The document discusses the evolving landscape of education and learning, emphasizing the need for adaptive pedagogies that are responsive to the complexities of modern society. It highlights the importance of fostering learning relationships and creating a shared language for learning among students, teachers, and communities. Additionally, it addresses the challenges of underachievement and the necessity for inquiry-based learning and authentic engagement to develop students' learning power and resilience.

1. Learning: Like Minds
Powerful learning:
teachers, leaders, students, community
Ruth Deakin Crick

2. “In times of change learners
inherit the earth, while the
learned find themselves
beautifully equipped to deal
with a world that no longer
exists.”
Eric Hoffer

3. A Perfect Storm is Brewing

4. • Deepening engagement crisis –
individuals and whole communities
• Employability skills and the need to adapt
and learn over a life time
• The information explosion – knowledge is
out there!
• The need for new forms of participation in
democracy and civil life
• The ecological crisis

5. What to do?
"Here is Edward Bear, coming
downstairs, bump, bump, bump, on
the back of his head, behind
Christopher Robin. It is, as far as he
knows, the only way of coming
downstairs, but sometimes he
feels that there really is another
way, if only he could stop bumping
for a moment and think of it"
Alan Alexander Milne
The opening paragraph of “Winnie-the-Pooh”, 1926

6. Learning is
fractal, complex and
organic

7. Learning communities are
complex living systems

10. a complex living system
“A system is a set of parts which, when
combined, have qualities that are not
present in any of the parts themselves.
Those qualities are the emergent
properties of the system.”
„Creating systems that work‟
Royal Academy of Engineering 2007

11. 11
The challenge for 21C pedagogy…
“educational philosophy and
theory face the unfamiliar and
challenging task of theorising a
formative process which is not
guided form the start by the
target form designed in
advance”
Zygmunt Bauman
Zygmunt Bauman, 2001: The Individualised Society, Cambridge, Polity Press.

12. THE SCHOOL AT THE HEART OF COMMUNITY LEARNING
learning processes
focused on student
learning and achievement Community
Leadership
Leadership learning
Learning
Employee
Learning
Systems
Thinking &
Processes Parent
Student Teacher
Learning Learning learning
Adult
learning

13. We need a shared language
for learning………
 Community
Stories
 Traditions &
Critique
 Images
 Rituals
 Metaphors
 Concepts and
words

14. We need Learning Relationships
• Supporting the learners in making their own
Coach decisions and taking responsibility for their own
learning
• Showing the learning how to do something that the
Mentor Mentor already knows how to do
Expert • Presenting expert knowledge – representing
existing funds of knowledge
• Facilitating the resolution of personal or social
Counsellor challenges

15. Learners are complex creatures
Different
Ways of
Public Competence Knowing
in the world
Practical
Knowledge
skills &
understanding
Learning
power Propositional
values attitudes
& dispositions
Identity
Presentational
story, desire,
motivation,
relationships
Personal
Experiential

16. 1
6
Learning is personal
“Knowledge of methods alone
will not suffice: there must be
the desire, the will, to employ
them. This desire is an affair of
personal disposition.”
John Dewey
Dewey, J. How We Think: A Restatement of the Relation of Reflective Thinking to the Educative
Process. Heath and Co, Boston, 1933

17. Learning Competencies and
skills for employability
Power
Knowledge, Skills and
Understanding
Personal
Development: Values,
Attitudes,
Dispositions, Identity,
Story & Tradition

18. Learning is a journey of enquiry
from identity to
performance
Identity Personal Learning
Self Power
Choice Dispositions Knowledge
Publicly valued
Voice Values Skills and competences
Understanding
Hope Attitudes
Story
Personal Public

19. Seven
Dimensions
of Learning
Power
Resilience
values,
attitudes,
dispositions,
Fuelling a person‟s
ability to
adapt, respond
and change in
learning & life

20. Seven scales in a self report,
online questionnaire, designed
to measure learning power and
to stimulate change
Four types of feedback:
• Individual
• Group or class
• Organisation
• System wide

22. Visual Analytic for
Individual Feedback
At risk profile
'I am a little bit
rubbish'

23. Visual Analytic for
Individual Feedback
High Level of learning
power
'learning is like a
road…..you can get
tow trucks that can
help you… „

24. ELLI - an assessment event
a framework & a rich, research-validated
language for a coaching conversation that
moves between the person and identity of
the learner and a negotiated learning
outcome or performance
Trust, affirmation and challenge

25. Critical Curiosity

26. ELLI profiles shown as bar
graphs

27. Study 1
Learning Power
seems to get weaker and
more fragile as children go
through school
N = 6045 Schools = 116

28. Changing and learning across the
age range
70.00
68.00
Mean of chnglng
66.00
64.00
62.00
2.00 3.00 4.00
KeyStage

29. Critical Curiosity across the age
range
60.00
57.00
54.00
Mean of curiosity
51.00
48.00
45.00
2.00 3.00 4.00
KeyStage

30. Meaning Making across the age
range
62.00
Mean of meaningmaking
61.00
60.00
59.00
2.00 3.00 4.00
KeyStage

31. Creativity across the age range
62.00
60.00
58.00
Mean of creativity
56.00
54.00
52.00
50.00
48.00
2.00 3.00 4.00
KeyStage

32. Strategic Awareness across the
age range
60.00
57.00
54.00
Mean of strategic
51.00
48.00
45.00
2.00 3.00 4.00
KeyStage

33. Learning Relationships
across the age range
64.00
62.00
Mean of lngrelation
60.00
58.00
56.00
2.00 3.00 4.00
KeyStage

34. Study 2: Ecology of learning
N=851, 5-9, 2004
• Learning power is associated with:
• Attainment (except creativity!)
• Students perceptions of: teachers ability to
create positive interpersonal relationships, to
honour student voice, to respect students and
to stimulate higher order thinking
• Organisational emotional literacy

35. Teachers whose students‟
have high levels of learning
power are characterised by:
Self efficacy; reflective self-awareness;
high autonomy support (as opposed to
highly controlling) learner-centred beliefs
about students.

36. Significant differences between
high and under achieving groups
• Changing and Learning • .003
• Meaning Making • .002
• Critical Curiosity • .001
• Creativity • .345
• Learning relationships • .691
• Strategic awareness • .011
• Fragility and dependence • .099
Study 4 Underachievement

37. Tentative findings….
Underachievers are characterised by:
• Passivity in learning dispositions
• Accepting things at face value
• Lacking strategic awareness – of thinking,
feeling and planning/doing
• Not looking for meaning and sense making in
their learning
• Being „stuck and static‟ in their sense of
themselves as learners.
• Being unable to „tell their story‟

38. So what works?
• Creating a shared language for learning
• Scaffolding learning through metaphor, image
and symbols
• Coaching for learning - awareness, ownership
and responsibility
• Enquiry based learning as part of a blended
curriculum
• Co-constructing knowledge with learners
• Extending the places and partners for learning

39. What is needed in learning and teaching
for high levels of learning power?
• Intrinsic interest and flow
• Active learning
Authenticity • Authentic Performance as assessment event
• Connecting to the real world beyond the classroom
• Enacting a rich language for learning
Identity • Learning as integral journey in life story
• Developing learning power
• Making choices in what and how
• Generating knowledge – co-construction
Agency • Taking responsibility
• Learning relationships

40. What are core teaching skills for
high levels of learning power?
Facilitating • Coaching for identity formation,
ownership and responsibility for
learning power learning
Scaffolding • Developing thinking and learning
knowledge capabilities for knowledge co-
generation construction
Project • Managing pace, differentiation and
providing sufficient structure for
Management success i.e. performance requirements

41. Brittle learners and Resilient learners
systems and systems
From dependence to self direction
Student dependence Student self-direction
Knowledge Project based learning Authentic Enquiry
generation by
student Authenticity, Identity, Agency, inter-disciplinarity, leadership.
(bottom up) High
engagement
and ownership
Expert, abstr
acted
knowledge
and skills
Understanding, Memory and Repetition
from teacher
to student Traditional pedagogy Bright high achievers
(top down)
Compliance with
external agenda or
resistance

42. Authentic Enquiry
Authentic Enquiry begins
Choosing and
Deciding by engaging a leader’s
genuine, self-motivated
Observing
Acting in the interest in an idea,
and
World
Describing product, need or
opportunity – a choice
that is authentically
Using Genuine Interest
to ‘theirs’.
Reconciling Understand, Explore, Cr Questioning It harnesses their
eate and Improve and engagement in a
and Validating
BREAK-THROUGH Wondering
structured journey, linking
INNOVATION
LEARNING
the object and scope of
and their enquiry to individual
PERFORMANCE and corporate
Interacting
performance needs.
Uncovering
and It sustains genuine
Stories
Incorporating
interest and real-work
relevance, enabling the
creation of break-through
Spanning and Mapping and insights, innovations and
Connecting Navigating
solutions.
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