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Developing Resilient Agency in Learning and Achievement Ruth Crick Professor of Learning Analytics & Educational Leadership School of Education

cic.uts.edu.au

cic.uts.edu.au cic.uts.edu.au

1. A Metaphor for Learning Design

2. Learning Journeys

3. Learning Power

4. Coaching for Learning

5. Coaching Triads

6. Stories from Science @ UTS 2

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A system that depends on external

control is not sustainable

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Biological, chemical, social, psychological, emotional, volitional, geographical,

Spiritual, behavioural, relational, sexual……

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Becoming competent

Structuring Knowledge

Generating Learning

power

Forming identity & purpose

Deakin Crick, R. (2012). Student Engagement: Identity, Learning Power and Enquiry - a complex systems approach. in: Christenson, S., Reschly, A. & Wylie, C. (eds.) The Handbook of Research on Student Engagement. New York: Springer

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Leaders Learning

Teacher Learning

Student learning

CommunityLeadership

learning

Parent learning

Family Learning

Employee Learning

Holistic Thinking & Leadership

systems of systems

Colleen McLaughlin (2015:ix) THE CONNECTED SCHOOL A Design for Well-Being – Supporting Children and Young People in Schools to Flourish, Thrive and Achieve Colleen McLaughlin (2015) Pearson, London.

“a new approach, one that emphasises relationships,

connection, control and meaning is a better model for the social and educational world young

people are in”

§ We are living off our legacy infrastructure and it is failing us economically. We have to do far be;er for much less.

§  Successful business will be Businesses that can LEARN be;er and faster TOGETHER than our internaEonal compeEtors.

§  Otherwise the future is decline into a third world economic performance

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June 1, 2015 We are living off legacy infrastructure and it’s failing us economically

We have to do be+er with less

Successful businesses will be those that can LEARN be;er and faster TOGETHER than their

internaEonal compeEtors © Dan Deakin

We are living off legacy learning infrastructure and it’s failing us socially

Creating sustainable innovative infrastructure business models requires the purposeful holistic design of infrastructure systems. To do this effectively and efficiently needs an appreciation for the inherent interdependency between infrastructure systems and the complex and dynamic socio-cultural, political, environmental and economic systems in which they sit. It requires an open-systems view and recognition of the changing needs these wider contexts place on the infrastructure systems over their long lives. It requires a move away from the view of infrastructure as a set of static disconnected assets.

Creating resilient educational systems requires the purposeful holistic and

collaborative design of learning infrastructure systems

Sequencing of students’ encounter with data/information

The average person processes more data in a single day than a person in the 1500s did in an entire lifetime.

The Human Face of Big Data website at http://humanfaceofbigdata.com/ and https://www.facebook.com/FaceOfBigData.

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Learning is a recursive journey

……..from purpose to performance

Performing

Deakin Crick R. (2009) Inquiry-based learning: reconciling the personal with the public in a democratic and archaeological pedagogy, Curriculum Journal, 20,1,73-92

forming identity & purpose

generating & building new knowledge

Applying & performing

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‘an embodied and relational process through which we regulate the flow of energy and information over time in order to achieve a purpose of value’

Ruth Deakin Crick, Shaofu Huang, Adeela Ahmed Shafi & Chris Goldspink (2015): Developing Resilient Agency in Learning: The Internal Structure of Learning Power. British Journal of Educational Studies. DOI: 10.1080/00071005.2015.1006574. Open Access Eprint: http://dx.doi.org/10.1080/00071005.2015.1006574 Siegel, D. (2012) The Developing Mind: How relationships and the brain interact to shape who we are, New York, The Guildford Press.

cic.uts.edu.au RMSEA=.035.


Learning Power Dimensions Mindful Agency Unaware, passive, mindless

Hope and Optimism Stuck and static Sense-making Data accumulation Creativity Rule bound Curiosity Passive Collaboration Independent or Dependent Belonging Isolated, split off, lonely.

Openness to learning Closed, brittle or fragile & dependent

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Macro Layers and feedback loops…… Community/Customers Learning

Leaders Learning

Managers Learning/Teachers

Students/Employees Learning

Learning is a core process at multi-levels in learning organisations

Blockley, D. (2010) The Importance of Being Process, Civil Engineering and Environmental Systems, 27(3)189-199


Survey-based analytics for learning dispositions

Deakin Crick et al (In Press). Developing Resilient Agency in Learning: the Crick Learning for Resilient Agency Profile.

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Mindful Agency

Sense making

Creativity

Curiosity Belonging

Collaboration

Hope and optimism

Rapid Visual Feedback to SEmulate Self-‐Directed Change

A framework for a coaching conversaEon Deakin Crick et al (2015, In Press). Developing Resilient Agency in Learning: the Crick Learning for Resilient Agency Profile. British Journal of Educational Studies

Rigid Persistence Fragile Dependence

Mindful Agency

Sense making

Creativity

Curiosity Belonging

Collaboration

Hope and optimism

Taking responsibility for my own learning over time through defining my purposes, understanding and managing my feelings, knowing how I go about learning & planning my learning journey carefully.

Mindful Agency

Sense making

Creativity

Curiosity Belonging

Collaboration

Hope and optimism

Making connections between what I already know & new information & experience. Making meaning by linking my story, my new learning & my purpose.

Mindful Agency

Sense making

Creativity

Curiosity Belonging

Collaboration

Hope and optimism

Using my intuition & imagination to generate new ideas & knowledge. Taking risks & playing with ideas and artefacts to arrive at new solutions.

Mindful Agency

Sense making

Creativity

Curiosity Belonging

Collaboration

Hope and optimism

Wanting to get beneath the surface & find out more. Always wondering why and how.

Mindful Agency

Sense making

Creativity

Curiosity Belonging

Collaboration

Hope and optimism

Being part of a learning community at work, at home, in education & in my

social networks. Knowing I have social resources to draw on when I

need them

Mindful Agency

Sense making

Creativity

Curiosity Belonging

Collaboration

Hope and optimism

Being able to work with others, to collaborate and

co-generate new ideas and artefacts. Being able

to listen and contribute productively to a team.

Mindful Agency

Sense making

Creativity

Curiosity Belonging

Collaboration

Hope and optimism

Having the optimism & hope that I can learn & achieve over

time. Having a growth mindset; believing I can generate my

own new knowledge for what I need to achieve

Mindful Agency

Sense making

Creativity

Curiosity Belonging

Collaboration

Hope and optimism

Rigid Persistence Fragile Dependence An emotional orientation of being open & ready to invest in learning,

having flexible self-belief, willing to persist & manage any self-doubt. A necessary pre-requisite for developing resilience in learning

Open Readiness

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Resilient Agency those qualities an individual has that enable them to mindfully succeed in pursuit of a chosen purpose despite

adverse conditions of risk, uncertainty and challenge

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Resilience: Anti-fragile

cic.uts.edu.au Otto Scharmer (2007) Theory U: Leading from the Future as it Emerges Cambriedge MA, SOL.

cic.uts.edu.au 33

Choosing carefully

Collecting thoroughly

Connecting deeply

Constructing creatively

Conveying new knowledge

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‘It’s made me not so scared to learn other things,’ ‘It was a

tiny little project and it spiraled into all these other things that

were connected.’

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But with this You get to be yourself, you're not restricted. you're allowed to think freely, It's different because you teach yourself and it's your own work. I used to just give up if it was difficult But now I've gone up effort wise I keep going, get more stuff done. You're like exploring and you think more and more and more than one lesson in a certain subject. With this you learn what you want to learn and that's really, really important. You value yourself more but now if you don't do what the teacher says that's fine cos you are teaching yourself – you are the teacher. It really does change you as a person….


Learning relationships

• Supporting the learning in making their own decisions and taking responsibility for their own learning Coach

• Showing the learning how to do something that the Mentor already knows how to do Mentor

• Presenting expert knowledge – representing existing funds of knowledge Expert

Counsellor Co-Learner •  Learning Together in Authentic Contexts

•  Facilitating the resolution of personal or social challenges

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affirmation

challenge

trust

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Coaching enabling the

‘other’ to understand, interpret and appropriate feedback

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teachers(

students(

community(

leaders(

learning as feedback for sustainable

change at all levels in the

learning system

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No Advising, Fixing or Helping


Coaching Conversations: •  Three roles – learner, coach, observer

•  Three minutes silent reflection on your own profile

•  Coach and learner discuss learner profile:

> Positive

> Build on strengths

> What is the learning for you?

•  Observer – monitor and record body language and learning conversation. What works? What doesn’t work?

•  Rotate – 8 mins per person


Ingredients of Coaching Conversations

AWARE

RESPONSE

OUTCOME

STRATEGY

PURPOSE A Goal

A Plan

Success Criteria

Ability to Respond Until Success

Criteria are Met

Self Awareness

PLAN

ACT REFLECT

Affirmation

Challenge

Trust

A Coaching Relationship A View of Skillfulness

A Focus for Questions

An Active Learning Process

nic@cic1

Documents

learning design

learning journeys

inquirybased learning

economic systems

resilient educational

complex systems approach

view of infrastructure

student engagement