Learning Power Learning Power

The Key IdeasThe Key Ideas

Ruth Deakin Crick

Michelle Nicholson Tim Small

Graduate School of Education,

University of Bristol

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

Eric HofferEric Hoffer

LEARNING POWER

Self regulation Self

Esteem

Locus of control

Goal

orientation

Self

efficacy

Effort

Interest

School ethos

Curriculum & Assessment practices

Pedagogy

Home

family, community & tradition Peer

culture Cultural tools

Sense of

self as

learner

Worldviews & traditions

Skills & capacities

Awareness

Dispositions

Double Helix of Double Helix of LearningLearning(McGettrick 2002)(McGettrick 2002)

Knowledge Skills and Understanding

Attitudes, Values, Feelings, Dispositions, Motivation

Personal Development

Achievement

Seven Dimensions ofSeven Dimensions of Learning Power Learning Power Changing and Changing and learning*learning*

meaning making*meaning making* critical critical curiosity*curiosity*

creativitycreativity learning learning relationshipsrelationships

strategic strategic awarenessawareness

resilienceresilience

Being stuck & Being stuck & staticstatic

Data accumulationData accumulation PassivityPassivity

Being rule boundBeing rule bound Isolation & Isolation & dependencedependence

Being roboticBeing robotic Fragility and Fragility and dependencedependence

Cronbach Alpha Co-efficients by age group n= 10496

KS2 KS3 KS4 KS5 Adult All

Changing & learning .69 .77 .75 .72 .76 .75

Critical Curiosity .69 .76 .74 .78 .77 .76

Meaning making .69 .74 .74 .73 .71 .75

Creativity .75 .78 .79 .81 .84 .79

Strategic awareness .82 .85 .84 .86 .84 .85

Learning relationships

.67 .72 .73 .74 .81 .72

Fragility and dependence

.81 .83 .82 .81 .81 .82

Validity: over 10,000 cases

Changing and learning Changing and learning v being stuck & v being stuck & staticstatic

I see learning as something I can get I see learning as something I can get better at, and myself as an improving better at, and myself as an improving learner. This often reflects a more learner. This often reflects a more general interest in ‘self-improvement’, general interest in ‘self-improvement’, and faith that this is possible. I have and faith that this is possible. I have a sense of history and of hope. I tend a sense of history and of hope. I tend to take ownership of my own learning, to take ownership of my own learning, and like to be responsible for what I’m and like to be responsible for what I’m learning and how I go about it. I’m learning and how I go about it. I’m usually quite ready to ‘sign up’ to usually quite ready to ‘sign up’ to learning tasks that are presented to melearning tasks that are presented to me

Critical curiosity Critical curiosity v passivityv passivity

I like to get below the surface of things I like to get below the surface of things and see what is really going on. I like to and see what is really going on. I like to work things out for myself, and to ask my work things out for myself, and to ask my own questions. I tend to go looking for own questions. I tend to go looking for things to understand better, rather than things to understand better, rather than just responding to problems that come my just responding to problems that come my way. I am usually excited by the prospect of way. I am usually excited by the prospect of learning, and have a good deal of energy for learning, and have a good deal of energy for learning tasks and situations. In general, learning tasks and situations. In general, I’m attracted to learning and enjoy a I’m attracted to learning and enjoy a challenge. I value getting at the truth.challenge. I value getting at the truth.

Meaning making v Meaning making v Data accumulation Data accumulation I tend to look for patterns,I tend to look for patterns,

connections and coherence in what I connections and coherence in what I am learning, and to seek links between am learning, and to seek links between new situations and what I already know new situations and what I already know or am interested in. I’m on the look-or am interested in. I’m on the look-out for ‘horizontal meaning’ I like to out for ‘horizontal meaning’ I like to make sense of new things in terms of make sense of new things in terms of my own experience, and I like learning my own experience, and I like learning about what mattersabout what matters

to me.to me.

Creativity vCreativity v Rulebound RuleboundI like new situations, and will sometimes I like new situations, and will sometimes

create novelty and uncertainty ‘just to see create novelty and uncertainty ‘just to see what happens’. I’ll spice things up to stop them what happens’. I’ll spice things up to stop them being boring. I like playing with possibilities being boring. I like playing with possibilities and imagining how situations could be otherwise. and imagining how situations could be otherwise. I am able to look at problems from different I am able to look at problems from different perspectives. I like trying things out even if I perspectives. I like trying things out even if I don’t know where they will lead. I sometimes get don’t know where they will lead. I sometimes get my best ideas when I just let my mind float my best ideas when I just let my mind float freely, and I don’t mind ‘giving up mental freely, and I don’t mind ‘giving up mental control’ for a while to see what bubbles up. I control’ for a while to see what bubbles up. I often use my imagination when I’m learning, and often use my imagination when I’m learning, and pay attention to images and physical promptings pay attention to images and physical promptings as well as rational thoughts.as well as rational thoughts.

Positive learning Positive learning relationships relationships v Isolationv Isolation

I like working on problems with other I like working on problems with other people, especially my friends. I have no people, especially my friends. I have no difficulty sharing thoughts and ideas with difficulty sharing thoughts and ideas with others, and find it useful. I am quite others, and find it useful. I am quite capable of working away at problems on my capable of working away at problems on my own, and sometimes prefer it. I don’t feel own, and sometimes prefer it. I don’t feel I have to stick with the crowd for fear of I have to stick with the crowd for fear of being lonely or isolated, when I’m being lonely or isolated, when I’m learning. I have important people at home learning. I have important people at home and in my community who share with me in and in my community who share with me in my learning. I am ready to draw on these my learning. I am ready to draw on these when it seems helpful. I feel that I live when it seems helpful. I feel that I live within a supportive social context. within a supportive social context.

Strategic AwarenessStrategic Awarenessv Roboticv Robotic

I tend to think about my learning, and I tend to think about my learning, and

plan how I am going to go about it. I plan how I am going to go about it. I usually have a fair idea how long usually have a fair idea how long something is going to take me, what something is going to take me, what resources I am going to need, and my resources I am going to need, and my chances of being successful. chances of being successful.

I am able to talk about the process of I am able to talk about the process of learning – how I go about things – and learning – how I go about things – and about myself as a learner – what my about myself as a learner – what my habits, preferences, aspirations, habits, preferences, aspirations, strengths and weaknesses are. strengths and weaknesses are.

Resilience - Resilience - dependence and dependence and fragility fragility I tend to stick at things for a while, even I tend to stick at things for a while, even

when they are difficult. I don’t give up easily. when they are difficult. I don’t give up easily. I often enjoy grappling with things that aren’t I often enjoy grappling with things that aren’t easy. easy.

I can handle the feelings that tend to crop up I can handle the feelings that tend to crop up during learning: frustration, confusion, during learning: frustration, confusion, apprehension and so on. I have quite a high apprehension and so on. I have quite a high degree of emotional tolerance when it comes to degree of emotional tolerance when it comes to learning. I’m not easily upset or embarrassed learning. I’m not easily upset or embarrassed when I can’t immediately figure something outwhen I can’t immediately figure something out

I don’t immediately look for someone to help I don’t immediately look for someone to help me out when I am finding things difficult, or me out when I am finding things difficult, or when I get stuck. I’m usually happy to keep when I get stuck. I’m usually happy to keep trying on my own for a while. I don’t mind if trying on my own for a while. I don’t mind if there’s nobody around to ‘rescue’ me.there’s nobody around to ‘rescue’ me.

Singleton animalsSingleton animals

Spirals high in the sky to look for prey

Patient, strategic and smartUnderstands invisible thingsConfident and self awareSees the big picture

Always looks up to see what is around its environment

Curious to look at things from different angle

Stares inquisitivelyProud and strong, confident to

ask questions

Three Types of Learning Three Types of Learning ProfilesProfiles

Low learning power plus fragility Low learning power plus fragility and dependenceand dependence. . low achievers, at risk low achievers, at risk

learnerslearners

Medium learning power, plus Medium learning power, plus fragility & dependence and fragility & dependence and isolation. isolation. often bright achieversoften bright achievers

High learning power plus resilienceHigh learning power plus resilience bright, not necessarily standard bright, not necessarily standard achievers, sometimes challengingachievers, sometimes challenging

Changing and

learning

Learning relationships

Strategic Awareness

ResilienceCreativity

Meaning Making

Critical Curiosity

Type One ELLI Profile

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

Learner type one

Changing and

learningLearning relationships

Strategic Awareness

ResilienceCreativity

Meaning Making

Critical Curiosity

Type Two ELLI Profile

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.

Learner type two

Changing and

learning

Learning relationships

Strategic Awareness

ResilienceCreativity

Meaning Making

Critical Curiosity

Type Three ELLI Profile

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.

Learner type three

17year old – gains in 6 17year old – gains in 6 dimensionsdimensions

I have changed so I have changed so much in my learning much in my learning ability and this ability and this makes me feel a bit makes me feel a bit more confident in more confident in myself. Apart from myself. Apart from just learning just learning whatever I need, whatever I need, knowing knowing whywhy should I should I learn them is an learn them is an important part for important part for me and then me and then analysing them.analysing them.

Critical CuriosityCritical Curiosity

ELLI profiles shown as ELLI profiles shown as bar graphsbar graphs

ELLI profiles shown as ELLI profiles shown as pie chartspie charts

** ** the things you have got better at – why? (May the things you have got better at – why? (May 03)03)S: “ I used to feel I had to stick with the crowd S: “ I used to feel I had to stick with the crowd and copy everyone else, but now I go my own way and copy everyone else, but now I go my own way and show out a bit more.”and show out a bit more.”

A: “ looking deeply into things, because before I A: “ looking deeply into things, because before I just skipped a question, now I spend time on it.”just skipped a question, now I spend time on it.”

D: “I like trying things out, last term or D: “I like trying things out, last term or whatever I wouldn’t try anything”whatever I wouldn’t try anything”

A: “ sticking at my work because it got hard at A: “ sticking at my work because it got hard at times but now I really try and before I would get times but now I really try and before I would get in a mood, and I asked questions of Miss Charman in a mood, and I asked questions of Miss Charman and my partner”and my partner”

E:” I think how to plan things through, now E:” I think how to plan things through, now because before I asked people to help or to do if because before I asked people to help or to do if for me, now I do it for myself”for me, now I do it for myself”

J: “ I like to ask questions: I know this because J: “ I like to ask questions: I know this because I used never to ask questions but now I really I used never to ask questions but now I really like asking questions”like asking questions”

 •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)

 •A– she develops her ideas quite a lot now and is not afraid to put her hand up and work with a partner and ask questions (Sam)

 •A – he used to moan and groan and whine ‘why’ and now he’s completely different – he just does it (Shaun)

 •T – used to be really quiet – she has improved more, puts up her hand and says ‘ don’t agree with that!’ (Ashley)

•A has really started to ask questions – he is really interested and when we are in partners, he is really looking at me like he want to know it, and actually helps me and give me things I didn’t think of (Maisy)

Learning Power Learning Power seems to get weaker seems to get weaker and more fragile as and more fragile as children go through children go through

schoolschool

N = 6045 Schools = 116

Changing and learning Changing and learning across the age rangeacross the age range

2.00 3.00 4.00

KeyStage

62.00

64.00

66.00

68.00

70.00

Mean of chnglng

Critical Curiosity across Critical Curiosity across the age rangethe age range

2.00 3.00 4.00

KeyStage

45.00

48.00

51.00

54.00

57.00

60.00

Mean of curiosity

Meaning Making across the Meaning Making across the age rangeage range

2.00 3.00 4.00

KeyStage

59.00

60.00

61.00

62.00

Mean of meaningmaking

Creativity across the age Creativity across the age rangerange

2.00 3.00 4.00

KeyStage

48.00

50.00

52.00

54.00

56.00

58.00

60.00

62.00

Mean of creativity

Strategic Awareness across Strategic Awareness across the age rangethe age range

2.00 3.00 4.00

KeyStage

45.00

48.00

51.00

54.00

57.00

60.00

Mean of strategic

Learning Power is part ofLearning Power is part of an ecology for learning an ecology for learning

N=851

Years 5 – 9

Age 9 – 14

Six west country schools

2003 -4

Learning Power is Learning Power is associated with associated with achievementachievement

ELLI groups low medium high 1 2 3

321

Mean of ZScore: ta nc average

.4

.3

.2

.1

0.0

-.1

-.2

Learning Power Learning Power is associated with:is associated with:

students’ perceptions of students’ perceptions of teacher’s ability to create teacher’s ability to create positive interpersonal positive interpersonal relationshipsrelationships

ELLI groups low medium high 1 2 3

321

Mean of positive relationships 5-9

2.9

2.8

2.7

2.6

2.5

2.4

2.3

2.2

Students’ perceptions Students’ perceptions of teachers ability to of teachers ability to honour student voicehonour student voice

ELLI groups low medium high 1 2 3

321

Mean of student voice 5-9

3.0

2.9

2.8

2.7

2.6

2.5

2.4

2.3

Students’ perceptions of Students’ perceptions of teacher’s ability to teacher’s ability to stimulate higher order stimulate higher order thinkingthinking

ELLI groups low medium high 1 2 3

321

Mean of higher order thinking and learning 5-9

3.1

3.0

2.9

2.8

2.7

2.6

2.5

2.4

2.3

‘‘It’s OK for me to be It’s OK for me to be here’here’

ELLI groups low medium high 1 2 3

321

Mean of student core safety

4.6

4.4

4.2

4.0

3.8

3.6

3.4

Teachers whose Teachers whose students’ have high students’ have high levels of learning levels of learning power are power are characterised by:characterised by:

High levels of High levels of teacher teacher self-efficacyself-efficacy

elli clusters low med high 123

highmedlow

Mean of teacher self efficacy 5-9

3.1

3.0

2.9

2.8

Reflective Self Reflective Self AwarenessAwareness

ELLI groups low medium high 1 2 3

321

Mean of teachers reflective self awareness

2.90

2.88

2.86

2.84

2.82

2.80

2.78

High autonomy support High autonomy support – as opposed to high – as opposed to high controlcontrol

ELLI groups low medium high 1 2 3

321

Mean of teacher highly controlling 5-9

2.48

2.46

2.44

2.42

2.40

2.38

2.36

ELLI groups low medium high 1 2 3

321

Mean of teacher highly autonomy supportive 5-9

3.18

3.16

3.14

3.12

3.10

3.08

Non learner centred Non learner centred beliefs about beliefs about studentsstudents

elli clusters low med high 123

highmedlow

Mean of teacher non learner centred beliefs about students version two

2.1

2.0

1.9

Learning PowerLearning PowerPredicting Predicting AchievementAchievement

Fragility and dependence Fragility and dependence Learning relationshipsLearning relationships Meaning making Meaning making Creativity Creativity Changing and learning Changing and learning

School climate School climate predicting predicting achievement (44%)achievement (44%) Teacher highly controlling Teacher highly controlling Student effort avoidance Student effort avoidance strategiesstrategies

Changing and learning, critical Changing and learning, critical curiosity, meaning makingcuriosity, meaning making

Student self efficacyStudent self efficacy Student communication with Student communication with friendsfriends

Findings from a West Findings from a West London AcademyLondon Academy Students with EAL have significantly Students with EAL have significantly higher levels of learning power than higher levels of learning power than non EAL studentsnon EAL students

Changing and learning and resilience Changing and learning and resilience predicts 20% of average point scorepredicts 20% of average point score

Learning power is significantly Learning power is significantly lower in under achieving students lower in under achieving students (c&l r)(c&l r)

Economically deprived, white boys Economically deprived, white boys report significantly lower learning report significantly lower learning power scorespower scores

Citizenship Citizenship DispositionsDispositions N = 550 16-19 year olds, in three N = 550 16-19 year olds, in three different sixth form centres in one different sixth form centres in one city.city.

Learning power is significantly Learning power is significantly positively associated with positively associated with dispositions for citizenship: dispositions for citizenship: ‘critical social justice’, ‘living ‘critical social justice’, ‘living my values’, ‘political engagement’ my values’, ‘political engagement’ ‘challenge and responsibility’ and ‘challenge and responsibility’ and ‘ambition, meaning and purpose’.‘ambition, meaning and purpose’.

Convicted: gang rape of Convicted: gang rape of 13yr olds13yr olds

  

Resilience

Learning relationships

Strategic awareness

Changing and learning

Meaning making

Critical curiosity

Creativity

Violent young offenders before and after self assessment strategies

Creativity

Learning Relationships

Curiosity

Strategic Awareness Resilience

Meaning Making

Changing

Brunelli is a unique collection of exciting lesson ideas, activities and resources designed especially for teachers wanting their children to become excited and intrigued by Isambard Kingdom Brunel and his remarkable achievements.

All of the teaching and learning activities have been created by Bristol based Primary School teachers who have shared belief that the best lessons are those which promote the seven learning dimensions which are collectively known as ELLI

IWBIWBWeb accessWeb accessConstruction Construction materialsmaterialsDigital cameraDigital camera3 ropes (2 of 3 ropes (2 of which are which are securely securely fastened into fastened into the ground)the ground)

ResourcesResources

Drill key Drill key vocabulary of vocabulary of the different the different forces. Where forces. Where else do you see else do you see these forces at these forces at work in daily work in daily life?life?

Children to Children to experiment with experiment with building building materials such materials such as lego, as lego, mechano, art mechano, art straws, balsa straws, balsa wood, natural wood, natural materials from materials from the school the school grounds etc. grounds etc.

As a group As a group identify the identify the different forces different forces discussed in discussed in action – what action – what are the are the consequences of consequences of these forces? these forces?

Storyboard in a Storyboard in a digital photo digital photo sequence to sequence to display on wall display on wall for reference to for reference to during during subsequent subsequent science work.science work.

Web-based demoWeb-based demowww.constructiowww.construction awards.org.ukn awards.org.ukorg.ukorg.uk KS2 Activity 6 KS2 Activity 6 – the force a – the force a load exerts on a load exerts on a bridge IWB demobridge IWB demoUsing the Using the following following website:website:www.pbs.org/www.pbs.org/wgbh/wgbh/buildingbig/buildingbig/lab/forces.htmllab/forces.htmlDemonstrate the Demonstrate the forces of: forces of: compression compression (squeezing), (squeezing), tension tension (stretching), (stretching), bending, bending, shearing shearing (sliding), (sliding), torsion torsion (twisting)(twisting)

Show a clip of ‘What Show a clip of ‘What the Victorians did for the Victorians did for us’ which demonstrates us’ which demonstrates the forces of a the forces of a suspension bridge using suspension bridge using people. people. You could then go on You could then go on to replicate this clip to replicate this clip as a gym demonstration as a gym demonstration if you carry out a risk if you carry out a risk assessment first: The 2 assessment first: The 2 pillar children hold pillar children hold onto a rope at either onto a rope at either end which is well-end which is well-secured into the secured into the ground. Another rope is ground. Another rope is used to span the used to span the distance between them. distance between them. Another child is then Another child is then used as a load on the used as a load on the bridge by sitting on bridge by sitting on the rope spanning the rope spanning between the two pillar between the two pillar children. The ‘pillar’ children. The ‘pillar’ children should be able children should be able to experience the to experience the compressive force compressive force pushing them down. pushing them down. Contrast with what Contrast with what happens if the pillars happens if the pillars are not connected to are not connected to the anchored ropes the anchored ropes (they’ll start to (they’ll start to collapse in on each collapse in on each other).other).*Health and safety *Health and safety consideration* make consideration* make sure the load is light sure the load is light and ensure that the and ensure that the ropes either end are ropes either end are firmly secured to the firmly secured to the ground.ground.

What forces What forces need to be need to be considered in considered in bridge design?bridge design?

Plenary /Plenary /AssessmentAssessment

Elli Elli BasedBasedActivityActivity

Whole Whole class class teachingteaching

ConnectinConnecting Activityg Activity

Focus Focus QuestionQuestion

ELLI CuriosityMeaning Making Changing Resilience

Strategic Awareness Creativity

Learning Relationships

SUBJECT: Science / D.T.

R&D Project – Year 5R&D Project – Year 5 I used to be quite bored; now I can I used to be quite bored; now I can always find things to do. I’m in always find things to do. I’m in charge. We control our own minds, so charge. We control our own minds, so we can do it if we want towe can do it if we want to (CCY5) (CCY5)

I want to get better at being a I want to get better at being a learner; grow up and enjoy life. I learner; grow up and enjoy life. I want to learn!want to learn! (SB Y5) (SB Y5)

Now I can ask questions, instead of Now I can ask questions, instead of wondering what the answer iswondering what the answer is (CC Y5) (CC Y5)

(What matters most is…) (What matters most is…) knowing all I knowing all I can do; I’ve got all these things in my can do; I’ve got all these things in my head that can help me.head that can help me. (CK Y1) (CK Y1)

Significant Significant differences between differences between achievement groups achievement groups ((ANOVAANOVA)) Changing and LearningChanging and Learning Meaning MakingMeaning Making Critical CuriosityCritical Curiosity CreativityCreativity Learning Learning relationshipsrelationships

Strategic awarenessStrategic awareness Fragility and Fragility and dependencedependence

.003.003 .002.002 .001.001 .345.345 .691.691 .011.011 .099.099

Under achievementUnder achievement

Underachievers are characterised byUnderachievers are characterised by Passivity in learning dispositionsPassivity in learning dispositions Accepting things at face valueAccepting things at face value Lacking strategic awareness – of Lacking strategic awareness – of thinking, feeling and planning/doingthinking, feeling and planning/doing

Not looking for meaning and sense Not looking for meaning and sense making in their learningmaking in their learning

Being ‘stuck and static’ in their Being ‘stuck and static’ in their sense of themselves as learners.sense of themselves as learners.

CURIOSITY

STRATEGIC AWARENESS

LEARNING RELATIONSHIPS

CREATIVITY

RESILIENCE

CHANGING

MEANING MAKING

CURIOSITYCURIOSITYGERARDGERARDCURIOSITYCURIOSITYGERARDGERARD

Hello, I’m Gerard and my learning strength is curiosity. I love asking my own questions to find out what’s really going on.

Learning is like…Learning is like…Learning is like…Learning is like…

…your heart beating - it never stops until you die!

LILLY (AGED 9)

Key themes in the Key themes in the ecology of learningecology of learning Teacher Teacher professional professional values and values and commitmentcommitment

Relationships Relationships between learner between learner and teacher and and teacher and learner and learner and learnerlearner

trust affirmation trust affirmation & challenge& challenge

Quality of Quality of dialoguedialogue

Modeling and Modeling and imitationimitation

The language The language of learning - of learning - naming it -use naming it -use of metaphorof metaphor

Key themes in the Key themes in the ecology of learningecology of learning Teacher professional judgementTeacher professional judgement Development of learner self Development of learner self awareness & ownershipawareness & ownership

Sequencing of content of Sequencing of content of curriculumcurriculum

Providing learners with choiceProviding learners with choice Creating time for reflectionCreating time for reflection Strategies & skillsStrategies & skills