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Learning DiaryTo accompany the online unit: A culture for building powerful learners
Building Learning Power
2
34
1 Learning cultures A big shift?
Learning friendly culturesLots of little shifts
Your classroom cultureSome ideas to get you started
Team Reflection and Planning
Welcome to
Understand, Assess, Improve your classroom culture
A culture for building Powerful Learners
Culture Tool 1 What view of Learning informs the classroom?Copyright TLO Limited 2016
Passengers:Teacher Focused
Crew:LearnER focused
Pilot:LearnING focused
Teacher decides what and how of learning
Teacher does most of the questioning
Main focus is on pupil performance
Most of the learning relies on text books and or worksheets
Most tasks are undertaken individually
Teacher devises and undertakes assessments
Teacher takes a ‘fount of knowledge’ role
Pupils believe responsibility for learning lies with the teacher.
Actively engaged in a variety of learning tasks
Learners have some degree of choice in what to learn
Learner’s questions drive their learning
Learners encouraged to organise enquiries
Learners involved in assessing their own learning
Learners monitor their own learning
Collaborative learning encourages dialogue
Learning tasks are differentiated and challenging
Main focus is on making meaning
Teacher takes the role of coach
Learning process given public focus
Learning process frequently reflected on
Lessons designed around content and process
Learning designed to promote progression in learning habits
Rich language of learning permeates the classroom
Learners conscious of using their learning behaviours
Learners self regulate their learning process
Focus is on becoming a better learner
Pupils engaged in making meaningSupportive learning environment
Pupils get along by doing what is asked of them
Effective learning promoted through learner activity, collaboration,
responsibility and meta learning.
Means
Means
Means
Means
Shifting the cultureEnds
Ends
Ends
Ends
Copyright TLO Limited 2016
Modelling learning
Exploring learning as a process
Reflective model for learning
Growing learning habits
Feel they are welcome
Devolving responsibility
Creating a language for learning
Linking content with learning behaviours
Re-defining failure
Takes responsibility for their learning
Coaching approaches
Nudging learning forward
Rich, challenging activity
Learning on display
Learn with and from others
Feel valued contributors
View themselves positively as a learner
Learns intentionally
Talk about their learning
Acts on feedback
Take risksSelf regulate, (self manage, monitor and modify)
Understand how they are learning
Think for themselves
Learn from mistakes
Put in the effort
Confident as learners
Take an active interest in their growth as a learner
Students:
Students:
Students:
Students:
Culture Tool 2
Relating for learningMaking learning a shared
responsibility
Talking for learning Making learning the object of
conversation
Constructing learningMaking learning the object of learning
Celebrating learningMaking learning the object of attention
Name:__________________________________
School:_________________________________ Date:_______
Copyright © TLO Limited 2018 | Learning Diary – To accompany the online unit: A culture for building powerful learners | 28/08/18 |
Copyright TLO Limited 2018
All rights reserved.
No part of this document may be reprinted, reproduced, transmitted, stored in an information retrieval system, or otherwise utilised in any form, or by any electronic, mechanical, or other means, now known or hereinafter invented, including photocopying, scanning and recording, without the written permission of TLO Limited.
TLO LimitedThe Park CentreDaventry RoadBristolBS4 1DQ
Tel: 0117 937 8080
E-mail: learningpower@tloltd.co.uk
Web: www.tloltd.co.uk
3Copyright © TLO Limited 2018 | Learning Diary – To accompany the online unit: A culture for building powerful learners | 28/08/18 |Copyright © TLO Limited 2018 | Learning Diary – To accompany the online unit: A culture for building powerful learners | 28/08/18 |
Building students as powerful learners is about creating a culture in classrooms – and in the school more widely – that systematically cultivates habits and attitudes that enable young people to face difficulty calmly, confidently and creatively. By a ‘culture’ we mean all the little habits, routines and practices that implicitly convey ‘what we believe and value round here’. The medium of a school is its most powerful message, and the most important messages are conveyed to students in classrooms. Classrooms are the places where, hour by hour, students experience the values and practices that are embodied in the school, rather than just the ones that are espoused.
As Ron Ritchhart observes in ‘Creating Cultures of Thinking’:
“The culture of the classroom teaches. It not only sets the tone for learning but also determines what gets learned. The messages sent through the culture of the classroom communicate to students what it means to think and learn well. These messages are a curriculum in themselves, teaching students how to learn and ways of thinking.”
So ‘culture’ concerns the details of the micro-climate that teachers create in their classrooms. What they do and say, what they notice and commend and what they don’t, what kind of role model of a learner they offer: all these are of the essence. And what really matters is how they design and present activities so that, over the course of a term or a year, their students are cumulatively getting a really good all-round mental work-out. All the learning bits of their brains are being stretched and strengthened, one by one and all together.
1 Learning cultures A big shift?
Introduction: All about classroom culture
4 Copyright © TLO Limited 2018 | Learning Diary – To accompany the online unit: A culture for building powerful learners | 28/08/18 |
Culture Tool 1 What view of Learning informs the classroom?Copyright TLO Limited 2016
Passengers:Teacher Focused
Crew:LearnER focused
Pilot:LearnING focused
Teacher decides what and how of learning
Teacher does most of the questioning
Main focus is on pupil performance
Most of the learning relies on text books and or worksheets
Most tasks are undertaken individually
Teacher devises and undertakes assessments
Teacher takes a ‘fount of knowledge’ role
Pupils believe responsibility for learning lies with the teacher.
Actively engaged in a variety of learning tasks
Learners have some degree of choice in what to learn
Learner’s questions drive their learning
Learners encouraged to organise enquiries
Learners involved in assessing their own learning
Learners monitor their own learning
Collaborative learning encourages dialogue
Learning tasks are differentiated and challenging
Main focus is on making meaning
Teacher takes the role of coach
Learning process given public focus
Learning process frequently reflected on
Lessons designed around content and process
Learning designed to promote progression in learning habits
Rich language of learning permeates the classroom
Learners conscious of using their learning behaviours
Learners self regulate their learning process
Focus is on becoming a better learner
Pupils engaged in making meaningSupportive learning environment
Pupils get along by doing what is asked of them
Effective learning promoted through learner activity, collaboration,
responsibility and meta learning.
Where is your classroom culture just now?• Spend a little time thinking about your
classroom culture.• Highlight those that best describe your
classroom culture now.• Which panel has most statements
highlighted?• What does that imply?• Would your students see it the same way?
• Which statement in the middle panel would you most want to be able to highlight to make your classroom more learner friendly? i.e. in place in your classroom.
• OR• What do you need to work on first in the
right hand panel to make your classroom more learning friendly?
Capture your ideas
1 Learning cultures A big shift?
Culture Tool 1
5Copyright © TLO Limited 2018 | Learning Diary – To accompany the online unit: A culture for building powerful learners | 28/08/18 |Copyright © TLO Limited 2018 | Learning Diary – To accompany the online unit: A culture for building powerful learners | 28/08/18 |
Means
Means
Means
Means
Shifting the cultureEnds
Ends
Ends
Ends
Copyright TLO Limited 2016
Modelling learning
Exploring learning as a process
Reflective model for learning
Growing learning habits
Feel they are welcome
Devolving responsibility
Creating a language for learning
Linking content with learning behaviours
Re-defining failure
Takes responsibility for their learning
Coaching approaches
Nudging learning forward
Rich, challenging activity
Learning on display
Learn with and from others
Feel valued contributors
View themselves positively as a learner
Learns intentionally
Talk about their learning
Acts on feedback
Take risksSelf regulate, (self manage, monitor and modify)
Understand how they are learning
Think for themselves
Learn from mistakes
Put in the effort
Confident as learners
Take an active interest in their growth as a learner
Students:
Students:
Students:
Students:
Culture Tool 2
Relating for learningMaking learning a shared
responsibility
Talking for learning Making learning the object of
conversation
Constructing learningMaking learning the object of learning
Celebrating learningMaking learning the object of attention
Ask yourself 12 searching questions1. How much do I learn aloud in front of
pupils?2. In what areas of learning have I devolved
responsibility to pupils?3. What’s the balance between telling &
coaching in my classroom currently?4. How much do I talk with pupils about the
process (not content) of learning itself?5. Would a language for learning be useful in
my classroom?6. How could I promote students’ own positive
self-talk?7. To what extent is reflection on content or
learning process a consistent feature in my classroom?
8. What proportion of tasks in my classroom are rich and challenging?
9. Do I ask - ‘how are my students going to learn this?’ Instead of ‘How am I going to teach this?’
10. Are pupils in school becoming increasingly skilful as learners during their time with us. What’s the evidence?
11. How do I treat ‘stuck’, ‘mistakes’ and ‘praise’ in my classroom?
12. What does the display in my classroom reveal about my priorities and commitment to keeping the process of learning in the foreground?
2 Learning friendly culturesLots of little shifts
Culture Tool 2
For more detail and reminders see section 2 a. d. c. d in A culture for building powerful learners
6 Copyright © TLO Limited 2018 | Learning Diary – To accompany the online unit: A culture for building powerful learners | 28/08/18 |
Lear
ning
Cul
ture
Rev
iew
Rela
ting
for
lear
ning
Talk
ing
for
lear
ning
Cons
truc
ting
for
lear
ning
Cele
brat
ing
lear
ning
Area
s th
at y
ou th
ink
are
secu
re n
ow
Wha
t I fo
und:
• as
exp
ecte
d
• in
tere
stin
g
• pu
zzlin
g or
sur
pris
ing
Wha
t I th
ink
will
be:
• ea
sy to
impr
ove
• tr
icky
to im
prov
e
Nam
e Cl
ass
Date
A cu
ltur
e fo
r bui
ldin
g le
arni
ng p
ower
Cop
yrig
ht T
LO L
imite
d 20
16
Complete this Learning Culture Review in light of your answers to the 12 questions and what you learned from the online unit.
2 Learning friendly culturesLots of little shifts
7Copyright © TLO Limited 2018 | Learning Diary – To accompany the online unit: A culture for building powerful learners | 28/08/18 |Copyright © TLO Limited 2018 | Learning Diary – To accompany the online unit: A culture for building powerful learners | 28/08/18 |
Take
a lo
ok a
t wha
t you
do
now
Look
at t
he s
tate
men
ts a
nd w
ork
out:
• ho
w o
ften
you
try to
hel
p st
uden
ts
deve
lop
such
beh
avio
urs
by th
e w
ay th
at y
ou te
ach
at p
rese
nt;
• ho
w m
any
of y
our s
tude
nts
disp
lay
thes
e be
havi
ours
in th
e cl
assr
oom
(with
out k
now
ing
it).
Hav
ing
com
plet
ed th
e qu
iz a
sk y
our-
self:
From
the
left
hand
col
umn:
• W
hich
beh
avio
urs
did
you
deno
te
OFT
EN?
• W
hich
do
you
RAR
ELY
atte
nd to
?•
Whi
ch p
sych
olog
ical
dom
ain
rece
ives
mos
t atte
ntio
n? (e
mo-
tiona
l, co
gniti
ve, s
ocia
l, st
rate
gic)
• W
hat m
ight
this
reve
al a
bout
you
r te
achi
ng?
• Ke
y Q
uest
ion:
How
do
you
know
if/
how
stu
dent
s ar
e im
prov
ing
in
thes
e be
havi
ours
?•
From
the
right
han
d co
lum
n:•
Whi
ch b
ehav
iour
was
mos
t diffi
-
cult
to a
ssig
n st
uden
ts to
? i.e
. the
th
ings
you
may
not
kno
w a
bout
yo
ur s
tude
nts
• W
hat p
atte
rns
are
emer
ging
?•
Is th
ere
a lin
k be
twee
n w
hat y
ou
do a
nd h
ow s
tude
nts
are
as le
arn-
ers?
• W
hat i
s th
is m
akin
g yo
u w
onde
r?
How
oft
en d
o yo
u en
cour
age
pupi
ls t
o bu
ild t
hese
ca
paci
ties?
How
man
y pu
pils
in
your
cla
ss d
ispl
ay t
hese
ca
paci
ties?
Rare
lySo
me-
times
Oft
enCO
GN
ITIV
E RA
NG
EFe
wSo
me
Mos
t
See
how
thi
ngs
fit
toge
ther
Beco
me
curio
us a
bout
pos
sibili
ties
Ask
que
stio
ns. G
et t
o th
e bo
ttom
of
thin
gs
Mak
e th
e m
ost
of a
ran
ge o
f le
arni
ng r
esou
rces
Not
be
afra
id o
f no
t kn
owin
g
Be lo
gica
l and
sys
tem
atic
whe
n ne
cess
ary
Use
imag
inat
ion
to g
ood
effe
ct
EMO
TIO
NAL
EN
GAG
EMEN
T
Find
sat
isfa
ctio
n in
sol
ving
a p
robl
em
Relis
h a
chal
leng
e
Not
afr
aid
of f
indi
ng t
hing
s ha
rd
Iden
tify
signi
fica
nt d
etai
l, le
t pa
tter
n em
erge
Stic
k at
thi
ngs
desp
ite d
iffi
culti
es
Min
imis
e ne
gativ
e di
stra
ctio
ns
Wor
k fo
r ex
tend
ed p
erio
ds. G
et ‘l
ost’
in le
arni
ng
Am I
deve
lopi
ng s
tude
nts’
lear
ning
cha
ract
er? Co
pyrig
ht T
LO L
imite
d 20
17
How
oft
en d
o yo
u en
cour
age
pupi
ls t
o bu
ild t
hese
ca
paci
ties?
How
man
y pu
pils
in
your
cla
ss d
ispl
ay t
hese
ca
paci
ties?
Rare
lySo
me-
times
Oft
enST
RATE
GIC
RES
PON
SIBI
LITY
Few
Som
eM
ost
Chan
ge t
ack
if ne
cess
ary
Sort
out
wha
t ne
eds
to b
e do
ne
Org
anis
e w
ork
Pull
out
key
poin
ts f
rom
exp
erie
nce
Talk
abo
ut h
ow I
lear
n
Antic
ipat
e bl
ocks
and
obs
tacl
es
Take
sto
ck t
o m
ake
sure
thi
ngs
are
on t
rack
SOCI
AL IN
TERA
CTIO
N
Wor
k w
ell w
ith o
ther
s
Mai
ntai
n ow
n id
eas
in a
gro
up
Put
self
in o
ther
peo
ple’
s sh
oes
Abso
rb a
nd u
se t
he w
ay o
ther
peo
ple
do t
hing
s
List
en t
o w
hat
peop
le s
ay, s
how
und
erst
andi
ng
Know
whe
n to
lear
n al
one
or w
ith o
ther
s
Shar
e id
eas
and
info
rmat
ion
Am I
deve
lopi
ng s
tude
nts’
lear
ning
cha
ract
er? Co
pyrig
ht T
LO L
imite
d 20
17
3 Your classroom culture Going in deeper
8 Copyright © TLO Limited 2018 | Learning Diary – To accompany the online unit: A culture for building powerful learners | 28/08/18 |
This tool shows some of the small, yet profound, shifts teachers make when they are revealing learning to students.Left-hand column are statements = ‘good’ teaching. Right-hand column = shift to developing students’ learn-ing behaviours.
Estimate where you tend to function along the scale.• Show which of the statements you are already
working on• Which others might you find it easy to try?• Are these shifts the ones you want to make?• Do they fit with your views of good teaching and
learning?
Good teaching 1 2 3 4 5 Boosting learning power
1AMy lessons have clear objectives based on a scheme of work
1BMy students know which learning disposition we are trying to build in each lesson
2AI am secure and confident in my curriculum knowledge
2BI show students that I too am learning in lessons
3AStudents answer my questions confidently
3BI encourage students to ask curious questions of me and each other
4AI ask questions that encourage exploration of the subject matter
4BI ask questions which help students explore their learning process
5AI show students how to remember things
5BI guide students to build their capacities to learn
6AI ensure students work together in groups
6BI help students understand how to learn effectively in groups
7AI’m always available to help students through a learning challenge
7BI help students develop their own strategies for coping with being stuck
8AI build variety and change of pace into lessons
8BI vary methods of working in order to develop different learning capacities
9AI mark work regularly with supportive comments and targets
9BMy marking poses questions about students’ progress as learners
10AI display students’ best work on classroom walls
10BI display work in progress on classroom walls
11AMy records show that students make progress with attainment
11BI chart progress in the development of learning capacities with my students
12A I work hard to get things right 12BI learn from my mistakes with my students
Statements in the left hand column are about conventional ‘good teaching’. Those in the right hand column describe the subtle shift needed to build students’ learning power.
From Building 101 ways to Learning Power
A subtle shift
Copyright TLO Limited 2017
3 Your classroom culture Going in deeper
9Copyright © TLO Limited 2018 | Learning Diary – To accompany the online unit: A culture for building powerful learners | 28/08/18 |Copyright © TLO Limited 2018 | Learning Diary – To accompany the online unit: A culture for building powerful learners | 28/08/18 |
A cu
ltur
e fo
r bui
ldin
g le
arni
ng p
ower
Deve
lopi
ng a
n en
quir
y qu
esti
on
Cop
yrig
ht T
LO L
imite
d 20
16
Befo
re fi
lling
in th
e en
quiry
que
stio
n, th
ink
agai
n ab
out
• W
hat
you
wan
t pu
pils
to
get
bett
er a
t. T
his
coul
d be
with
re
gard
to
any
of t
he f
our
area
s of
cul
ture
.
• W
hat
you
wan
t to
do
vis
intr
oduc
ing
aspe
cts
of t
he le
arni
ng
cultu
re t
hat
you
cons
ider
will
hav
e an
impa
ct o
n pu
pils
.
Over
a 4
wee
k pe
riod
will
(Wha
t I’m
goi
ng t
o do
)
impr
ove/
deve
lop/
enha
nce
(Pup
il be
havi
ours
/ach
ieve
men
t et
c.)
in m
y id
entif
ied
grou
p of
pup
ils?
The
Cultu
re fo
r Bui
ldin
g Le
arni
ng P
ower
Pers
onal
Act
ion
Plan
– S
uppo
rtin
g Cu
lture
1.As
pect
s of
Lea
rnin
g cu
lture
I’ll
wor
k on
Rela
ting
Talk
ing
Cons
truc
ting
Cele
brat
ing
2.Pa
rtic
ular
issu
es I
wan
t to
focu
s on
3.Ho
w I
inte
nd to
spr
ead/
orga
nise
the
chan
ges
I wan
t to
mak
e ov
er th
e ne
xt fo
ur w
eeks
4.Th
e w
hole
-sch
ool c
ultu
re is
sues
I ha
ve a
gree
d to
exp
erim
ent w
ith.
Mon
itorin
g, I’
ll w
atch
out
for:
Chan
ges
in m
y pr
actic
e
• • •
Chan
ges
in p
upil
beha
viou
r
• • •
Nam
eCl
ass
Date
Copy
right
TLO
Lim
ited,
201
6
Tack
le T
ime
line
12
34
4 Team Reflection and PlanningPersonal Action Planning
Capt
ure
your
lear
ning
enq
uiry
as
a qu
estio
nPu
t a li
ttle
enqu
iry p
lan
toge
ther
10 Copyright © TLO Limited 2018 | Learning Diary – To accompany the online unit: A culture for building powerful learners | 28/08/18 |
Evidence from my learning culture experiments that I will report to the team at the next meetingImprovement in how students engaged with learning
How students showed growing understanding of what learning is about
How students are recognising their role in the learning process
Evidence of less stress...
Evidence of reduced reliance on me / teacher
Evidence of increased focus ...
Other things I observed
4 Team Reflection and PlanningPersonal Action Reporting
Copyright © TLO Limited 2018 | Learning Diary – To accompany the online unit: A culture for building powerful learners | 28/08/18 |
www.tloltd.co.uk
www.buildinglearningpower.co.uk
Approved courses from TLOTLO offers a range of courses, on-line learning, conferences and resources to stimulate and extend schools’ practice in Building Learning Power.
– Enhance understanding and skills
– Ensure BLP principles are interpreted for full effect
– Encourage staff to explore and experiment
Our new in-depth courses fit any budget – and really work.
For more details contact
TLO Limited t: 0117 937 8080The Park Centre Daventry Road e: learningpower@tloltd.co.ukBristolBS4 1DQ w: www.bulildinglearningpower.com
w: www.tloltd.co.uk
TLO Limited have worked closely with Professor Guy Claxton since 2001. Together we have sought to create a dynamic programme for translating and extending his ideas into effective practice, in ways that can benefit every classroom and every young person. Schools, teachers and children have participated in every stage of this exciting journey of development. Our growing range of publications, face to face and on-line training and other on-line materials and training is the fruit of this endeavour.
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