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Developing Resilient Agency in Learning
The document outlines a project at UTS focusing on developing resilient agency in first-year science students through the use of the CLARA framework for learning motivation and support. It discusses the integration of mentoring and coaching into the curriculum and outlines the process for assessing learning power using the Effective Lifelong Learning Inventory. Results and methodology involve extensive research and analysis to enhance student engagement and learning outcomes in a scalable way.
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Developing Resilient Agency in Learning
- 1. UTS CRICOS PROVIDERCODE: 00099F DEVELOPING RESILIENT AGENCY IN LEARNING: USE OF CLARA FOR FIRST YEAR SCIENCE STUDENTS WITH COACHING SUPPORT uts.edu.au Alison Beavis, Andy Leigh, Peter Meier (Science), Georgina Barratt-See (HELPS) Ruth Crick (School of Education & CIC), Simon Buckingham Shum (CIC), and a team of our CLARA Student Mentors http://utscic.edu.au/projects/uts-projects/science-learning-power UTS First Year Experience Forum 23 Sept. 2015
- 2. “CLARA-FYING” LEARNING MOTIVATION • Todevelop a student’s sense of identity as a learner • To explore strategies for scaling the use of CLARA OPPORTUNITY • Creation of new first year Science subject as a vehicle for integrating CLARA uts.edu.au PROJECT OVERVIEW Mentor Recruitment & Training Curriculum Integration Mentor-led Coaching Conversations
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- 4. Personal Development Values, Attitudes, Dispositions, Identity, Story Learning Power Competenciesand skills for employability Knowledge, Skills and Understanding
- 5. WHERE DID THISCONSTRUCT COME FROM? 3 year project to identify the most important qualities shown by effective learners, and then devise a valid assessment tool Experts & Practitioners consulted on overall process Meta-analysis of the literature (empirical + theoretical) Expert Workshops (policymakers + scholars) Leading Practitioner input to survey questions Survey design iterations and refinement Factor analysis on survey data (N=2000) Seven factors identified ELLI: Effective Lifelong Learning Inventory
- 6. CRICK LEARNING FORRESILIENT AGENCY (CLARA) SURVEY Analysis of >40,000 learner profiles in ELLI led to an improved model of the core constructs underpinning CLARA Deakin Crick, R,. Huang, S., Ahmed-Shafi, A. and Goldspink, C. (2015) Developing Resilient Agency in Learning: The Internal Structure of Learning Power. British Journal of Educational Studies, Vol. 63, Issue 2, pp.121- 160. DOI: http://dx.doi.org/10.1080/00071005.2014.904038 uts.edu.au
- 7. CLARA IS HOSTEDIN AN ENTERPRISE-GRADE SURVEY PLATFORM, RUN BY A NFP PARTNERSHIP uts.edu.au http://www.learningemergence.com/sola Not-for-profit partnership @Learning Emergence CLARA resources for learners/educators
- 8. INSTANT VISUAL FEEDBACKTO RESPONDENT uts.edu.au Immediate personal feedback to stimulate self-directed change A framework for reflection and coaching conversation CLARA survey responses
- 9. Taking responsibility for myown learning over time through defining my purposes, understanding and managing my feelings, knowing how I go about learning & planning my learning journey carefully.
- 10. Making connections between whatI already know & new information & experience. Making meaning by linking my story, my new learning & my purpose.
- 11. Using my intuition& imagination to generate new ideas & knowledge. Taking risks & playing with ideas and artefacts to arrive at new solutions.
- 12. Wanting to getbeneath the surface & find out more. Always wondering why and how.
- 13. Being part ofa learning community at work, at home, in education & in my social networks. Knowing I have social resources to draw on when I need them
- 14. Being able towork with others, to collaborate and co-generate new ideas and artefacts. Being able to listen and contribute productively to a team.
- 15. 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
- 16. 1 Open Readiness Rigid PersistenceFragile 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.
- 17. THE KEY INNOVATION:SCALING THIS UP From 1-1 personal coaching by an experienced CLARA coach . . . uts.edu.au . . . to a model that preserves the DNA of the approach, but overcomes the scarcity of trained staff
- 18. FICTIONAL LEARNING POWERPROFILES Scaling up CLARA (700-1100 students) • 1-to-1 coaching not possible • Group coaching = potentially confronting • Authentic fictional profiles less personal • Based on real people (or archetypes) uts.edu.au
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- 21. uts.edu.au James’ Learning Powerprofile James has a quirky personality that not everybody understands. His sister and parents love him dearly and when you get to know him he can be quite funny as well. He comes from a middle class family, fourth generation Australian, originally from Italy. He did well at school particularly at Maths and Chemistry but selected a Physics degree because of his recent interest in astronomy. His English and writing are not his strength but he gets by. At Uni James is doing OK. He’s doing best in Chemistry and Physics but Biology is more of a challenge. He can understand and develop some very complex scientific problems but when it comes to understanding their application in a wider context he struggles. He enjoys being with other people at Uni but has no core group of friends and doesn’t understand why sometimes his friends don’t want to talk with him or socialise…
- 22. FICTIONAL LEARNING POWERPROFILES Scaling up CLARA (700-1100 students) • 1-to-1 coaching not possible • Group coaching = potentially confronting • Authentic fictional profiles less personal • Based on real people (or archetypes) • Coaching with peer mentors uts.edu.au
- 23. RECRUITMENT Limited time so: • PIPs (Peers in Pracs, Biocomplexity, 2014) • U:PASS leaders in Science • Other recommended students uts.edu.au
- 24. TRAINING Two stages: 2 hourgeneric mentoring training (all leaders completed) • Being a mentor & role differentiation • Boundaries/ethics/duty of care • Services and support options • Facilitation and communication skills uts.edu.au
- 25. TRAINING – STAGE2 4 hour CLARA specific training • What is CLARA? • CLARA in Principles of Scientific Practice (PSP) • Spider diagrams & interpreting profiles • Group coaching principles • Fictional profile interpretation – workshop strategies • Practice coaching sessions uts.edu.au
- 26. SUBJECT IMPLEMENTATION science.uts.edu.au Pre- Workshop Activity Workshop discussion Post- Workshop De-brief Due beforethe workshop session Active discussion encouraged! Due before following workshop session
- 27. Week n Pre- workshop Activity Workshop Discussion Post- workshop Activity science.uts.edu.au Week n+1 Pre- workshop Activity Workshop Discussion Post- workshop Activity Weekn+2 Pre- workshop Activity Workshop Discussion Post- workshop Activity WORKSHOP STRUCTURE Complete CLARA Survey Mentor-led Coaching Conversation Reflection & Improvement Week n Pre- workshop Activity Workshop Discussion Post- workshop Activity Mentors present to build rapport
- 28. OUTCOMES TO DATE • Importance of: • Scaffolding • Location for group mentoring conversation • De-brief with mentors • Safety nets and handoffs for mentors • Mentor perspective uts.edu.au
- 29. HANDS-ON EXERCISE WITH OURCLARA MENTORS. . . uts.edu.au
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