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

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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.

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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

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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.

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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….    

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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

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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

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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