1. Learning Power Engaging learners in reflection onidentityand strategies for change The Effective Lifelong Learning Inventory (ELLI) Project Graduate School of Education, University of Bristol ELLI Research & Development Workshop Charles Darwin University 30 th July 2009

2. “In times of change learners inherit the earth, while the learned find themselves beautifully equipped to deal with a world that no longer exists.” Eric Hoffer

3. Double Helix of Learning (McGettrick 2002) Knowledge Skills and Understanding Attitudes, Values, Feelings, Dispositions, Motivation Personal Development Achievement

4. Key questions What are the qualities and characteristics of successful learners? What are the qualities and characteristics of successful learners? How can we develop assessment strategies which strengthen these qualities How can we develop assessment strategies which strengthen these qualities How do we help learners to engage their life story, lifeworlds and communities in their learning? How do we help learners to engage their life story, lifeworlds and communities in their learning?

5. Four stations in the learning journey Self Competent Agent IdentityDesireMotivationStoryLifeworld Personal qualities DispositionsAttitudesValuesSkillsKnowledgeUnderstanding Competent learner citizenmathematician Artisan etc PersonalPublic

6. Seven Dimensions of Learning Power Changing and learning* Changing and learning* Meaning making* Meaning making* Critical curiosity* Critical curiosity* Creativity Creativity Learning relationships Learning relationships Strategic awareness Strategic awareness Resilience Resilience Being stuck & static Being stuck & static Data accumulation Data accumulation Passivity Passivity Being rule bound Being rule bound Isolation & dependence Isolation & dependence Being robotic Being robotic Fragility and dependence Fragility and dependence

7. Changing and learning v being stuck & static “I see learning as something I can get better at, and myself as an improving learner. This often reflects a more general interest in ‘self-improvement’, and faith that this is possible. 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” “I see learning as something I can get better at, and myself as an improving learner. This often reflects a more general interest in ‘self-improvement’, and faith that this is possible. 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”

8. Critical curiosity v 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 understand better, rather than just responding to problems that come my way. I am usually excited by the prospect of learning, and have a good deal of energy for learning tasks and situations. In general, I’m attracted to learning and enjoy a challenge. I value getting at the truth.” “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 understand better, rather than just responding to problems that come my way. I am usually excited by the prospect of learning, and have a good deal of energy for learning tasks and situations. In general, I’m attracted to learning and enjoy a challenge. I value getting at the truth.”

9. Meaning making v Data accumulation “I tend to look for patterns, “I tend to look for patterns, connections and coherence in what I am learning, and to 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 connections and coherence in what I am learning, and to 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.” to me.”

10. Creativity Or ‘springboard zone.’ Or ‘springboard zone.’ Thinking around things Thinking around things Coming up with new ideas, sometimes a bit crazy! Coming up with new ideas, sometimes a bit crazy! Trusting your hunches Trusting your hunches

11. Resilience Or ‘gritty zone’! Or ‘gritty zone’! Not giving up, even if it’s tough Not giving up, even if it’s tough

12. STRATGEIC AWARENESS: WEDGED_TAIL EAGLE STRATGEIC AWARENESS: WEDGED_TAIL EAGLE –Spirals high in the sky to look for prey –Patient, strategic, smart, stealthy, big, strong and proud –Uses aerodynamics LEARNING RELATIONSHIPS: ANTS LEARNING RELATIONSHIPS: ANTS –Work together –Each have a different job, scout and travel –Can predict rain

13. The power of narrative! “They marvelled at the way everything came together through their combined gifts: Willy Wagtail’s creativity, when he came up with new and surprising ideas; Emu’s curiosity, to question every detail and check it out; Platypus’s meaning making, to make sure that every part of the plan fitted together and made sense and Echidna’s resilience, to keep them going even though it was late and most of them were tempted at least once or twice just to let their eyes close and nod off to sleep. The ants moved amongst them, encouraging them all to listen and learn together. The Eagle spoke only occasionally: her planning had brought them together in the first place…”

14. Changing and learning Learning relationships Strategic Awareness Resilience Creativity Meaning Making Critical Curiosity Type One ELLI Profile

15. Changing and learning Learning relationships Strategic Awareness ResilienceCreativity Meaning Making Critical Curiosity Type Two ELLI Profile

16. Changing and learning Learning relationships Strategic Awareness Resilience Creativity Meaning Making Critical Curiosity Post-intervention ELLI Profile

17. ELLI profiles shown as bar graphs

18. ELLI profiles shown as pie charts

19. Pre- profiles: Mar/Apr ‘05

20. Post- profiles: Apr/May/Jun ’06 Up by 5.3261

21. Learning Power seems to get weaker and more fragile as children go through school N = 6045 Study 1 Schools = 116 Some quantitative findings:

22. N=851 Age 9 – 14 6 schools 2003 -4 N=550 Age 16-19 3 sixth form centres An ‘ecology’ of learning (studies 2 and 5) Learning power is positively associated with Attainment - some predictive power Attainment - some predictive power What teachers do AND what they believe What teachers do AND what they believe Emotional literacy Emotional literacy Learner centred practices Learner centred practices –Students’ perceptions Values Values Citizenship Citizenship

23. Learning power and underachieving students N=1000 Age 14 Changing and Learning Changing and Learning Meaning Making Meaning Making Critical Curiosity Critical Curiosity Creativity Creativity Learning relationships Learning relationships Strategic awareness Strategic awareness Fragility and dependence Fragility and dependence.003.003.002.002.001.001.345.345.691.691.011.011.099.099

24. Tentative findings…. Underachievers are characterised by: Underachievers are characterised by: –Passivity in learning dispositions –Accepting things at face value –Lacking strategic awareness – of thinking, feeling and planning/doing –Not looking for meaning and sense making in their learning –Being ‘stuck and static’ in their sense of themselves as learners. –Being unable to ‘tell their story’

25. Qualitative Evidence: messages from school and other projects

26. Qualitative findings about the impact of ELLI: Acquiring a language ‘with which to name the world’ Ideas that ‘span and link’ across pastoral/subject/ sector/cultural/organisational boundaries A greater sense of agency and self-awareness in learners Teachers feeling less ‘depended upon’ Links with relationships, attitudes, behaviour Illuminates issues for leadership and change

27. Developing a language with which to ‘name’ the world

28. …my changing and learning area had increased tremendously simply because I can now study in the presence of my friends. This has also improved my learning relationships area. My creativity has increased considerably. My critical curiosity has also increased. I realised that I began to feel unsatisfied with the answer given to me. Strategic awareness increased by about 25%. I recorded all my daily achievements and performances for future reference.” Malaysian Sixth-formers (Study 7 – Learning Outside the Box)

29. Spanning and Linking Study 14 – ‘The Learning Agents’ (first year secondary) The Seven Dimensions are helpful because they flow across subjects and they all link together The Seven Dimensions are helpful because they flow across subjects and they all link together I’m much better at organisation skills, homework and planning time at the stables I’m much better at organisation skills, homework and planning time at the stables I find I now relate to other things I know. I linked history and science by meaning making I find I now relate to other things I know. I linked history and science by meaning making It gives you life skills, helps connect lessons together It gives you life skills, helps connect lessons together

30. It’s life skills that help you in all of your life… (a student – Parkview School) I don’t think I realised how much impact it’s had on their lives! (a teacher). Spanning and Linking Study 9 – ‘The Outdoor Dimension’ (first year secondary)

31. Applies to HE as well as schools: messages from 14 universities’ project (Study 8)

32. Key themes emerging from trialling ELLI in variety of Higher Education settings include its usefulness in relation to: engagement in reflection managing transitions:  International students – cross- cultural  from school to university  from university to work -how to do Personal Development Planning -improving learning and teaching

33. Agency and self-awareness Listen to the voices of learners!

34. The Learning Agents! (Study 14 – first year secondary) I have clear targets and I can set myself ones now I have clear targets and I can set myself ones now Even if teachers don’t tell you to, you can still use it to help with your work Even if teachers don’t tell you to, you can still use it to help with your work I used to leave homework till the last minute, now I do a piece every day and plan ahead I used to leave homework till the last minute, now I do a piece every day and plan ahead Now I plan everything! Now I plan everything!

35. The Learning Engineers: (Study 13 -Primary schools in Bristol –Years 1 & 5)

36. Teachers feeling less depended upon: they have become more responsible and independent learners, using strategic awareness, thinking of the next steps for themselves – helping the teacher to become more of a facilitator, not them depending on you they have become more responsible and independent learners, using strategic awareness, thinking of the next steps for themselves – helping the teacher to become more of a facilitator, not them depending on you We can see a tangible difference in the children’s attitudes, that they are seeing school as being more than a place where you are told what to do We can see a tangible difference in the children’s attitudes, that they are seeing school as being more than a place where you are told what to do Children are more motivated….now all children turn up for SATS whereas in the past there were several who didn't because they were afraid to be found out Children are more motivated….now all children turn up for SATS whereas in the past there were several who didn't because they were afraid to be found out

37. Building self-efficacy: Their self-esteem (is improved) – they’re ready to give it a go Their self-esteem (is improved) – they’re ready to give it a go “It’s OK to find things hard because we know we can get better!” Part of the classroom culture is: “If I’m stuck, I can…!” “It’s OK to find things hard because we know we can get better!” Part of the classroom culture is: “If I’m stuck, I can…!” The children are becoming a lot more confident in recognising their strengths – competent too! The children are becoming a lot more confident in recognising their strengths – competent too!

38. Building self-efficacy: Study 9 – ‘The Outdoor Dimension’ (first year secondary) “Kids are thinking ‘How do I learn?’ and ‘What do I need to do?’ “ (a tutor) “It has increased their awareness …“(a teacher) “For instance, I plan my homework, see how long it’s going to take, how many questions there are etc…” (a student) “I’ve started to put my hand up and ask questions a lot more.

39. Learners choosing change

40. Kolej Yayasan UEM – a Sixth Form College in central Malaysia

41. Learning Outside the Box (Malaysian 6 th form: Study 7) I have become more analytical and more conscious of the events happening around me. It excites me when I can fit the pieces of the puzzle together and understand the meaning …”

42. Attitudes to learning, improved relationships “The increase in “Learning Relationships” is a result of having improved in my communication and teamwork skills… expressing my thoughts, ideas and opinions whilst…being mindful of what the others think… Contrary to being quite rigid in my learning patterns previously…I (have) a slightly more creative approach…I feel that active participation in class has nurtured my ability to, as it were, think outside the box”

43. C has improved in his reactions – he is learning to control his feelings, not throwing things around the table – now he hardly ever does it – it used to really bug us (Samantha) D always used to sit like that (slouched in chair) doing nothing! He used to sit like that for ½ hour doing the title! – now he just gets on with it (Sam) J – he’s improved so much – he never used to say anything or show any interest and now he’s amazing, he’s always asking questions (Bay) T used to be really quiet – she has improved more, puts up her hand and says ‘ don’t agree with that!’ (Ashley) A – he used to moan and groan and whine ‘why’ and now he’s completely different – he just does it (Shaun) Relationships and behaviour: Do you see a difference in other people in the class?

44. Can we make a difference? Study 6: Locked up learning Young offenders before and after self assessment strategies

45. Danny – a ‘NEET’ Learner with profound learning difficulties – targeted Critical Curiosity and Learning Relationships “I ’ve improved my way of finding out information on certain subjects I’ve got a new way of learning. I have questions, and I scan and pick out the things I need. You have to take a leap of faith! It’s opened my eyes quite a bit to learn how to do these things …that astrophysicist has invited me to his next call-out with telescopes and to a lecture So I’ll go on learning! And it’s changed what I think I can do.