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London Centre for Leadership in Learning

Sub-brand to go here. Sub-brand to go here. Teachers Learning About Learning through work based practices Tuesday 18 November 2009 Jane Reed London Centre for Leadership in Learning. London Centre for Leadership in Learning. The Aims of Education in the new curriculum.

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London Centre for Leadership in Learning

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  1. Sub-brand to go here Sub-brand to go here Teachers Learning About Learning through work based practicesTuesday 18 November 2009Jane Reed London Centre for Leadership in Learning London Centre for Leadership in Learning

  2. The Aims of Education in the new curriculum • Successful learners who enjoy learning, making progress and achieving • Confident individuals who are able to live, safe, healthy and fulfilling lives • Responsible citizens who make a positive contribution to society

  3. Experience Knowledge Teacher Class of Students The teaching-centred model of school Source: Branson, 1998 p.126

  4. Guy Claxton TES 2004 • There is a shift in expectation. The old method of what constituted good practice is very teacher directed. It was about creating good lessons, but it neglected young people’s development as learners…you got good by being compliant, passive and simply retaining information.

  5. Capacity to set goals, monitor reflect, review, ask questions Talk oneself through difficult tasks, recognising blocks, see effort as key and ability as malleable Having choice, control and awareness of strategies Open ended tasks, planning, use of strategies Learning Orientation: Effective learners have gained the understanding of the processes necessary to become effective learners and improve their performance

  6. Tuning into the impact “I’m linking my learning, I’m using Lydia’s learning (from the previous week) about towers of ten to help me with my learning.” Rowan - age 4.

  7. The Purpose of the Programme What is a learning focused classroom? What is learning? Teachers and Pupils learning together about learning and being a learner What is the contribution of the workplace? What is the change that is needed?

  8. The structure of the Project One/four years in length 7 school districts involved Research, study, community building, professional learning Project development for leading learning Evaluation, research and further development

  9. The Main Enquiry Questions for Practitioners What views of learning and learners predominate in our schools? What concerns us about learning? How can research about learning assist us? What do we do to design classroom practices that enable more effective learning to take place? What are the implications for our learning communities? How do we lead local projects to address these questions?

  10. Questions we have asked the pupils in our project • What is learning? • What does your teacher do to help you learn? • Tell me about a time when you did some good learning? • What stops good learning/does learning ever stop?

  11. What pupils said (1) “Learning is about people teaching me stuff and getting more clever” Boy, age 7 years “A good learner listens and pays attention” Girl, age 9 years

  12. What pupils said (2) Learning is passing a test Girl, age 10 years I know when I’ve done well… I get a sticker Boy, age 8 years

  13. What pupils said (3) “Learning is maths, writing and doing take aways” Boy, age 8 years “Learning is filling your mind with good things – like so you can do a good job” Girl, age 10 years

  14. Some Findings Across the Project Schools Many pupils appeared to be dependent on their teachers and lack the strategies to be more autonomous although they like learning when their teachers make it fun The majority of pupils of all ages had limited language to describe their own learning Many pupils found it difficult to express their feelings about learning and reflect on their previous experiences 5 to 7 year olds equate learning well to the memory of facts, literacy or numeracy. They think their teacher helps by explaining Children tend to think learning happens in school

  15. What have the schools been focused on? Sandy Lane Bracknell Forest, the language of learning St Pauls Surrey, effective learning through learning diaries Forches Devon, dialogue, review and reflection, self talk Increasing participation, engagement and responsibility in learning Wadworth Doncaster, creating a learning focus with interactive white boards Ongar Place Surrey, evaluation, feedback and success St Margarets Lewisham, positive experiences Llanrhidian, Swansea using and developing questions

  16. Research engagement Evaluation of practice Pupil involvement Classroom enquiry and change Beliefs about learners and learning

  17. The core processes of the project Knowing more about what learning is Becoming a community of learners Learning relationships Experiencing learning and becoming a learner

  18. And the Questions We are Currently Investigating….. How the development of dialogue in classrooms supports the change in practice, culture and relationships What needs to be taught, planned and structured so pupils can take more charge of their learning: what supports responsibility to emerge More on the process of the teachers learning and the change in their mental models and how this alters the students beliefs and perceptions

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