This unit explores how you might build the habit of Revising in your students.
Sections 1 – 4 look at;
Revising and how it develops. The Revising Chart Unpick the meaning of Revising, how it develops over time and use the Revising chart to plot where your students are now.
Taking Revising into classroom culture. Revising activities. Offers numerous suggestions to develop a Revising friendly culture and build students’ Revising skills.
Blending Revising with content. Dual Focused Lesson ideas. Suggests a series of questions and steps you might use to ensure the development of Revising claims its place in the curriculum and is designed into lesson/activities to aid understanding.
Team reflection and planning. Share the impact of your experiments with colleagues and plan what you need to do next.
The resource materials in the Learning Diary: Revising help you to distil important messages, home in on the key bits of information and design learning experiments specifically for you.
You will probably need to spend about an hour on sections 1-3. Section 1 may take about 10 minutes to get your head round. Section 2 should take you about 20 minutes to browse. Section 3 needs at least a 35 minutes hard thinking. Section 4 is a linked Professional Learning Team session which will have been organised to take place sometime after this on-line session, and should take about 75 minutes.
This unit explores how you might build the habit of Noticing in your students.
Sections 1 – 4 look at;
Noticing and how it develops. The Noticing Chart. Unpick the meaning of Noticing, how it develops over time and use the Noticing chart to plot where your students are now.
Taking Noticing into classroom culture. Activities for Noticing. Offers numerous suggestions to develop a Noticing friendly culture and build students’ Noticing skills.
Blending Noticing with content.Dual Focused Lesson ideas. Suggests a series of questions and steps you might use to ensure the development of Noticing claims its place in the curriculum and is designed into lesson/activities to aid understanding.
Team reflection and planning. Share the impact of your experiments with colleagues and plan what you need to do next.
The resource materials in the Learning Diary: Noticing help you to distil important messages, home in on the key bits of information and design learning experiments specifically for you.
You will probably need to spend about an hour on sections 1-3. Section 1 may take about 20 minutes to get your head round. Section 2 should take you about 20 minutes to browse. Section 3 needs at least 20 minutes hard thinking . Section 4 is a linked Professional Learning Team session which will have been organised to take place sometime after this on-line session, and should take about 75 minutes.
This unit explores how you might build the habit of Imagining in your students.
Sections 1 – 4 look at;
Imagining and how it develops. The Imagining Chart. Unpick the meaning of Imagining, how it develops over time and use the Imagining chart to plot where your students are now.
Taking Imagining into classroom culture. Activities for Imagining. Offers numerous suggestions to develop an Imagining friendly culture and build students’ Imagining skills.
Blending Imagining with content.Dual Focused Lesson ideas. Suggests a series of questions and steps you might use to ensure the development of Imagining claims its place in the curriculum and is designed into lesson/activities to aid understanding.
Team reflection and planning. Share the impact of your experiments with colleagues and plan what you need to do next.
The resource materials in the Learning Diary: Imagining help you to distil important messages, home in on the key bits of information and design learning experiments specifically for you.
You will probably need to spend 75 mins on sections 1-3. Section 1 may take about 20 minutes to get your head round. Section 2 should take you about 20 minutes to browse. Section 3 needs at least a 30 minutes of hard thinking and head scratching. Section 4 is a linked Professional Learning Team session which will have been organised to take place sometime after this on-line session, and should take about 75 minutes.
This unit explores how you might build the habit of Reasoning in your students.
Sections 1 – 4 look at;
Reasoning and how it develops. The Reasoning Chart. Unpick the meaning of Reasoning, how it develops over time and use the Reasoning chart to plot where your students are now.
Taking Reasoning into classroom culture. Activities for Reasoning. Offers numerous suggestions to develop a Reasoning friendly culture and build students’ Reasoning skills.
Blending Reasoning with content.Dual Focused Lesson ideas. Suggests a series of questions and steps you might use to ensure the development of Reasoning claims its place in the curriculum and is designed into lesson/activities to aid understanding.
Team reflection and planning. Share the impact of your experiments with colleagues and plan what you need to do next.
The resource materials in the Learning Diary: Reasoning help you to distil important messages, home in on the key bits of information and design learning experiments specifically for you.
You will probably need to spend 50-75 mins on sections 1-3. Section 1 may take about 15 minutes to get your head round. Section 2 should take you about 20 minutes. Section 3 needs at least a 40 minutes of hard thinking. Section 4 is a linked Professional Learning Team session which will have been organised to take place sometime after this on-line session, and should take about 75 minutes.
This unit explores how you might build the habit of Listening in your students.
Sections 1 – 4 look at;
Listening and how it develops. Unpick the meaning of Listening, how it develops over time and use the Listening chart to plot where your students are now.
Taking Listening into classroom culture. Offers numerous suggestions to develop a questioning friendly culture and build students’ Listening skills.
Blending Listening with content. Suggests a series of questions and steps you might use to ensure the development of Listening claims its place in the curriculum and is designed into lesson/activities to aid understanding.
Team reflection and planning. Share the impact of your experiments with colleagues and plan what you need to do next.
The resource materials in the Learning Diary: Listening help you to distil important messages, home in on the key bits of information and design learning experiments specifically for you.
You will probably need to spend more than an hour on sections 1-3. Section 1 may take about 20 minutes to get your head round. Section 2 should take you about 20 minutes to brows. Section 3 needs at least a 35 minutes hard thinking and head scratching. Section 4 is a linked Professional Learning Team session which will have been organised to take place sometime after this on-line session, and should take about 75 minutes.
1. A description of the phases of a lesson built around Revising
Look through the lesson below. It uses a slow-reveal strategy to encourage pupils to speculate based on limited information, only to have to reappraise those thoughts as further information is revealed. To work effectively, it needs an image that contains a surprise, a contradiction, something misleading so that first impressions are unlikely to be correct.
The lesson focuses primarily on the first column of the Revising chart – Attitude to Change. It creates a situation in which a change of mind is almost inevitable.
Notice how, despite the focus on learners changing their views as the evidence is revealed, other learning behaviours ‘bubble up’ as the lesson proceeds. It reminds us that learning behaviours don’t function in isolation, that an effective learner not only has a wide range of learning behaviours to call on but also the flexibility to move seamlessly from one to another as required.
Firstly, the lesson plan layout that we are using here:
What’s happening here?
This lesson plan template looks at a lesson episode by episode, as in the models used in the Questioning and Collaborating units. There are sections for Teacher Action,(what you do) Pupil Action,( what you are expecting pupils to do) Teacher talk (what you will say to nudge learning along) and Learning Behaviours activated ( the learning behaviours that this type of activity/nudging comments will stretch). The image/information that is being used by the teacher at each stage of the lesson is shown in the box top left.
NB. The Learning Behaviours identified in the banner at the bottom of the slides identify the learning behaviours the episode will stretch. Note that they can change from episode to episode since none of the behaviours act in isolation.
In the ‘What’s happening here’ section below each episode, these learning behaviours are expanded and described more fully to represent the level of particular rows/cells in the relevant progression grids.
2. Now to the lesson itself:
Episode 1
What’s happening here?
Pupils are invited to speculate on a range of possibilities based on very limited information,. Just think about this for a minute… asking pupils to speculate activates a blend of noticing, imagining, inferential reasoning, and group working skills. There’s a lot going on in pupils heads! But it’s the way you are doing this, through slow reveal, that will encourage students to develop as flexible learners.
In order to scaffold and nourish this noticing and speculation this episode uses Think, Pair, Share together with the VTR ‘What makes you say that?’
Think/ Pair /Share gives pupils time to think about it for themselves before they get caught up in the cut and thrust of group work, a chance to refine their thoughts in the Pair stage, and again in the Share phase. The visible thinking routine ‘what makes you say that’ encourages pupils to offer explanations and evidence to justify what they are speculating.
In the bottom blue box, the Learning Behaviours being activated are identified as:
To notice detail, speculate on possibilities and to explain their ideas to each other.
But what you are working towards in terms of the Revising disposition is Recognises learning involves constant rethinking/redoing. (Green/Values level)
However, by looking at information in the progression charts the behaviours you are activating could be described much more deeply as:
To notice in order to describe and raise questions about what is observed, to pull ideas together and consider ‘what could be’, and to explain why they think that.
Such augmented explanations can be found in the:
Noticing chart, Receives and Responds phases: ‘To notice in order to describe and raise questions about what is observed’
Imagining chart, Responds phase: ‘To pull ideas together and consider ‘what could be”
Reasoning chart, Responds phase: ‘To explain why they think that’
Episode 2
What’s happening here?
This is a key part of the lesson. The addition of a new perspective gives the learner cause to, possibly, amend their first idea. The second reveal provides evidence to support some speculations (it is a river bank in a city) and to dispel others (it is looking out to sea). How does this second bit of the picture change how you are seeing the three people in Episode 1?
In the bottom blue box, the Learning Behaviours are, at this stage, identified as:
To change (revise) their outlook in light of new information.
However, by looking at information in the progression charts the behaviours you are activating could be described much more deeply as:
To attempt to change or rethink something and amend things
Such augmented explanations can be found in the:
Revising chart, Receives and Responds phases: ‘To attempt to change or rethink something and amend things’
Episode 3
What’s happening here?
The teacher is encouraging speculation here. The evidence is flimsy and inconclusive, but is in contrast to the weather shown in Episodes 1 and 2. The use of ‘Could Be’ language encourages pupils to come up with a range of possible explanations. The teacher may well say things like: “That’s an interesting idea, but if that is not true, what else might explain it” to gain alternative interpretations.
In the bottom blue box, the Learning Behaviours are, at this stage, identified as:
To speculate (and listen) about a range of possibilities
In terms of the revising progression chart your wider purpose is to help pupils to work towards being able to ‘Edits as they go along.Thinks on their feet within the given variables.’ Green/values
However, by looking at information in the progression charts the behaviours you are activating could be described much more deeply as:
To imagine alternatives to turn ‘what is’ into ‘what could be’, to share/offer own views and show interest in understanding the views of others.
Such augmented explanations can be found in the:
Imagining chart, Receives and Responds phases: ‘To imagine alternatives to turn ‘what is’ into ‘what could be’
Collaboration chart, Receives phase: ‘To share/offer own views’
Listening chart, Receives phase: ‘To show interest in understanding the views of others’
Episode 4
What’s happening here?
A shift of focus here, away from what pupils could see in the previous Episodes, towards speculation that requires Empathy, and ‘seeing’ beyond the image. Who are these people? What can we infer from the way they are sitting? What might this mean? Do they know the first three people in Episode 1?
In the bottom blue box, the Learning Behaviours are, at this stage, identified as:
To use their noticing and empathy skills to speculate on the relationships
In terms of the revising progression chart your wider purpose could be to help pupils to work towards being able to ‘Rethink and restart to change direction.Yellow/organises
However, by looking at information in the progression charts the behaviours you are activating could be described much more deeply as:
To notice to explore possibilities to understand people’s feelings and perspectives.
Such augmented explanations can be found in the:
Noticing chart, Values phase: ‘To notice to explore possibilities’
Imagining chart, Organises phase: ‘To understand people’s feelings and perspectives’
Episode 5
What’s happening here?
This is the key slide – it either dispels or supports the hypotheses that have been developing. Thus far the teacher has been encouraging speculation and accepting all answers as possible, but now there is a focus for what the observers in Episodes 1 and 4 are looking at, there is an explanation of the cloud in Episode 3. Few pupils will have seen this coming – the relaxed demeanour of the observers on this bank is in stark contrast to the tragedy unfolding on the opposite bank. The visible thinking routine: “I used to think . . . . . . But now I think . . . . .” is used here to help pupils to structure an explanation about how their views have changed.
In the bottom blue box, the Learning Behaviours are, at this stage, identified as:
To make links to what they already know in order to understand what is going on in the image, and challenges them to refine their initial thinking in light of this.
In terms of the revising progression chart your aspiration for your pupils could be to help them to work towards being able to be ‘Constantly on the look out for how to improve/change/reinvent something. Orange/Embodies
However, by looking at information in the progression charts the behaviours you are activating could be described much more deeply as:
To relate what they are learning to past experiences and to use new learning to review prior learning.
Such augmented explanations can be found in the:
Making Links chart, Receives phase: ‘To relate what they are learning to past experiences’
Making Links chart, Responds phase: ‘To use new learning to review prior learning’
Episode 6
What’s happening here?
Putting it all together. Using the visible thinking routine See/Think/Wonder helps pupils to notice, reason and/or imagine, and question. Prioritising the best STW’s is an evaluation activity. Beginning to seek answers to the best ‘Wonders’ frames future enquiry.
The underlying message to be distilled here is that first impressions, based on partial or incomplete information, are invariably less than perfect. As more information becomes available, views are refined and clarity slowly emerges, but only if we are prepared to let go of those first impressions.
In the bottom blue box, the Learning Behaviours are, at this stage, identified as:
To distil their thinking, to reflect on how additional information frequently forces a change of perspective, or gives rise to a further range of questions.
In terms of the revising progression chart your aspiration for your pupils could be to help them to work towards being able to ‘Question and moderate normal rules/ideas to detect errors and improve things’ Yellow/Organises
However, by looking at information in the progression charts the behaviours you are activating could be described much more deeply as:
To notice to explore possibilities, to raise questions and identify what is important, to seek evidence to support their thinking, and to link new information to what you already know and develop new ways of thinking about it.
Such augmented explanations can be found in the:
Noticing chart, Responds and Values phases: ‘To notice to explore possibilities, to raise questions and identify what is important’
Reasoning chart, Values phase: ‘To seek evidence to support their thinking’
Meta Learning chart, Responds phase: ‘To link new information to what I already know and develop new ways of thinking about it’
What do you think?
Have you thought of a lesson as a blend of teacher actions, pupil actions, learning behaviours, and teacher talk before?
The key box is the learning behaviours box across the bottom. Could you write the contents of that box for each Episode in one of your lessons?
How could you use the slow reveal strategy to advantage in your own classroom?
What image would you choose?
Make a note of…
Your initial reactions to the slow reveal strategy.
A situation in which you might use it.
2 A distillation of this lesson.
This is a simple streamlined use-able tool that includes:
What you do (teacher action);
What pupils do (pupil action);
What the learning behaviours being called upon are (learning behaviours);
What you say (learning talk) to nudge the learning behaviour along.
The format is divided into episodes to show the change of purpose, action and use of learning behaviour across the course of the lesson.
Download a blank lesson plan as a MS Word document: Lesson Planning Grid
Here you will find the template populated with the episodes explored in section 1 above. This format helps you to gain a swift overview of the lesson from the various perspectives.
What do you think?
What are your reactions to this lesson plan template?
Does planning for four aspects – teacher action, pupil action, learning behaviours, teacher talk – seem useful?
How does sequencing the lesson as ‘episodes’ help or hinder planning?
Which do you prefer – the blue box approach in section 1 or the grid in this section.
Make a note of…
The extent to which your existing planning template enables you to think about lessons in this way.
What you would like / need to add to it.
3 Extend your thinking about this slow reveal technique
Consider the 4 images below. They are:
“An Experiment on a Bird in the Air Pump” by Joseph Wright;
Street art by Julian Beever – all of the Batman bit is painted on the pavement;
A b&w photo of the great 1906 earthquake in San Francisco;
An image from Erik Johansson’s website.
Consider each in turn. How would you carve each image up – what would you reveal first, then second . . .
Can you find a reveal sequence that gives very little away in the early stages, or even better that initially misleads the viewer?
Which curriculum area might make use of each of these images?
Do you know of any other images that relate to your planned curriculum that can be treated in the same way?
What do you think?
Where / when / why might you use the slow reveal strategy?
How will you ensure that the slow reveal is an integral part of the lesson, and not just a ‘catchy’ activity before the ‘serious’ work begins?
Make a note of…
Which class you might try the slow reveal with.
When you will try it.
This unit explores how you might build the habit of xxxxxx in your pupils.
Sections 1 – 4 look at;
xxxxxx and how it develops. Unpick the meaning of xxxxxx, how it develops over time and use the xxxxxx chart to plot where your pupils are now.
Taking xxxxxx into classroom culture. Offers numerous suggestions to develop a xxxxxx friendly culture and build pupils’ xxxxxx skills.
Blending xxxxxx with content. Suggests a series of questions and steps you might use to ensure the development of xxxxxx claims its place in the curriculum and is designed into lesson/activities to aid understanding.
Team reflection and planning. Share the impact of your experiments with colleagues and plan what you need to do next.
The resource materials in the Learning Diary: xxxxxx help you to distil important messages, home in on the key bits of information and design learning experiments specifically for you. PICTURE AND DOWNLOAD BUTTON
ARE THE TIMINGS IN THIS BOX CORRECT ??
You will probably need to spend 30-45 mins on sections 1-3. Section 1 may take about 20 minutes to get your head round. Section 2 should take you about 10 minutes. Section 3 needs at least a 20 minute browse. Section 4 is a linked Professional Learning Team session which will have been organised to take place sometime after this on-line session, and should take about 75 minutes.
This unit explores how you might build the habit of Questioning in your students.
Sections 1 – 4 look at;
Questioning and how it develops. Unpick the meaning of Questioning, how it develops over time and use the Questioning chart to plot where your students are now.
Taking Questioning into classroom culture. Offers numerous suggestions to develop a questioning friendly culture and build students’ questioning skills.
Blending questioning with content. Suggests a series of questions and steps you might use to ensure the development of questioning claims its place in the curriculum and is designed into lesson/activities to aid understanding.
Team reflection and planning. Share the impact of your experiments with colleagues and plan what you need to do next.
The resource materials in the Learning Diary; Questioning help you to distil important messages, home in on the key bits of information and design learning experiments specifically for you. PICTURE AND DOWNLOAD BUTTON
You will probably need to spend 30-45 mins on sections 1-3. Section 1 may take about 20 minutes to get your head round. Section 2 should take you about 10 minutes. Section 3 needs at least a 20 minute browse. Section 4 is a linked Professional Learning Team session which will have been organised to take place sometime after this on-line session, and should take about 75 minutes.
This unit explores how you might build the habit of Questioning in your pupils.
Sections 1 – 4 look at;
Questioning and how it develops. The Questioning Chart.Unpick the meaning of Questioning, how it develops over time and use the Questioning chart to plot where your pupils are now.
Taking Questioning into classroom culture. Questioning activities. Offers numerous suggestions to develop a questioning friendly culture and build pupils’ questioning skills.
Blending questioning with content.Example dual focused lesson. Suggests a series of questions and steps you might use to ensure the development of questioning claims its place in the curriculum and is designed into lesson/activities to aid understanding.
Team reflection and planning. Share the impact of your experiments with colleagues and plan what you need to do next.
The resource materials in the Learning Diary: Questioning help you to distil important messages, home in on the key bits of information and design learning experiments specifically for you.
You will probably need to spend about an hour on sections 1-3. Section 1 may take about 15 minutes to get your head round. Section 2 should take you about 20 minutes to browse through the suggested activities. Section 3 needs about 25 minutes of hard thinking and head scratching. Section 4 is a linked Professional Learning Team session which will have been organised to take place sometime after this on-line session, and should take about 75 minutes.
The purpose of Building Learning Power is to facilitate the growth of high value psychological characteristics in order to strengthen students’ learning characters. These skills, attitudes and values, when used with increasing competence and confidence across many learning opportunities, become learning habits; the characteristics of successful lifelong learners.
‘A person’s Learning Power determines, even dictates, their propensity for change, and directs those behaviours that influence and underpin performance throughout life.
The power to learn is the essential ingredient in implementing strategies for change i.e. to learn.‘
The activities, think pieces and questions in this online unit aim to help teachers make a start on:
introducing students to one of the key learning behaviours;
using the language of learning effectively with students;
designing the use of learning behaviours into the way they teach;
developing the confidence and skill in helping students to grow their learning power.
You’re not currently enrolled in this unit and can’t access the sections of the unit below. Please contact us if you have any questions about accessing this unit.
know how much interaction you need with others to assist your learning
make informed choices about working on your own or with others
are capable of maintaining your independent judgement when working with others
The purpose of Building Learning Power is to facilitate the growth of high value psychological characteristics in order to strengthen students’ learning characters. These skills, attitudes and values, when used with increasing competence and confidence across many learning opportunities, become learning habits; the characteristics of successful lifelong learners.
‘A person’s Learning Power determines, even dictates, their propensity for change, and directs those behaviours that influence and underpin performance throughout life.
The power to learn is the essential ingredient in implementing strategies for change i.e. to learn.‘
The activities, think pieces and questions in this online unit aim to help you as a teacher make a start on:
introducing your students to one of the key learning behaviours;
using the language of learning effectively with your students;
designing the use of learning behaviours into the way you teach;
developing the confidence and skill in helping your students to grow their learning power.
In making this your own, learning journey you may find it helpful to jot down your thoughts, plans, realisations and observations as you go along. Such jottings can form valid evidence of your own self-directed professional development. A basic Learning Diary, offered below, can be downloaded to use as a print version or saved as a spreadsheet to use as you go along.
DOWNLOADS NEEDED ONCE AGREED, then copy red bits to all other modules
You’re not currently enrolled in this unit and can’t access the sections of the unit below. Please contact us if you have any questions about accessing this unit.
This online resource pack introduces school leaders and staff to the why, what, and how of developing a learning powered culture. It is designed to take the place of introductory face to face training for schools that have decided to adopt a Learning Power approach and play a bigger educational game. It offers the big picture frameworks and principles of Building Learning Power, preparing leaders, teachers and support staff to understand the basics of the approach and build on this through the follow-on Stepping Stones online learning programmes.
The introductory section … explains how the DIY resource pack is organised, the sort of resources to be found in each section and how to make best use of them.
Section 1 Shaping the future of learning in your school. …. concentrates on the Why and the What of learning and the need for change
Section 2 The supple learning mind... looks at the framework of learning behaviours of successful learners; what they are, why they are powerful and how they work together
Section 3Learning friendly cultures… takes a detailed look at the sort of learning culture that best supports the development of learning habits; the How of building learning power
Section 4 Growing learning habits… this section explores how learning behaviours strengthen into habits and how learning powered teachers support such growth.
The purpose of Building Learning Power is to facilitate the growth of high value psychological characteristics in order to strengthen students’ learning characters. These skills, attitudes and values, when used with increasing competence and confidence across many learning opportunities, become learning habits; the characteristics of successful lifelong learners.
‘A person’s Learning Power determines, even dictates, their propensity for change, and directs those behaviours that influence and underpin performance throughout life.
The power to learn is the essential ingredient in implementing strategies for change i.e. to learn.‘
The activities, think pieces and questions in this online unit aim to help teachers make a start on:
introducing students to one of the key learning behaviours;
using the language of learning effectively with students;
designing the use of learning behaviours into the way they teach;
developing the confidence and skill in helping students to grow their learning power.
You’re not currently enrolled in this unit and can’t access the sections of the unit below. Please contact us if you have any questions about accessing this unit.
identify features that are likely to help you elsewhere
think about where else you might use these lessons
The purpose of Building Learning Power is to facilitate the growth of high value psychological characteristics in order to strengthen students’ learning characters. These skills, attitudes and values, when used with increasing competence and confidence across many learning opportunities, become learning habits; the characteristics of successful lifelong learners.
‘A person’s Learning Power determines, even dictates, their propensity for change, and directs those behaviours that influence and underpin performance throughout life.
The power to learn is the essential ingredient in implementing strategies for change i.e. to learn.‘
The activities, think pieces and questions in this online unit aim to help teachers make a start on:
introducing students to one of the key learning behaviours;
using the language of learning effectively with students;
designing the use of learning behaviours into the way they teach;
developing the confidence and skill in helping students to grow their learning power.
You’re not currently enrolled in this unit and can’t access the sections of the unit below. Please contact us if you have any questions about accessing this unit.
1 The online module; Getting to know your students as learners. This copy of the module contains tutor notes. The module is also available to use with all staff without the tutor notes.xxxhere
2 The online module; Developing learning friendly cultures. This copy of the module contains tutor notes. The module is available for use with all staff without tutor notes. xxx
3 A bank of activities; to be used in face to face learning opportunities i.e. team meetings, phase meetings, coaching sessions in conjunction with the two module above.
This unit aims to give you a closer view of what the big bang start could look like in practice. These materials offer ideas which you might use, amend or redesign as your own big ban start.
In particular we look at;
The range of resources we have made available in this pack
This unit aims to give you a closer view of what the slow steady starts could look like in practice. These materials offer ideas which you might use, amend or redesign as your own slow and steady start.
In particular we look at;
The range of resources we have made available in this pack
issues around and plans for a flipped classroom approach
issues around and plans for a guided enquiry approach
This DIY resource pack aims to help schools design and build their own strategy for introducing the principles and practice of Learning Power to staff. The materials make the assumption that the senior leadership team have read around the issues and believe the general thrust of the approach to be right for the school.
This first unit helps you to sort out;
how the pack is structured; what you will find where
issues behind introducing learning power; things to think about before you start
an overview of the various ways you could use to introduce Learning Power
making a decision about which type of introduction would be best for your school.
The purpose of Building Learning Power is to facilitate the growth of high value psychological characteristics in order to strengthen students’ learning characters. These skills, attitudes and values, when used with increasing competence and confidence across many learning opportunities, become learning habits; the characteristics of successful lifelong learners.
‘A person’s Learning Power determines, even dictates, their propensity for change, and directs those behaviours that influence and underpin performance throughout life.
The power to learn is the essential ingredient in implementing strategies for change i.e. to learn.‘
The activities, think pieces and questions in this online unit aim to help teachers make a start on:
introducing students to one of the key learning behaviours;
using the language of learning effectively with students;
designing the use of learning behaviours into the way they teach;
developing the confidence and skill in helping students to grow their learning power.
You’re not currently enrolled in this unit and can’t access the sections of the unit below. Please contact us if you have any questions about accessing this unit.
