning making, reasonable critical curiosity and creativity, but low resilience and strategic awareness.

22. Learner type two Jo is familiar to all teachers. S/he:
is a curious, bright, engaged KS 3 student who is willing to take part and keen to do well.
may continue to do well all through her school career, or she might fall victim of her vulnerability.
is fragile, dependent and lacks strategic awareness.
could fall apart when she fails or finds learning difficult.
lacks the skills to plan and complete coursework and is the kind who never gets round to handing it in!
is likely to fail to fulfil her potential in KS 4 or A level unless she learns some strategies for tackling her vulnerable areas.
Jo could be Joseph or Joanne. S/he is a good, bright learner with lots of potential who is unlikely to gain the grade he could get unless he develops greater resilience by becoming less fragile and dependent. He also needs to find strategies for planning, resourcing and completing his work.

23. Type three ELLI profile
This is the well-rounded, bright, able student. S/he has plenty of strategies for approaching learning and a good sense of him/herself as a learner. S/he can tolerate the knocks and disappointments of finding learning difficult and has supportive learning relationships both in school and at home.

24. Learner type three
Here is Sam, he is bright, engaged and able to achieve. He:
can work on his own and in a group of peers.
has considerable resilience and is adequately strategically aware.
is unlikely to fall apart when learning is difficult
is more likely to be the person who challenges the system and wants to know why we are learning this.
wants to know the relevance and purpose of the curriculum he is learning.
Sam could be great to have in a classroom. He may well be compliant, cooperative, able to work alone and in groups. He is engaged in his learning, inquiring and interested. On the other hand, he may be quite challenging to teachers and the school system. His very brightness makes him curious and questioning. If he is politically minded, he may challenge the ‘status quo’ and ask search questions about the nature and relevance of his learning.