1. Teaching for Learning Power Making it happen in higher education Dr Linda Rush

2. Wider evidence Chris Watkins’ National School Improvement Network Bulletin No. 13, 2001 ELLI (Bristol project) Guy Claxton Alistair Smith Campaign for Learning

3. Widening participation

4. Learning A process of active engagement with experience. It is what people do when they want to make sense of the world. It may involve an increase in knowledge or understanding, a deepening of values or the capacity to reflect. Effective learning will lead to change, development and a desire to learn more. (Campaign for Learning)

5. Learning Abbott (1994) defines learning as: …that reflective activity which enables the learner to draw upon previous experience to understand and evaluate the present, so as to shape future action and formulate new knowledge

6. Features highlighted by Abbott’s definition include: An active process in which the learner relates new experience to existing meaning, and may accommodate and assimilate new ideas Past, present and future are connected, although a linear connection is not assumed: un-learning and re-learning may be implied The process is influenced by the use to which learning is put: how the learning informs action in future situations is vital

7. Lifelong Learning Continuation of learning beyond formal education

8. L2L Not about telling Information is not enough About ‘shifting’ human beings About skills, process and behaviour A model of how we learn A set of deep learning strategies A language to discuss the process of learning Ditching reliance on short-term memory

9. Learning to Learn (L2L) A process of discovery about learning. It involves a set of principles and skills which, if understood and used, help learners learn more effectively and so become learners for life. At its heart is the belief that learning is learnable. (CfL)

10. Learning is learnable Old idea - intelligence is fixed Research into the brain - mind is improvable Intelligence is - ‘the sum total of habits of mind’ Resnick Intelligence is - ‘knowing what to do when you don’t know what to do’ Piaget Getting stuck is the liberating point, when learning begins The key - know that learning is learnable - live that possibility in all your interaction with students

11. L2L: A moment of promise… knowing-learning proving-improving converging-diverging systems-people more-less non-sense-common sense

12. Key points emerging Yesterday’s thinking doesn’t solve today’s problems Text based learning has a very limited shelf life Spoon feeding teaches us nothing but the shape of the spoon (E.M.Foster)

13. ELLI’s seven ‘learning dimensions’ 1.Growth orientation v being stuck and static 2.Meaning making v data accumulation 3.Critical curiosity v passivity 4.Creativity v rule bound 5.Learning relationships v isolation 6.Strategic awareness v robotic 7.Resilience v dependence

14. The 4Rs Resilience being ready, willing and able to lock on to learning

15. The 4Rs Resourcefulness being ready, willing and able to learn in different ways

16. The 4Rs Reflectiveness being ready, willing and able to become more strategic about learning

17. The 4Rs Reciprocity being ready, willing and able to learn alone and with others

18. BLP: Making a step change 4) Becoming better learners -beyond hints and tips -seeing & thinking of self as learner -Expanding self as learner -Developing learning capacities COACHING2+3) Learning better T - tips & techniques - mind maps L - learning styles - MI C - conditions for learning S - study skills GRAFTING 1)Learning more: raising attainment - better results - chunking curriculum - booster classes TOWING

19. Being a good learner Being a good real-life learner means knowing what is worth learning; what you are good (and not so good) at learning; who can help; how to face confusion without getting upset; and what the best learning tool is for the job at hand. Just as being a reader involves much more than simply being able to read, so ‘being a learner’ means enjoying learning, and seeing yourself as a learner, seeking out learning as well a knowing how to go about it. (Claxton, 2002)

20. A Lecturer’s palette Explaining: telling students directly and explicitly about learning power Orchestrating Commentating Modelling Explaining

21. A Lecturer’s palette Commentating: conveying messages about LP through informal talk, and formal and informal evaluation Orchestrating Commentating Modelling Explaining

22. A Lecturer’s palette Orchestrating: selecting activities and arranging the environment Orchestrating Commentating Modelling Explaining

23. A Lecturer’s palette Modelling: showing what it means to be an effective learner Orchestrating Commentating Modelling Explaining

24. Planned learning interventions Explicit talk about learning Mind mapping and concept development Scaffolding meaning Self-assessment Explicit learning objectives and review

25. Planned learning interventions Time for reflection Real life problems and learning Teamwork and learning relationship challenges Creating opportunities for problem solving Differentiated learning outcomes

26. Some key ideas Making the learning process explicit Using ‘stuckness’ as a site of interest Using twin focused tasks - curriculum content - learning capacities

27. Some key ideas Developing a language for learning Lecturer as coach Using ‘could be’ language Establishing a learner research partnership between Students and teachers Nurturing creativity