BUILDING LEARNING POWER
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Transcript BUILDING LEARNING POWER
BUILDING LEARNING POWER
To help children become more
independent & life long learners
Shahin Ummer
Zeena Paul
Fadia Ezz Edin Akash
These are the four main
learning dispositions
Resilience
Resourcefulness
Reflectiveness
Reciprocity
CREATED BY PROFESSOR GUY CLAXTON
These
dispositions are inherent
in all
They are not fixed at birth, or
when we leave school
They can be developed by
everyone regardless of ‘ability’,
social background or age.
THE 4 R’S OF BUILDING LEARNING
POWER
1)
Resilience
This is the emotional aspect of
learning.
THE 4 R’S OF BUILDING LEARNING
POWER
2) Resourcefulness
The cognitive aspect of learning
THE 4 R’S OF BUILDING LEARNING
POWER
3) Reflectiveness
This is the strategic aspect of
learning.
THE 4 R’S OF BUILDING LEARNING
POWER
4) Reciprocity
This is the social aspect of
learning.
THE LEARNING MUSCLES FOR ALL
ROUND LEARNING FITNESS
The 4 R’s can be thought of as being
groups of ‘LEARNING MUSCLES’
We can exercise our learning muscles
to develop their strength and
stamina
SOME ASPECTS OF BLP CULTURE
The Teacher
Language-talking about learners and
learning
Example- KWHL
The Classroom-split screen lessons
Environment- e.g. displays
CLASSROOM CULTURE &
TEACHERS ROLE
FOR LEARNING
WARMER
Think
of a
Team
sport
….
What Makes a
good team ?
HOW CAN WE BUILD LEARNING POWER
Classroom
Practice
Organization of
lessons
Physical
Environment
Development of
Teachers
Leadership of the
school
TEACHING PALETTE
Explaining
Modelling
Orchestrati
ng
Commentatin
g
Explaining
• Teachers introduce directly and explicitly to the 4R’s
of learning power and train them how to use them
Orchestrating
• Teachers orchestrate resources , the environment
and activities for BLP
Commentating
• Teachers commentate on children’s learning power
through informal talk and formal or informal
evaluation
Modelling
Teachers model being a learner , getting
stuck , trying things out and making
TOOLS FOR BUILDING LEARNING POWER
Explaining
Commentating
Orchestrating
Modelling
Informing providing
information about
overall purpose of
learning
Reminding –
Drawing
attention and
prompting about
specific aspect of
learning
Evaluating –
Nudging – asking
commenting on
explanatory
learning and its
questions and
outcome
skilfully moving
the learners
Selecting –
Target setting –
choosing ways of helping learners
working and
set and monitor
designing activity their own targets
Learning aloud –
learning and
thinking in front
of the class
Reacting –
responding to
unexpected with
curiosity
Discussing –
Discussing how to
develop learning
power and
inviting
contributions
Replying –
providing written
or spoken
feedback
Training –
Directing ways to
build learning
capacity
Framing –
clarifying the
learning power
expectations
behind all
activities
Sharing –
Showing you
value learning
and confident in
yourself as a
learner and
sharing your
experience
Arranging –
Deploying
resources and
arranging the
environment to
support learning
Demonstrating –
showing that your
learning includes
different
activities like
drafting ,
sketching ,
reflecting
Tracking –
capturing the
progress each
students makes
WHAT HAPPENS …..
Enlivening attitudes to
learning
Raising attainment
Deepening learning
Giving students a learning
voice
Reducing behaviour
problems
Exciting classroom
practitioners
Preparing for a Lifetime of
learning