FOCUS ON THE LEARNER

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FOCUS ON THE LEARNER Challenges of 21 Century
Schooling
Sue Williamson Emma Sims David Hargreaves
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FROM PERSONALISING LEARNING TO CO-CONSTRUCTION
Professor David Hargreaves Associate Director
(DR)
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The context of our story

• The political context

• The evidential context

• The socio-economic context

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CURRENT KNOWLEDGE AND CAPABILITIES
Single domain mastery
Incremental, progressive learning
Retention, remembering
Persistence, stability, continuity
Conformity control loyalty management
Working alone, competition
FUTURE KNOWLEDGE AND CAPABILITIES
Multiple intelligences, multiple domains
Rapid, steep-curve learning
Abandonment, unlearning
Flexibility adaptability discontinuity
improvement
Creativity risk-taking innovation leadership
Working in a team, collaboration
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Defining personalisation?
Personalising learning means meeting more of
the educational needs of more of the
students more fully than in the past
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Personalising learning is the path to
transformation
Transformation is the transition from a
nineteenth to a twenty-first century model of
schooling
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The sequence of the nine gateways to PL
Student Voice
Assessment for Learning
DesignOrganisation
Learning to Learn
Workforce Reform
New technologies
Mentoringcoaching
Curriculum
AdviceGuidance
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Clustering the gateways
DEEP LEARNING SV AFL L2L
DEEP EXPERIENCE Curriculum NT
DEEP SUPPORT AG MC
DEEP LEADERSHIP DesignOrgn Workforce
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The gateways or the deeps?
The deeps compress the gateways - to form
interacting wholes
The deeps enlarge the gateways - so that new
features may be included
Key issues for leadership of PL - later
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The six Core Themes that emerged
Responsibility for ones learning behaviour
Confidence in oneself as a learner
Engagement with learning the school
Maturity in relationships with staff and peers -
more open and honest, with greater mutual
respect
Independence in, and control over, ones learning
Co-construction of design delivery of
education teaching, learning, curriculum,
assessment, school life
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Engagement
Responsibility
Co-construction
Student learning
Independence
Maturity
Confidence
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Student criteria for effective lessons

• Creativity

• Energy

• Learning by doing

• Thematic

• Independent learning

• Cross-curricular

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Co-construction in action

• Staff reveal belief in potential for
  co-construction

• Staff take first step empower student voice

• Students respond constructively

• Staff take student voice seriously and take
  action

• Students understand they have been recognised

• Both sides see value in co-construction

• Students start virtuous circle
• Staff increase commitment to co-construction

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Clustering the gateways - a deep specification
A confident, articulate, independent learner with
high metacognitive control and the skills of
learning...
...gained through educational experiences that
engage, with opportunities and challenges, and
...supported by a wide variety of people,
materials and technologies linked to learning and
well-being...
...in schools where the culture and structures
support co-construction through distributed
leadership
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A confident, articulate, independent learner with
high metacognitive control and the skills of
learning, gained through educational experiences
that engage, with opportunities and challenges,
and supported by a wide variety of people,
materials and technologies linked to learning and
well-being in schools where the culture and
structures support co-construction through
distributed leadership
A person specification in a school where PL is
embedded
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DEEP LEADERSHIP driven by SLT
DEEP EXPERIENCE at system level
DEEP SUPPORT at system level
CULTURE OF CO-CONSTRUCTION IN RE-DESIGNED
STRUCTURES
DEEP LEARNERS at classroom level
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Three next steps...
DR networks
The new pamphlet series
National Conference
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It is a safe prediction that in the next fifty
years schools and universities will change more
and more drastically than they have since they
assumed their present form more than 300 years
ago...
Peter Drucker, 1995
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CO-CONSTRUCTION
DEEP EXPERIENCE
DEEP LEARNING
DEEP LEADERSHIP
DEEP SUPPORT
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DEEP LEARNING
EMMA SIMS Co-ordinator, DR networks
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CO-CONSTRUCTION
DEEP EXPERIENCE
DEEP LEARNING
DEEP LEADERSHIP
DEEP SUPPORT
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A confident, articulate, independent learner with
high metacognitive control and the skills of
learning, gained through educational experiences
that engage, with opportunities and challenges,
and supported by a wide variety of people,
materials and technologies linked to learning and
well-being in schools where the culture and
structures support co-construction through
distributed leadership
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These Gateways link in complex ways, resulting in

• Engagement
• Responsibility
• Greater confidence
• Development of meta-cognitive skills
• Development of a toolkit of learning skills
• Students who are ready to co-construct

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MORI survey 2002 what pupils said they did in
lessons

• Have a class discussion
• Listen to teacher talk for a long time
• Talk about their work with a teacher
• Copy from the board or a book
• Learn things about the real world
• Spend time quietly thinking
• Work on a computer
• Work in small groups to solve problems
• Take notes while teacher talks

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Case study 1 Embedding Deep Learning - Villiers
High School

• Learning to learn programme to start
• Language and culture of learning
• Student voice introduced later
• Curriculum development in learning partnerships -
  a teaching-learning forum
• A culture of mentoring and coaching - reinforcing
  deep support

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• In the light of the case-study,
• which gateway for deep learning
• do you think a school should introduce first?

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• Development of student voice
• Shift to the core business of schooling
• Students as researchers as next stage
• Students report back to staff
• Co-construction of excellent lesson criteria

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• How could you use student researchers to help
  students and teachers to move to deeper learning?

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DEEP EXPERIENCE
Professor David Hargreaves Associate Director
(DR)
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CO-CONSTRUCTION
DEEP EXPERIENCE
DEEP LEARNING
DEEP LEADERSHIP
DEEP SUPPORT
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A confident, articulate, independent learner with
high metacognitive control and the skills of
learning, gained through educational experiences
that engage, with opportunities and challenges,
and supported by a wide variety of people,
materials and technologies linked to learning and
well-being in schools where the culture and
structures support co-construction through
distributed leadership
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DEEP EXPERIENCE Curriculum NT ?
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Question How might you achieve coherent and
system-wide deep experience for learners?
Can you achieve it by (i) more creative and
imaginative lessons? (ii) use of the new
technologies?
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THE PROJECT

• Task is big and authentic - a real problem to
  solve

• Task is co-constructed by teacher and student

• Task has clear, worthwhile outcomes

• Task challenges and develops competences

• Task takes some time to complete

• Task involves some time out of school

• Completion depends on adult help and advice

• Completion depends on teamwork

• Completion demands high levels of feedback

• On completion, success is celebrated

Try these as criteria for a successful lesson
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Alternatives to the lesson - 2
Personalising Music Learning
www. musicalfutures.org.uk
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Projects vs lessons
Innovation days (John Cabot)
School day timetable
Flexible Fridays (Leasowes)
Small structural shift and cultural shift - easy
step
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Activity
How could you make more of students school
experience meet the criteria of good projects?

• Task is big and authentic - a real problem to
  solve

• Task is co-constructed by teacher and student

• Task has clear, worthwhile outcomes

• Task challenges and develops competences

• Task takes some time to complete

• Task involves some time out of school

• Completion depends on adult help and advice

• Completion depends on teamwork

• Completion demands high levels of feedback

• On completion, success is celebrated

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Stage vs age
Projects vs lessons
Year groups timetables
School day timetable
Major structural and cultural shift - needs
preparation
Small structural shift and cultural shift - easy
step
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Stage not age might entail...
1. Classes contain up to three age cohorts
2. Vertical tutor groups over all ages
3. High quality student data
4. Timetable flexibility
5. A culture of mentoring and coaching
What are the pros and cons of stage not age?
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Stage vs age
Projects vs lessons
Year groups timetables
School day timetable
Major structural and cultural shift - needs
preparation
Small structural shift and cultural shift - easy
step
In the business world, customisation
and personalisation led to 24/7 shopping, so...
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Questions
1. What would 24/7 schooling look like?
2. What obstacles would you meet?
3. How would you over come the obstacles?
4. What incremental steps would you take to get
there?
And this leads naturally to deep support....
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