My slides from the researchED conference at Capital City Academy, London, Sept 10th 2016. Outlining an innovative, whole-school approach to Learning to Learn which led to an increase in standards and a closing of the Pupil Premium attainment gap, from the bottom up.
Using data visualization to increase engagement in learningKim Ducharme
5 Lessons Learned About Data Visualization from Middle-schoolers
— Using data visualization to increase engagement in learning
Presented at the Data Visualization Summit in Boston, September 12, 2013.
Abstract: Middle schoolers, a notoriously tough crowd to engage, actually have a lot to say. In this talk, we share lessons learned while creating online educational environments that put struggling readers in charge of their learning. Data visualizations were central to our process, affecting everything from how we operated as a group, to our research approach, student insights, and our design strategy. We played at the intersection of learning analytics, a rich network of reading content, and interactive dashboard visualizations. Our aim was to instill in middle schoolers the belief that they can grow their intellect and expertise in reading, to engage them in taking control of their own goals and progress, and support them in having a deep experience with text.
This slide is part of MOOC - Mini open online Course for educators interested in applying Scientific Dilemmas in the classroom.
URL: http://engage.exactls.com
Advancing Methodologies: A Conversation with John CreswelSAGE Publishing
In this presentation, best-selling author and professor John W. Creswell addresses the future of research design, qualitative research, and mixed methods research.
Using data visualization to increase engagement in learningKim Ducharme
5 Lessons Learned About Data Visualization from Middle-schoolers
— Using data visualization to increase engagement in learning
Presented at the Data Visualization Summit in Boston, September 12, 2013.
Abstract: Middle schoolers, a notoriously tough crowd to engage, actually have a lot to say. In this talk, we share lessons learned while creating online educational environments that put struggling readers in charge of their learning. Data visualizations were central to our process, affecting everything from how we operated as a group, to our research approach, student insights, and our design strategy. We played at the intersection of learning analytics, a rich network of reading content, and interactive dashboard visualizations. Our aim was to instill in middle schoolers the belief that they can grow their intellect and expertise in reading, to engage them in taking control of their own goals and progress, and support them in having a deep experience with text.
This slide is part of MOOC - Mini open online Course for educators interested in applying Scientific Dilemmas in the classroom.
URL: http://engage.exactls.com
Advancing Methodologies: A Conversation with John CreswelSAGE Publishing
In this presentation, best-selling author and professor John W. Creswell addresses the future of research design, qualitative research, and mixed methods research.
Supporting Instructors in MOOCs: Using cognitive science research to guide pe...Joseph Jay Williams
Abstract: How can online learning platforms provide useful information about pedagogy to instructors teaching online, while ensuring that course teams are not constrained in leveraging their teaching expertise to personalize their MOOC? The scientific literature on learning and education provides hundreds of detailed studies, which can be synthesized to identify effective instructional strategies, and mined for examples of how an instructional strategy can be implemented in a specific environment, set of educational materials, or student population. This talk illustrates this approach, by presenting a worksheet guide that supports MOOC designers in using two instructional strategies: increasing student motivation to think through challenges by designing exercises which encourage students to see their intelligence as malleable, and enhancing deep understanding with questions and prompts for students to explain. The talk explains how these two instructional strategies are motivated by both existing literature and recently conducted experimental studies. It also presents the specific details of how the guide is targeted at MOOC instructors and provides them with multiple actionable strategies they can use in their courses.
Transforming in-class and out-of-class student engagement through active lear...John Couperthwaite
Presentation at the Active Learning Conference, Anglia Ruskin University, 12th September, 2017.
Many are now questioning the relevance of the lecture in mainstream education as learners seek personalised interaction and feedback, and more flexible ways to study (Buitendijk, 2017). However, the answer is not to replace the lecture, but to reinvent it, using technology to empower both learners and teachers. Evidence is now emerging that use of engagement tools and learning analytics in lectures can have a significant impact on critical learning measures, such as early warning of student failure (Freeman et al, 2014; Samson, 2016), and boosting retention (HEC, 2016), while also increasing learning gain and exam scores (Montpetit, 2016). Students also value their ability to control the pace, place and mode of their learning (Gosper et al, 2009; Leadbeater et al, 2012; White, 2016), whilst receiving more immediate feedback on their progress (JISC, 2016). This session will reveal how video, learning analytics and communication tools are transforming the lecture, engaging both onsite and distance learners, whilst impacting on student learning outcomes.
The personal touch personal tutoring and the impact on retention Dave Lochtie
Presented as a plenary as part of the Universities UK conference on Improving student retention in the changing higher education landscape
7 Jun 2017, 09:30 - 16:30.
Personal tutoring has long been part of the higher education landscape and makes a demonstrable difference to student outcomes. It is receiving renewed attention because of its potential impact on retention, the student experience and Teaching Excellence Framework metrics.
Drawing on experiences from the UK and US, this session explored the relationship between personal tutoring and retention, identifying different approaches to personal tutoring in a data-rich and metrics-driven environment. The key challenges are identified and recommendations given for gaining maximum benefit from personal tutoring by making it a valued and integral part of a seamless student support system.
Based on a talk by Carol Lethaby at TESOL, 2017 Seattle.
Some argue that girls and boys learn language differently. Using classroom video and the concepts of 'priming' and 'stereotype threat', the presenter asserts that education, not hardwiring, is what ensures that both sexes flourish when learning language. Teaching ideas to combat sexism and promote success with all children are presented.
21st Century Innovative Teacher’s Development - PETE&C2014Beth Sockman
A small minority become 21st century teachers with learner-centered classrooms. This study examines 7 of those teachers and their perceptions of development, coming from 4 ubiquitous computing schools with SES differences. Using findings, participants better understand innovative teacher needs and envisage further work on teacher development.
World Education Summit 2013 presentation.
Topic: Creating Excellence in School Education
Note: These are speaker notes slides. The prevention slides have only images and tag lines which might not have all the information required to understand the flow, so posting this version
This presentation was given by Usha Bhaskar at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
LEARNING ANALYTICS IN SCHOOLS
https://latte-analytics.sydney.edu.au/school/ for updates.
Date: Monday 5 March, 2018
Time: 8.30am—3.15pm
Venue: SMC Conference & Function Centre, 66 Goulburn Street, Sydney NSW 2000
In association with the 8th International Conference on Learning Analytics & Knowledge, Society for Learning Analytics Research
Briefing papers: https://latte-analytics.sydney.edu.au/wp-content/uploads/2017/10/k12_papers-1.pdf
You are warmly invited to join this inaugural event!
The data and analytics revolutions are disrupting and already transforming many sectors in society: finance, health, shopping, politics. Data is not new to education, but for many, it is still challenging to articulate the connection between the potential of using data to support decision making, and the every day-to-day operations occurring in learning environments.
School leaders, teachers, data analysts, academics, policy makers and all other interested parties are invited to join a professional learning and development day focused on the practical applications of Learning Analytics in school (K-12) education.
Drawing on national and international expertise, speakers include innovative school leaders and teachers, school data analysts, university researchers, government and software companies. Whether you already know a bit about Learning Analytics, are brand new to it, or already use it in the classroom, there will be insightful sessions with pertinent applications for all levels of knowledge and understanding.
You will leave with a deeper understanding of:
The diverse forms that Learning Analytics can take, and especially how technology extends this far beyond conventional school data to create better feedback
How such data is being used by school leaders to support strategic reflection
How new kinds of data are being used by teachers to support their practice
The practicalities of initiating such work in your own school
This is the first event of its kind in Australia, and a new initiative for the international LAK conference, so you will make many professional connections as we forge this new network.
Supporting Instructors in MOOCs: Using cognitive science research to guide pe...Joseph Jay Williams
Abstract: How can online learning platforms provide useful information about pedagogy to instructors teaching online, while ensuring that course teams are not constrained in leveraging their teaching expertise to personalize their MOOC? The scientific literature on learning and education provides hundreds of detailed studies, which can be synthesized to identify effective instructional strategies, and mined for examples of how an instructional strategy can be implemented in a specific environment, set of educational materials, or student population. This talk illustrates this approach, by presenting a worksheet guide that supports MOOC designers in using two instructional strategies: increasing student motivation to think through challenges by designing exercises which encourage students to see their intelligence as malleable, and enhancing deep understanding with questions and prompts for students to explain. The talk explains how these two instructional strategies are motivated by both existing literature and recently conducted experimental studies. It also presents the specific details of how the guide is targeted at MOOC instructors and provides them with multiple actionable strategies they can use in their courses.
Transforming in-class and out-of-class student engagement through active lear...John Couperthwaite
Presentation at the Active Learning Conference, Anglia Ruskin University, 12th September, 2017.
Many are now questioning the relevance of the lecture in mainstream education as learners seek personalised interaction and feedback, and more flexible ways to study (Buitendijk, 2017). However, the answer is not to replace the lecture, but to reinvent it, using technology to empower both learners and teachers. Evidence is now emerging that use of engagement tools and learning analytics in lectures can have a significant impact on critical learning measures, such as early warning of student failure (Freeman et al, 2014; Samson, 2016), and boosting retention (HEC, 2016), while also increasing learning gain and exam scores (Montpetit, 2016). Students also value their ability to control the pace, place and mode of their learning (Gosper et al, 2009; Leadbeater et al, 2012; White, 2016), whilst receiving more immediate feedback on their progress (JISC, 2016). This session will reveal how video, learning analytics and communication tools are transforming the lecture, engaging both onsite and distance learners, whilst impacting on student learning outcomes.
The personal touch personal tutoring and the impact on retention Dave Lochtie
Presented as a plenary as part of the Universities UK conference on Improving student retention in the changing higher education landscape
7 Jun 2017, 09:30 - 16:30.
Personal tutoring has long been part of the higher education landscape and makes a demonstrable difference to student outcomes. It is receiving renewed attention because of its potential impact on retention, the student experience and Teaching Excellence Framework metrics.
Drawing on experiences from the UK and US, this session explored the relationship between personal tutoring and retention, identifying different approaches to personal tutoring in a data-rich and metrics-driven environment. The key challenges are identified and recommendations given for gaining maximum benefit from personal tutoring by making it a valued and integral part of a seamless student support system.
Based on a talk by Carol Lethaby at TESOL, 2017 Seattle.
Some argue that girls and boys learn language differently. Using classroom video and the concepts of 'priming' and 'stereotype threat', the presenter asserts that education, not hardwiring, is what ensures that both sexes flourish when learning language. Teaching ideas to combat sexism and promote success with all children are presented.
21st Century Innovative Teacher’s Development - PETE&C2014Beth Sockman
A small minority become 21st century teachers with learner-centered classrooms. This study examines 7 of those teachers and their perceptions of development, coming from 4 ubiquitous computing schools with SES differences. Using findings, participants better understand innovative teacher needs and envisage further work on teacher development.
World Education Summit 2013 presentation.
Topic: Creating Excellence in School Education
Note: These are speaker notes slides. The prevention slides have only images and tag lines which might not have all the information required to understand the flow, so posting this version
This presentation was given by Usha Bhaskar at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
LEARNING ANALYTICS IN SCHOOLS
https://latte-analytics.sydney.edu.au/school/ for updates.
Date: Monday 5 March, 2018
Time: 8.30am—3.15pm
Venue: SMC Conference & Function Centre, 66 Goulburn Street, Sydney NSW 2000
In association with the 8th International Conference on Learning Analytics & Knowledge, Society for Learning Analytics Research
Briefing papers: https://latte-analytics.sydney.edu.au/wp-content/uploads/2017/10/k12_papers-1.pdf
You are warmly invited to join this inaugural event!
The data and analytics revolutions are disrupting and already transforming many sectors in society: finance, health, shopping, politics. Data is not new to education, but for many, it is still challenging to articulate the connection between the potential of using data to support decision making, and the every day-to-day operations occurring in learning environments.
School leaders, teachers, data analysts, academics, policy makers and all other interested parties are invited to join a professional learning and development day focused on the practical applications of Learning Analytics in school (K-12) education.
Drawing on national and international expertise, speakers include innovative school leaders and teachers, school data analysts, university researchers, government and software companies. Whether you already know a bit about Learning Analytics, are brand new to it, or already use it in the classroom, there will be insightful sessions with pertinent applications for all levels of knowledge and understanding.
You will leave with a deeper understanding of:
The diverse forms that Learning Analytics can take, and especially how technology extends this far beyond conventional school data to create better feedback
How such data is being used by school leaders to support strategic reflection
How new kinds of data are being used by teachers to support their practice
The practicalities of initiating such work in your own school
This is the first event of its kind in Australia, and a new initiative for the international LAK conference, so you will make many professional connections as we forge this new network.
Everywhere in Education we see curriculum change and renewal, change responding to external policy, responding to our desire to refresh our Education programmes and sometimes responding to internal institutional requirements but as academics working in Education departments we always seek to develop our curricula by being informed by what we know about effective learning.
This keynote will look at the implications for curriculum development and teacher development of a number of emerging trends in curriculum, which include:
• Authentic learning (e.g. Project Based Learning);
• Inter-disciplinary learning;
• Collaborative learning;
• Local curriculum making and curriculum partnerships;
• Divergent learning (as well as convergent learning);
• Holistic assessment.
As Director for the Research Centre for Learning and Teaching (CfLaT), David Leat has been researching the difficulties in sustaining whole institution curriculum change, which has led to an equal focus on professional learning and organisational/cultural change.
Keynote presentation by David Leech given at the HEA 'Curriculum Challenge: Being a curriculum thinker' event on 7 April 2014.
Review of work on the Global Citizenship Program at Webster University, with attention to iimproving student learning and well being through exercising care.
Following a useful session on retention on the 26th November, there is an increasing interest for managers to have a useful summary of lessons from research around blended/digital delivery.
Although there are many sources of good information available, having this summarised and reflecting on how it may be useful in practice should be helpful for a busy manager in ensuring well researched thinking is informing management and operational practice. As with many aspects of Covid, it can be helpful to be guided by the science.
Presentation delivered by John Laird, HMI, Education Scotland, as part of the Virtual Bridge Session series.
Follow along at https://twitter.com/Virtual_Bridge and see what's coming up next at https://bit.ly/VBsessions
Recording available at: https://www.youtube.com/watch?v=oari0oHrJIk
A question of fundamentals: teacher standards and teacher preparation. Presentation by Dr Gavin Hazel, Hunter Institute of Mental Health for the Australian Teacher Education Association (ATEA) conference 6-9 July 2014, Sydney.
A snapshot of changes in the meaning and definition of curriculum from the past to the present as well as five significant trends that will impact on the curriculum of the future.
Developing Surface and Deep Level Knowledge and Skill through Project Based L...mmcdowell13
The following draft presentation is centered on supporting educators who are working towards ensuring students are developing mastery in content, cognate, and cognitive learning outcomes in their classroom. The presentation focuses on strategies, underpinned by research, that elevate a teachers practice to inspect daily instructional and assessment strategies, build and inspect curriculum to enable surface and deep level knowledge construction, and to design a learning environment that builds the capacity of and involves learners in understanding their learning and taking action to constantly improve.
The slide deck goes further, providing guidance to site and district leaders to develop systems of deeper level learning.
Core outcomes of the presentation:
- Understand specific practices that limit the impact potential of problem and project based learning in the substantial enhancement of student learning
- Understand specific practices that have a high probability of enhancing student learning in the learning environments that utilize problem and project based learning.
- Understand underlying cognitive principles and specific strategies teachers may utilize to create a learning community to discuss learning, design and implement projects to ensure surface and deep level knowledge, and work collaboratively to review the impact of learning with students.
- Understand key tactical approaches that support site and district leaders in building and sustaining deeper learning systems.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Rethinking Learning to Learn as a complex intervention: Raising the bar, closing the gap
1. RETHINKING LEARNING TO LEARN AS A COMPLEX
INTERVENTION: RAISING THE BAR, CLOSING THE GAP
James Mannion (and Kate McAllister!)
PhD student (Learning to Learn)
LCLL Associate, UCL Institute of Education
Tutor, SMLC (Self Managed Learning College, Brighton)
Senior trainer, Pivotal Education (Behaviour Specialists)
Director, Mind the Gap (Learning Skills, Praxis)
learning-skills.org | praxis-education.com
Twitter: @pedagog_machine
Email: jwm43@cam.ac.uk
2.
3.
4. “Learning to Learn. It isn’t even a thing.
We’ve been hoaxed. Again!”
“The hipsters are selling snake oil on this
one, whether they know it or not.”
‘Learning to Learn to Learn to Learn…’
9. A (very) brief history of L2L
John Flavell
Metacognition:
“thinking about thinking”
“the monitoring, regulation and
carrying out of cognitive
processes, usually in service
of a concrete goal or objective”
(1976)
12. 3 recent large-scale UK-based evaluations
Campaign for Learning
(Higgins et al, 2001-6)
Learning How to Learn
(James et al, 2001-5)
Building Learning Power
(Claxton et al, 2002-11)
• Durham, Newcastle, IoE
• 32 schools (1° & 2°) / 3 LAs
• 85 case studies – typically 3G
• Cambridge, KCL, Reading, OU
• 43 schools (1° &2°) / 5 LAs
• Narrow focus – AfL / autonomy
• ‘Building Learning Power (2002)
• ‘The Learning Powered School
(2011) – review of 18 schools
“Over 3 years… no clear
evidence for L2L having a
general effect… on GCSE
results.”
“Similarly… no clear evidence of
L2L having a significant impact
on national test results at KS2”
“Has the project observed
improvements in [attainment]?
As might be expected, the answer
was ‘Yes and No’.”
“Pupils’… performance varied
between… schools. These results
need to be treated with caution…”
• Some evidence of
improvements at KS2 and 4
• Not yet published in a peer-
reviewed journal (“But we are
working on it!”)
– AGAIN –
“…what is needed is not just a
matter of changing teaching
technique, or tinkering
with the timetable, but rather a
change in culture at the level of
the whole school, and habit
change by everyone who works
there.”
– BUT –
“where either whole school or
majority of classes involved in
L2L… results… were consistently
above those expected.”
– BUT –
“Three of the four schools with the
highest value added
had high levels of engagement with
the project”
13. • Piloted year 2000
• > 200 UK schools
• “there are insufficient empirical studies…
to be able to state clearly whether OM
generates better attainment or other
outcomes than other approaches”
(Aynsley et al., 2012)
14. So… what’s going on?
• Much L2L practice happened between 2000-12 – a time
when VAK, Brain Gym et al – now widely discredited – were
widespread
• Issues of implementation – whole-school
• Issues of scale – studies v large, inconsistent, patchy
• Issues of interpretation – L2L interventions often focus on a
single idea (e.g. AfL, or project-based learning)
15. L2L @ Sea View: 5-year impact evaluation
• Secondary comp.
• Competitive selection process team of 5 committed people
• Combined approach
• Taught explicitly through L2L lessons (Y7 8 9)
• Embedded throughout the school (tutor time, lessons, rewards, CPD)
• Decided against “buying in” an existing programme / materials
• Instead, reasoning from first principles…
16. Complex interventions
• Defined as “interventions that
contain several interacting
components”
• Widely used in medicine,
psychotherapy
• But – rare in education. *
* So far!
17. Component of L2L at Sea View Supporting literature
Y7, 8
Self-regulation
(project-based learning)
Barron & Darling-Hammond (2008);
Dignath et al (2008); Hung (2008)
Y7, 8
Collaboration (paired group,
familiar unfamiliar)
Howe (2009, 2010) ; Slavin (2010);
Laughlin, Hatch, Silver & Boh (2006)
Y7, 8, 9
Oracy (paired talk, P4C, formal
debates, public speaking…)
Littleton & Mercer (2013); Gorard et al (2015);
Topping & Trickey (2007a, 2007b);
Y7, 8, 9
Formative assessment
(comment-based feedback)
Black & Wiliam (1998); Fuchs & Fuchs (1986);
Hattie (1992); Higgins, Kokotsaki & Coe (2012)
Y7, 8, 9
Metacognition (language of
learning, plenaries, journals)
Chiu (1998); Haller, Child & Wahlberg (1988);
Whitebread & Pino Pasternak (2010)
Y8
Personal effectiveness
(organisational skills)
Harrison, James & Last (2012)
Y9
Thinking & reasoning skills
(critical thinking, debating)
Halpern (1998); Moseley et al. (2005)
Whole-school
Growth mindset (shared
language of learning)
Claxton et al. (2011); Dweck (2006); Perkins (1995)
Whole-school Transfer (managed approach) Engle (2006); Hipkins & Cowie (2014)
Whole-school
Action Research as CPD
(collaborative inquiry)
Bell et al (2010); Crippin et al. (2010);
Joyce & Showers (2002); Timperley et al. (2007)
18. Passion
Determination
Team work
Creativity
Problem
solving
Risk
taking
Listen
Consider
others
Persuade
Don’t give up
Discuss
Empathise
Negotiate
Take
responsibility
Adapt
Collaborate
Agree
Make links
Explore
Explain
Question
Evaluate
Imagine
Analyse
Notice
problems
Present
Plan
Identify
Consider
Argue
Debate
Self-manage
Memorise
Illustrate
Think
together
Set
targets
Manage distractions
Celebrate
Practise
Simplify
Change
your
mind
Hypothesise
Become
absorbed
Notice
Suggest
Experiment
Model
Challenge
19. Assessing L2L
• Difficult to meaningfully
assess ‘ability to learn’
• You can assess it by proxy:
• Project-based work (self, peer, teacher – Fail/Pass/Merit/Distinction)
• Oral communication (observations of paired talk – oracy assessment toolkit)
• Reflective learning journal entries (formative, dialogic feedback)
• Primary outcome measure: academic attainment across all subjects
• Also interviews (students & teachers), questionnaires, observations, journals
20. The golden thread
1. What is learning?
• Acquisition of knowledge and skills
• A change in Long Term Memory
2. What is learning to learn?
• The process of becoming a more effective learner
• A taught course, and an approach to whole-school T&L
3. What is transfer?
• A vital ingredient in ensuring that skills and dispositions do not remain ‘context-bound’
• A combination of transfer out (of L2L) and transfer in (to other subjects)
4. How will this lead to improved outcomes?
• More effective learners should be able to access higher grades in subject assessments
• If subject learning doesn’t improve, L2L obviously isn’t achieving what it set out to do
21. L2L @ Sea View:
outcomes
After 1 year:
• Gains in CAT scores
(pre vs post year 7)
• Fewer behaviour points
(vs. previous cohort)
• Curriculum expanded Y8
After 3 years:
• Improved attainment
(all subjects combined)
• Closing of the Pupil Premium
gap (from the bottom up)
24. L2L @ Sea View: findings
5-year outcomes
• Best set of GCSE results in the school’s history
• By far the greatest PP reduction of any school in the city
(in a year when the gap increased across the city as a whole)
Also a range of qualitative measures:
• Student questionnaires: (gains in personal growth, curiosity and exploration)
• Students’ Reflective Learning Journal entries
• Interviews (students, staff, parents, governors)
• Ofsted reports, HMI feedback
26. Interview excerpts
“In Key Stage 3, there’s contribution from all students… they don’t
seem as scared of getting things wrong. They’re much more
forthcoming, they give it a go and they are more prepared to be critical
of each other. I definitely think L2L has been a big influence in that.”
(Caroline, Head of PE)
“When I first heard we wouldn’t have L2L lessons this year, I
was really upset. And then I thought back over everything
we did in year 7, and I realised: it’s a part of me now.
I can take it forward into whatever I go on to do.”
(Zena, a Y7 L2L student in 2012-13, speaking in 2014)
27. LIMITATIONS
• Caution not to over-claim credit(!)
• Alternative explanations for improvements:
• School in special measures
• History of declining results “regression to the mean”?
• PhD evaluation unusual level of commitment to the programme?
• Issues of reproducibility in different contexts
• Scaling up effective practices many problems!
28. Next steps
• Cautiously beginning to work with other schools, to develop
this approach more widely
• Approach depends on the school – every school is different
• Twilights, INSETS, resources
• Developing a shared language of learning
• Embedding metacognition / self-reg across the curriculum
• Teaching through oracy – how to run effective group work
• Professional development through action research
• Annual packages
• Impact evaluations
• If people are interested – possible whole-day event in Nov/Dec
• Q&A
29. RETHINKING LEARNING TO LEARN AS A COMPLEX
INTERVENTION: RAISING THE BAR, CLOSING THE GAP
James Mannion (and Kate McAllister!)
PhD student (Learning to Learn)
LCLL Associate, UCL Institute of Education
Tutor, SMLC (Self Managed Learning College, Brighton)
Senior trainer, Pivotal Education (Behaviour Specialists)
Director, Mind the Gap (Learning Skills, Praxis)
learning-skills.org | praxis-education.com
Twitter: @pedagog_machine
Email: jwm43@cam.ac.uk