Teachers as Learners

FINDING Learning Power TAKES THE TEACHER ON AN ENGAGING ‘Treasure Hunt!’ It brings with it a new CONFIDENCE and the IMPROVED STUDENT PERFORMANCE that are derived from creating a COLLABORATIVE LEARNING CULTURE

Don’t miss out! We have all of the tools within this website that you will need to taste and test Learning Power for yourself. If you need to understand a little more before embarking on your learning journey … we have 2 FREE DOWNLOADS here that will put you in the picture.

Learning Power’s roots lie in the Effective Lifelong Learning Inventory, known affectionately as ELLI. ELLI is the on-line learning assessment instrument research-validated among 100,000 people, chiefly in schools, by the Graduate School of Education, University of Bristol.

ELLI identifies the 7 basic, and readily recognisable dimensions that drive learning proficiency with the on-line instrument producing a simple spidergraph to express the learner’s responsiveness.

But, the first ELLI profile is only the beginning. It is much more than that.

Unlike most psychometrics, it is dynamic. It is itself responsive to personal circumstance and learning environment, prompts the informed management of intervention, records change and is available for re-appraisal throughout life to enable reflection, self-direction and the constant revisiting of habits and behaviours.

 

ELLI: research-validate

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This is Learning Power in the round!

It’s primary purpose is to build the learning attributes and behaviours in young people that they will carry with them throughout their lives … enabling people of all ages to adapt to changed environments and circumstances as life progresses and demands

Teachers : Master practitioners

It is, of course, teachers who have the primary role not only in improving the academic performance of their students but also in creating an environment in which learning to learn, and learning to manage learning habits and behaviours, successfully underpins classroom culture.

In earlier sections, we have examined the part that the way in which learning is presented and practised in school plays throughout the life of the young people whose minds, as teachers, we have the privilege of nurturing.

We have explored learning and leadership, the steep learning curve that the Head Teacher responsible for the well-being and competitiveness of our school will experience in creating and delivering a collaborative vision of what it can become.

Nonetheless, the principal role of every Head is to bring out the best in their people, to give them the opportunity to exercise initiative and responsibility. Their teachers are their ‘ringmasters’ and those in whose hands the future lies.

  • Change and the habits of the teaching professional

Learning Power, the development of the students’ power to learn, has implications not just for student learning but for staff learning. Teachers’ habits as learners become as relevant as the changes they are aiming to bring about. So much so, that staff learning must, necessarily, undergo the same shifts as student learning.

  • Changing the habits of a professional lifetime is far from easy!

Introducing learning-powered practices involves unlearning and re-learning, experimentation, unpacking current practices and creating different and more effective ways of working. In short, this is about teachers using their own personal Learning Power to effect changes in themselves.

Why make the effort to adopt new habits when what we do already has the necessary results? Does it? The development of Learning Power in our students is not just about the effect that research tells us it will have in their attainment but understanding what it means to their teachers and the way they operate.

This is not just about changes in the way in which teachers think and what they believe, but how they talk, act and plan. Students need to notice, and respond to, a difference in the language their teachers are using. They should find themselves engaged in a learning experience that builds learning partnerships with their teachers, feeds their imagination, provokes persistence when the going gets tough and takes the learning experience into the world beyond school.

Many learning-powered schools have concluded that the shift in classroom practice will not be brought about by the usual professional development training days or accredited courses. This can only come to fruition by teachers living new ideas and practices as they develop their own ‘learning’ characters.

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Giving learning a new lease of life with

Professional Learning Communities

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  • Classroom Observation … no longer the teacher’s recurrent nightmare, rather an adventure in collaborative working!

Unfortunately, many schools view classroom observation as merely a graded assessment of performance, often linked to a target-driven performance management system. This severely limits the learning opportunity and inhibits teachers from engaging in a professional dialogue about how students learn.

  • Learning from Other Schools

When schools are considering adopting the Learning Power approach … changing their ways of working put the development of student learning habits and behaviors further up their agenda … they find that a visit to a school that is already down the track, a rewarding and compelling experience.

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