Category Archives: 21st Century Learning

Learning with SOLE – take 20 minutes and watch this

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Sugata Mitra gives his TED Prize Wish Talk

“Onstage at TED2013, Sugata Mitra makes his bold TED Prize wish: Help me design the School in the Cloud, a learning lab in India, where children can explore and learn from each other — using resources and mentoring from the cloud. Hear his inspiring vision for Self Organized Learning Environments (SOLE), and learn more at tedprize.org.”

(from www.TED.com)

My last post suggested that all educators have three duties:

  • To be curious: educators couldn’t do much more in fostering their curiosity than to subscribe to www.TED.com. If you’ve ever met me, you’ll know that I am always keen to recommend TED Talks and the TED sister sites such as TED-ED as a powerful repository of learning and resources. If you want to ease yourself in gently, have a look at www.teducation.com (which I am in the process of importing to WP) to find a selection of cracking Ted Talks with some of my own and guest-bloggers’ learning-focused reflections. If nothing else, they’re ready-made for INSET sessions and T&L groups to spark debate…
  • To share: once you’ve watched Sugata Mitra (@sugatam) explaining his Prize Wish, you could share the talk itself with a colleague or your team or you whole school. The next step would be to see if you could devise a SOLE project of your own, building on the principles of BROADBAND + COLLABORATION + ENCOURAGEMENT & ADMIRATION. There’s a SOLE Toolkit available to download that’s well worth a look
  • To acknowledge: tell others about ‘The School in the Clouds’, about SOLE and about TED Talks. Tell them by sharing informally, using an AOB at a team or staff meeting, asking people to join you to develop SOLE learning, leaving the SOLE Toolkit available for people to read / putting a copy in every pigeon hole, posting on the VLE…you get the drift. PLUS: as they ask on the TED site where get the toolkit from, sharing your feedback with them.

Over to you…

Three professional duties…?

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Curious, Share, AcknowledgeFIRST: ‘We have a duty to be curious’

The assertion that we have a professional duty to be curious is taken from the words of Lucy Sweetman (@lucysweetman) and, with her permission, I used her quote in this illustration from Full On Learning:

Screen Shot 2013-02-11 at 21.34.06

I would be amazed if there was anyone who works with children and young people who was not inherently curious. For therein lies the strength, if not the lifeblood, of not simply what we do but, who we are. We are insatiably curious. We exercise this curiosity every moment of our professional lives because it sustains us. And it is probably why we do what we do. Seeking out a battery of ways that enable very different learners to make a connection with the ideas, concepts and information that we lay before them is driven by our curiosity to understand, if not, decode the complexities of learning.

To exercise professional curiosity requires elements of introspection and outrospection in  equal measure. We need to be introspective and insatiably interested in our place in a world that is the world of our classroom and our school community. We then skilfully employ the powers of outrospection to reveal for our learners how what they are learning and experiencing relates to the wider world.

When it comes to outrospection, our creativity and ingenuity has an opportunity to jump to the fore. Forging connections between our world (that of our individual classroom and school) and the world  beyond (other schools and external research and evidence) is a natural process. The opportunity and challenge to be truly curious is to make connections between our classrooms and the worlds of business, engineering, fashion, design and scientific exploration, to suggest just a few. To consider the ways in which business and industry has created systems to engage their employees and / or their customers can provide valuable insight into ‘What motivates us?’ as in this post and to learn about the underpinning design process for the London Underground offers opportunities to devise powerful approaches to differentiation or even how to organise the traffic flow in school buildings, as in this post on ‘Phased Disclosure’. Just one look at www.Informationisbeautiful.net and the accompanying book, ‘Information is Beautiful’ by David McCandless enables us to see the power of visualising data to explain complex information and processes…and how we might encourage learners to use visualisation to present their learning.

For a great talk on ‘outrospection’, here’s an RSA Animate production. It’s a far-reaching talk by philosopher Roma Krznaric about the importance of EMPATHY as a powerful force to bring about change and there are some interesting applications to the realm of educational sharing and development which are too many to include in this post.

The professionally curious are the professionally enriched. It is because of this that they are also the enrichers, the inspirers, the synthesisers and the generators.

SECOND: ‘It is our professional duty to share’

This ties in with some of the themes covered in the RSA video above, but the importance of sharing as professionals was brought to my attention by a comment made by the fabulous educator, John Tomsett (who tweets as @johntomsett and blogs here), who simply stated that every educational practitioner, ‘…has a professional duty to share’.

Trying to encourage educators to blog, to document and to Tweet comes down to just this, a ‘professional duty to share‘.

Every day, we share our understanding, knowledge and our experience with our learners so that they can relate and connect with new knowledge. This is made possible through a repertoire of learning strategies, the skill of pedagogy and the design of the curriculum. When it comes to professional conversations, through informal and formal opportunities, most of us just can’t help ourselves when it comes to sharing our ideas about learning. It is, after all, what we do every day. Our business is, fundamentally, a sharing business.

Ensuring that our schools grow as regular and habitual places of such sharing comes about through a systematic approach that actively expects sharing to take place. Many schools who have this in place are now no longer in a position to require educators to share because it is now so embedded that it is part of the culture and, they might say, ‘just the way we do things here’. The challenge is for us to move to a place where the process of sharing is an institutional priority that underpins (and thereby facilitates) daily practice. It then becomes an integral part of the culture of the school and the habits of the members of the school community.

The aspect of Tim Harford’s book, Adapt: why success always starts with failure that most struck me was his proposition that the best ideas come from those who know their context best; from those on the front line, on ground level and who are front-facing. So the duty to share extends from an individual duty that all practitioners have to becoming a duty of schools to seek out and implement the most effective ways for those practitioners who ‘know best’ to connect.

Organisations such as schools who find ways to capitalise on the informal opportunities for sharing that in the frenetic pace of school life are already on the front foot.  By taking the next step and committing time to designing systems that create formal opportunities specifically and exclusively for the sharing of effective practice, for problem solving and solution-finding, the interactions and genuine collaboration will flow. The first step in this process is to make it a requirement for practitioners to share ideas and spend time with each other so that the second step evolves very naturally for practitioners and sharing in all manner of ways becomes a habit.

I read recently that Yahoo! has caused controversy by ending work-at-home arrangements. The anger from those affected resulted in the publication of this internal memo and the initiative was reported in “All Things D”.  Don’t get me wrong, I am a big fan of working from home (that’s definitely one for another post), but the rationale for Yahoo!’s change in policy is fascinating, particularly in light of the type of company that Yahoo! is. It would seem from Yahoo!’s stance that they have made human contact and physical interaction a priority for on-going innovation. In this, it would seem that they acknowledge that the value of both informal and formal opportunities for collaboration is too great an opportunity for the company to miss out on, “We need to be one Yahoo!, and that starts from being physically together…Yahoo isn’t just about your day-to-day job, its about the interactions and experiences that are only possible in our offices”…interesting indeed.

Yahoo Memo

THIRD: ‘We have a duty to acknowledge’

GodfreyKneller-IsaacNewton-1689

Finally, we must never lose sight of the third point of the professional triangle, the ‘duty to acknowledge‘. In our collective endeavour to increase and secure our understanding of the oceans of information in which we swim, it is all the more important that we acknowledge the wise words, new insights and droplets of ingenuity that wash over us. Somebody once quoted the famous words of Isaac Newton to me when I was creating a bank of footnotes in an article, stating,  ‘The thing is, Zoë, we all know that we stand on the shoulders of giants…but there’s no need for the giants to be in the shot’. I have thought about this for a long time and I disagreed at the time and I still do. It is absolutely imperative that we keep the ‘giants’ in shot. The sharing of an idea  that is inspired by a conversation or reading is far more meaningful when the original spark of inspiration is placed centre stage in the spotlight. This acknowledgement is an integral part of professional curiosity.It encourages others to seek out and connect with the origins of the idea for themselves. So that others can adapt and create new meanings, thereby enriching the initial spark and fuelling it to shine brighter and for longer.

The way in which educational professionals engage with Twitter is, for the most part, an exemplary testimony to a shared professional endeavour to SHARE, BE CURIOUS and ACKNOWLEDGE. There are lessons in this for our students as they immerse themselves into the exponentially increasing banks of information that characterise all our lives in the 21st Century and when we discuss the uses and opportunities presented to us through social media.

So now, perhaps more than ever, as technology continues to give us the opportunity, we should actively embrace our individual and institutional professional duty to share, to be curious and with this, our duty to acknowledge.

Interested in MARGINAL LEARNING GAINS for Teaching and Learning?

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Check our the dedicated blog for Marginal Learning Gains for Pedagogy..see tab above or copy this address into your browser:

www.marginallearninggains.com

…and previous posts on this blog

..and the Learning Goggles page has a downloadable PDF covering the underpinning thinking, beginnings and first FIVE Marginal Learning Gains posts.

“Ask not what you EXPECT of me, but what you EXPECT of yourself”

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(This is also published as new addition to the “EXPECTATIONS” post on www.marginallearninggains.com)

The Line of Engagement

Reflecting on to what degree pupils are engaging in their own learning and what this looks like, rather than whether they just simply, ‘are or are not engaged’ is another important dimension of the mindset of expectant teaching that you may wish to develop.

Here are some reflective and observational questions to hold in your head when the lesson is underway that you can use as part of your Marginal Learning Gains micro-action research:

QUESTION: Who is at what level of engagement for a SPECIFIC phase of the lesson?

(1) PARTICIPATING: Those who are simply ‘there’, being compliant to others and the lesson and completing tasks as and when they decide to, possibly prompted by eye contact with you or your proximity to them.

(2) INVOLVED:  Those who are following the path of least resistance, making you aware that they are there by answering the first and / or lowest challenge, ‘quick win’ questions but not taking their own thinking further or developing it beyond the initial stages. They don’t pose their own questions and certainly don’t take up the challenge of driving their own (or others’) learning on.

(3) ENGAGED: BINGO! These are the students who question, consider, pose, test and really grapple with their own learning. They clarify their understanding through further questions to you and their peers and uses phrases like ‘I had a go at this…what do you think?’ These students demonstrate a real sense of AGENCY.

This approach can also be assessed and, more powerfully, peer and self assessed through powerful learning conversations that might begin with…

  • What do you think is the difference between (a) PARTICIPATING (b) BEING INVOLVED (c) BEING ENGAGED?
  • How ENGAGED (a) Do you EXPECT to be today (b) Did you EXPECT to be today?
  • What does ‘being engaged’ look, sound and feel like for (a) you (b) your peers/ learning buddy?
  • How do you need to change your EXPECTATIONS of yourself SO THAT you can move up the mountain of ENGAGEMENT?

Here’s a familiar (to those of you who know me well) visual prompt that you might want to adapt to support such questions with your groups…

If you’ve got a genuinely engaged group, then you may wish to really place the challenge of learning at their feet with an adapted mantra:

“Ask not what you EXPECT of me, but what you EXPECT of yourself”…or something like that! Improved suggestions on a postcard, please…

Please let me know how you get on with this MLG. Unpicking EXPECTATIONS is a critical component of the MLG project and one MLG that has massive potential when it comes to aggregating the MLGs.

Ensuring Impact: The Aggregation of Marginal Learning Gains

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So, I am now well into a reflection-development phase of the Marginal Learning Gains work. This has to centre around, as with all educational endeavours, “What impact will the Marginal Learning Gains approach have on the quality of teaching and learning and how will I know?”. It is early days, I know, but I am a front-end evaluation sort of thinker and I like to be clear about the intended impact and outcomes from the outset. I am always looking to refine and learn and to do that, I have been asking a few questions of MLG. My own experiences with MLG mean that I have been part of a launch of MLG and I am privileged enough to have been made aware from feedback to this blog, emails, ‘actual’ (!) conversations and through Twitter that many, many people are also now well underway in developing Marginal Learning Gains as a way to reflect and develop their own practice with colleagues and staff.

This post is an acknowledgement to the amazing amount of MLG interest, positive feedback, ideas and fantastic sharing of thinking over the past few weeks about the implementation Marginal Learning Gains (MLG). People have been sharing how they are already using MLG to develop quality learning opportunities in individual practice, within teams and across a school.

Although it is tempting at this point to simply say, “Just try it and see” or, “Take a look at what people are saying in their blogs and tweets about how they’re using MLG and the impact that is having” that’s not enough for the evidence-based researcher in me.

Marginal Learning Gains: The missing verb

When it comes to impact, there is one word missing from my blog posts, our tweets, the marginal gains hashtag on Twitter and even the Marginal Learning Gains website itself that is most likely to provide an answer to how we will see and know there is impact. Although described in the original Dave Brailsford documentary and in his interview here, the one word missing from MLG is the verb, “AGGREGATION“.

For it is in what we DO with the many small Learning Gains we identify, analyse and develop that will lay the foundations for sustained improvement. This will also avoid the inherent danger that some people have rightly noted and commented in our discussions of recommending Marginal Learning Gains as a way to ‘just find some (possibly random) little things to improve’ which may result in pressurising us into implementing a frenetic series of disconnected teaching activities that will only serve to confuse, disrupt and overwhelm. Which is the exact opposite of what MLG is all about. It is designed to give clarity to what we want to develop and improve so that we can think, reflect and discuss what great learning needs to look, sound and feel like for our learners. Have a look at the Ofsted survey on the Learning Goggles section of this blog, placed at Number 4: ‘Some myths about teaching and learning’. This has a description of what might constitute ‘over-teaching’ on pages 12-15 of the Ofsted Survey and illustrates this point about ‘overwhelm’ with teaching strategies.

Criteria: what is a Marginal Learning Gain?

A Marginal Learning Gain is one that can be identified as one small constituent part and incorporated into the whole of a teacher’s practice and used to enhance the daily learning experiences of learners. Ultimately, if there is to be an authentic sense of AGENCY and AUTONOMY in this process, the MLG is entirely up to you. It is for you to reflect on your own practice so that you can select what to focus on as what you believe will make the greatest difference. Drawing on your own wealth of expertise and the advice and observations of others around you is probably the best way to select your first few Marginal Learning Gains.

Here are three possible sources of evidence you may choose to use to refine your definition of your own Marginal Learning Gains and make an informed selection:

1. SELF AWARENESS: The here & now: What and where are the missed opportunities that we frequently observe in our own and each others’ lessons, see in written work or notice during learning walks? What are the small adaptions we could make that would avoid the reflection, ‘…if only…’ in response to how learning is delivered and organised. Where we know we could have provided students with opportunities to think more deeply, make connections across and between topics, discuss with confidence, synthesise their prior and present learning and apply their expertise to new situations?

2. EXTERNAL RESEARCH: The known & reported: What does research say really makes a difference to the quality of learning outcomes? Which of the most powerful teaching techniques or approaches are worth really making a part of our standard practice?

3. JUDGEMENTS: The accountability framework: What does Ofsted say aids (a) the flow of learning and (b) the quality of progress over time of every student? How do we avoid trying to do everything listed be discerning about the few things we can identify in our own context, analyse these and develop them accordingly?

There is an inherent danger in taking an ‘only-do’ approach to MLG in that although it may well lead to identifying some (possible very small) aspects of teaching that, if given attention, can be analysed and then developed, this may not be something that, when aggregated, makes s direct contribution to the ‘whole’. There is one level of impact in reflecting in this way, for sure. The trick is, as is always the case, to consider how to make this learning gain an ACTUAL GAIN and with this, ensure that it is sustainable and can be aggregated (incorporated into the whole so that it has impact). The key to the MLG approach is to ensure that every learning gain made can be embedded and sustained as part of everyday practice, ensuring that this will not be one of those ‘missed opportunities’ at a later date.

So here goes…the Marginal Learning Gains approach with a methodology to accompany it. One that can be used time and time again so that gains can indeed be aggregated. As Dave Brailsford says, it is only when you put the marginal gains together and embed them as part of your standard practice, that you will start to see the TOTAL impact. In this case, on the quality of teaching and learning.

So this is my first attempt (of several, I am sure) to explain just how integral and manageable ‘MICRO‘ action research is as an integral part of the Marginal Learning Gains approach. It is an approach I have used for years and as part of the MLG process, I can only see how will benefit anybody who wants to ensure that MLG thinking will have a sustained impact over time for quality teaching and learning.

For me, any form of research is about developing a reflective mindset and with this, it has a direct a impact on practice. In working and thinking in this way, we get to the point where we are confident enough to implement the small but meaningful changes (MLGs) in teaching practice that will make a big difference in learning outcomes.

The MLG tool: Micro Action Research

Micro action research is the methodology that is most suited to implementing Marginal Learning Gains in your practice and ensuring that the aggregation happens. If Marginal Learning Gains is the philosophy, then micro-action research is the methodology. At the end of which, the Learning

Gains can be pulled together (aggregated) to ensure sustained impact. There’s clearly a synergy between the methodology and the philosophy of MLG.

In micro action research, you focus on developing just one aspect of pedagogy (which you have identified from one or all of your three evidence sources listed above) with a specific group within a limited timeframe. Once you have developed this one aspect, embedded it and sustained it as part of your practice, you simply identify another key component and apply the same process. That’s where the Aggregation of Marginal Learning Gains starts to really take a hold.

This is how it works…The Micro Action Research Question

Rather than asking, “How can I improve my teaching from (x) to (y)?” and with this question, getting frustrated because you feel that you’re doing everything you know you should be doing, micro action research requires you to reframe the question in SPECIFICS, so that you can easily and systematically assess the impact of any specific changes you test out. So your question will sound more like this,

“To improve my teaching from (x) to (y)…” becomes…

“How can I use [SPECIFIC STRATEGY] (e.g. paired discussion) SO THAT I see an improvement in the [LEARNING OUTCOME] (e.g. quality of learning talk) with [FOCUS GROUP] (e.g. five Year 9 boys) over [TIMEFRAME] (e.g. three lessons) ?”

The handy thing about this approach is that the research can be undertaken without making massive changes or requiring hours of pre-planning. By adopting a reflective mindset in the first lesson, you are using the Marginal Learning Gains (IAD) approach at a meta-level and in doing so, embedding it in your own thinking.

In your first lesson, you IDENTIFY what your focus needs to be. Between the first and the second lesson, you ANALYSE the characteristics of what you EXPECT when you listen to ‘quality learning talk’ in this instance and then, in the second and third lessons, you can DEVELOP those specific characteristics through the small changes you implement.

In doing this, you don’t have to undertake a whole-scale re-programming of your  teaching preferences and style but instead, you are free to focus your attention on a specific aspect of your repertoire. You can then engage in a highly reflective process that will not only develop this specific aspect of teaching but, more importantly, shape the way in which you design learning at the outset.

If you merge this with some developmental lesson observations as part of a focused MLG coaching programme, then you’ll have a model for teaching and learning development that is sophisticated in terms of depth of thinking and quality reflection but simple in terms of manageability. This is a Low Input: High Impact model for professional development. And if you want to know more about how the developmental coaching programme works, I’ll be posting about that soon.

Marginal Gains #5 pt1: High aspirations and expectant thinking

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As I came back from London earlier this week, I reflected on the last remaining signs of the Olympics and Paralympics still in evidence around the city. I remembered the feelings I had experienced as the entire summer of sporting excitement had gained momentum starting with Wimbledon, The Tour De France, the Olympics, the Paralympics, The US Open and the Ryder Cup. I reflected on how the sense of hope that we shared grew into something new, as one outstanding sporting achievement after another hit the headlines. Hope morphed into expectancy. In particular, I started to wonder about the mindset of those performing.

How ‘hopeful’ was Dave Brailsford on the morning of the first leg of The Tour De France or on the morning of the first cycling competitions in London 2012? Did he hope that Bradley Wiggins would win or did he expect it? Did he hope that Team GB Cycling would reach their targets on the medal tables or did he expect it? More to the point, did he and his team communicate an expectation of success to the riders, or simply pat them on the back as they cruised to the start line and then say that they hoped they would win? This got me thinking about the relationship between thinking and speaking. The language in our heads and the language we use to communicate. There’s probably a heap of NLP stuff I should be reading up on about this, so I’ll add it to my list. For now, I’m just going to work this through here and see what you make of it. The question this raised for me was this:

How would our actions as educators change if we adopted a mindset and, therefore, a language of expectation rather than hope? And these musings led me to think about many conversations over the years with teachers during planning and reflective sessions…

Conversations in particular about how to incorporate and communicate high aspirations for learning in the design of lessons. Always, however, it has been incredibly difficult to unpick exactly what aspiration looks, sounds and feels like. Trying to actually establish an aspirational learning environment is dependent on knowing exactly what characterises it in the first place and then being able to design the environment according to those characteristics. We know that when we meet people who have high aspirations, we feel it, sense it and, therefore, we know it. They are inspirational and energising to be around. But replicating exactly what this ‘aspiration thing’ is so that we can both feel, communicate and teach for it through the learning we design is a massive challenge.

So here goes my attempt to give it a go. And as always, I begin with questions…

How do we establish a culture of aspirational learning through the language of learning that we think in and use?

What practical strategies do we need to implement in a culture of aspirational learning?

How can we deliberately develop learner aspirations through our teaching?

How do we know when it’s working?

Well, one thing I have been trying to do lately is be much more conscious about the language I think in. A tiny thing to try, hence it sits within our suite of potential marginal learning gains. I have had a go at removing the word hope from my language when I am thinking about and discussing learning intentions, objectives, success criteria and outcomes. Instead, I have tried to replace it with ‘expectation’. Admittedly, this feels a little uncomfortable. It puts you on the line and suggests a certainty in what you are intending to happen. But I wonder if it is a case of ‘fake it ’till you make it’? If we think in terms of high aspiration and use words that reflect an expectation that something will happen, then maybe that’s worth trying?

Whenever Year 10 and Year 12 students embarked on their courses, fresh new exercise books at the ready, I used to say to them that that they should get to a point during the course when they couldn’t wait for the exam itself to happen. I told them that they should feel excited and energised about it as opposed to dreading it and fearing what was about to happen. They always looked at me quizzically at this point (well, they did so most of the time, to be fair) but I would reassure them that if they knew and understood everything that we were about to cover and could articulate their thinking, ideas and arguments with confidence, then there would be nothing to fear when it came to the examination itself. In fact, they would see it as an opportunity to show off their immense knowledge, skill and understanding and hence be fidgeting with excitement at what they were about to encounter.

In thinking and talking in highly aspirational ways and trying really hard to avoid using the word ‘hope’ and with it, ‘might’ and ‘should’, I am in no ways advocating ‘hopeless‘ teaching or, indeed, a strict, no-compromise rigid and inflexible all-or-nothing succeed-or-fail approach to teaching and learning. Far from it, so please bear with me as I think this is where our marginal learning gains will come to the rescue…

Marginal learning gain: The language of expectation frames our thinking.

Often, when planning lessons together, teachers state that they hope that the students will get to the (x) task. When reflecting on lessons, teachers often say that they had hoped that the group would have achieved (x). But I wonder what might change if instead of hoping, we very deliberately thought about expecting the learning we intend/plan for to happen? What effect would that have on:

(a) How we plan and select learning activities

(b) How we deliver and structure learning

(c) How we communicate our expectations to learners

What if we thought in terms of expectation and then overtly communicated this through the language we use, as opposed to hope/ might/ could SO THAT we can create a ‘culture of expectation’ and foster a sense of agency for all our learners?

I’m still working on this, so I would really appreciate any feedback on this if you want to give it a go. There’s another post to follow, where I will share with you what happened when I noted how thinking in expectations directly informed the structuring of learning.

Marginal Gains: “SO THAT” we can squeeze the learning out of LOs (Part 2)

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In my commitment to refining and developing my thinking as a reflective practitioner, here’s a couple of additions to the previous post as a result of Tweacher feedback:

@charte shared some learning from Cramlington, where, “…LOs were usually stated as Content…Process…Benefit which I found helpful!”

And @rachaelkp who tweeted,  “..interesting and useful, could be followed by a question to take learner to next LO?” followed by, “…it also puts the learner in the driving seat, great for motivation.”

Which made me think of this as a type of LO equation, which is great for showing progress over time…

[Today’s LO] SO THAT [next lesson’s LO]

or for links to the wider world or longer term…

[Today’s Learning] SO THAT [BIG PICTURE OUTCOME: “You understand/ make informed choices/ contribute to…”]

or for connections to a specific skill…

[Today’s learning] SO THAT [application of skill: “You can…”]

or for a differentiated outcome…

[Today’s learning] SO THAT [all can…] [some can…] [most can…]

I’m sure there’s much more in this and I hope you understand that this blog post is my attempt to test out and share my thinking. But it seems that if we dissect the LO so we think about it in terms of exactly why and how the learning will result in the intended outcome, “Learning = Outcome”  then we have a chance to be explicit and concrete about why ‘learning this‘ or ‘learning in this way‘ or even why ‘learning this right now‘ is important, relevant and meaningful. I also really like the Cramlington approach tweeted by Chris Harte which puts the process of learning into the equation.

If students can take the opportunity to reflect for themselves why they think they are ‘learning this’, ‘learning in this way’ and ‘learning this right now’ then they’ll be able to give us some invaluable feedback about the level and security of the understanding they have about their learning which we can then use to inform our teaching adaptations.

If there’s a way to really use LOs to drive the learning and work for us, then I reckon that it could well be yet another marginal gain well worth aggregating.

Constructing learning SO THAT it is meaningful and purposeful

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Finding ways to make the complexities of learning concrete and clear to learners is a challenge. Ensuring how we design learning that is both purposeful and meaningful is one thing. Deciding just how we translate the often abstract concept of learning we have in our head so that it makes sense and has meaning for others is what makes a quality learning experience.

This is part of my Marginal Learning Gains (#marginalgains) thinking as it involves focusing in on a very small aspect of learning and refining it in order to extract as big a learning opportunity as possible from it. What I have come to refer to as ‘squeezing the learning’.

I’ve been grappling with the challenge of how to construct learning outcomes and /or objectives (which I will refer to as LOs from here on) that are both purposeful and meaningful. For many lessons, LOs often become the empty and unloved dark corner of our learning architecture rather than the engine room of the learning experience we are offering. So, with my Marginal Learning Gains thinking hat firmly on I started to unpick this one aspect of learning design to see if there was a marginal learning gain to be aggregated in the use and construction of LOs.

The “So That…” of learning 

By inserting the connective of ‘SO THAT…’ there is a concrete way to communicate the relevance of learning. This can also counter challenges from those students who, when faced with something new or unfamiliar and are reluctant to take an intellectual risk, ask why they need to learn/ do/ understand/ study this or learn in this way. So it gives us a great opportunity to pre-empt what is, in fact the ‘SO WHAT?’ by making the reason for the lesson in the LO overt and explicit from the outset.

Some of the benefits of using the ‘SO THAT…’ connective I have begun to notice…

  • It forces me to really think through the reasons why I have designed the learning in a particular way and it doesn’t let me off the hook!
  • It makes me explicit about what I intend the impact of learning to look, sound and feel like, so I have front-end evaluation criteria from the outset as part of my outcome-focused planning
  • It sharpens up my thinking about every form of learning or training session I design. After all, if I can’t explain the ‘SO THAT…’ it probably means that I couldn’t answer the ‘SO WHAT…?’ if I was asked
  • It means that anybody who comes in mid-way through will be clear about the purpose of the design and content of the learning experience
  • It provides a prompt for all learners to articulate why and what they are learning in terms of content and the how in terms of the organisation of their learning
  • It provides an opportunity to involve the learners in working out for themselves what the purpose of learning is. In doing so, they co-construct the success criteria for individual tasks and can see how these are directly linked into the bigger picture of learning

And, if you know me well, you’ll not be surprised that I need a visual to show what I’m talking about. So here you go…I’m working with some teachers to see how this goes, so please let me know what you think so we can add, tweak and refine it further if needs be…Image

The Learning Cycle: #4 The Learning Quotient

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This morning, @HuntingEnglish sent me a link via @StuartMaginnis to an interview with Team GB and Sky Pro Cycling Performance Director, Dave Brailsford in the magazine, ‘Cycle Sport’. I read this article a while back so this was a great opportunity to reflect on it once more with my ‘Marginal Gains’ Goggles on. In this article, Brailsford talks about the way in which he uses statistics to inform his thinking and planning. For the data rich environments of schools, this approach to performance analysis is very familiar. In fact, I found it surprising that it was highlighted as such a distinctive aspect of Brailsford’s approach. After all, sport has led the way when it comes to gathering statistics and making informed training plans for athletes. From the time when the very first games, races and competitions were recorded, data has been collated, analysed and interrogated. But there is something distinctive about how Brailsford uses the data available to him. In acknowledging that the website he uses most frequently is not perfect, he makes the following observation,

“There are some flaws in it. For example, a rider will get the same amount of points for a sprint win as another rider will get for a summit finish but they are very different challenges. When you look at the rankings, Cav [Mark Cavendish] has 1,400 points and Hesjedal has 1,200 points but they’ve won them in completely different ways. As riders they don’t overlap at all.” 

Cycle Sport Online May 20122 (http://www.cyclesportmag.com/features/inside-the-mind-of-dave-brailsford/)

Showing & sharing what progress looks like

So here’s where a learning programme built on the principles of Aggregation of Marginal Gains (see #1) began to resonate for me. By interrogating the data that is available to us and drilling right down into it, we all know that individual learning stories of learners become apparent. What the Marginal Gains approach to learning may give us, however, is an opportunity to very deliberately adapt our teaching to the specific learning needs of students. This will, in turn, enable us to usethe data to inform the teaching of specific learning points and identify the specific skills, knowledge and understanding that will require development. More importantly, if we can find a way to show this and, therefore, share this, with learners, then this will give a greater understanding of what progress over time looks like for them, in the context of a specific topic or subject area of expertise.  With this, we can draw on the learning intelligence available to us and let it act not as a driver, but as a component part, of the conversations we have with learners.

The beauty of all of this is that we have an inordinate amount of innate ‘learning expertise’ that we can draw upon to identify what it is that students need to know and understand, be able to do and  be like in order to be effective learners.

When mapped against the distinctive learning strengths and areas for development required by each learner, students can construct their own learning plan; one that with which they are eager to comply (see #2). In this way, they can really start to lead their own learning and ultimately ‘own their ambition’.

Such a meticulous approach may also result in teachers being able to distinguish between two learners who, in terms of their data, at any given point, may be working at the same level, but working in very different ways, underpinned by very different strengths. This echoes Brailsford’s reservations in the quote above about the data source he relies on so heavily when assessing the ongoing performance of the riders in his team.

By using what we know makes an effective learner in subject or topic (x), we can, as learning experts in our own right, explicitly guide learners to deliberately design opportunities for them to practise the specific elements of their performance that will help them make the marginal gains they need.

In my earliest drafts of Full On Learning (about 3 years ago!) I had a go at designing a progress chart to illustrate this. The progress chart didn’t make it into the final edit of the book, but Brailsford’s comment on the flaws of the data that he uses in the quote above reminded me of it. In particular, his observation that data can inadvertently mask the different ways two people might achieve the same immediate end but hide a gap in the learning history that may be critical at a later date. So, I trawled my archived files and had a go at seeing if it works within the Marginal Gains concept. Here goes…

Seeing and sharing progress over time

The chart is designed to record in a visual way the progress over time of learners as they move through a scheme of learning. We know that APP (Assessing Pupil Progress see: Ofsted: “The Impact of Assessing Pupil Progress Initiative” 04 April 2011) can work really well to identify the specific elements of expertise that learners need to develop within a particular area over a period of time.

The chart provides a way to actually see and discuss the specifics of learning progression, or ‘opportunities for improvement’, as Marginal Gains would define them. The idea is that the chart visualises the learning pathway of every learner in a group. The immediacy of this visual approach to tracking progress over time makes it easy to share with learners exactly what progress looks like. It is designed to be used to highlight specific success criteria and recognise just how this fits into the overall picture of “Being an effective learner in (x) subject)”. In this way, the ‘Why?’ of learning can also be shared it is clear how one single task fits into the on-going learning process.

Every learner can create their own chart to record their progress over time, using it as a reflexive tool. They can identify what exactly they have achieved, what, specifically, they need to do to improve and why they need to do it, rather than simply recording their attainment and moving, unthinkingly, on. Using the chart requires regular opportunities for reflection to be planned to encourage quality learning conversations underpinned by a far more concrete picture of learning.

The chart included in this post is a whole class version that teachers use to identify the specific areas for development that will need to be re-visited. In this example, it is clear that although, in the most recent piece of work, the two students have both attained a Level 8, one of them needs  to revisit the preceding topic to practise the skills, check their understanding and correct any misconceptions. In other words, (if I’ve got it right!), it can be used to show exactly where the marginal gains for each student can be made. The individual charts can be used to see individual progress and can become personal and very specific ‘ambition templates’ for every learner.

Benefits of this visualisation:

  • An opportunity to make progress over time in specific areas  visible to learners and teachers
  • A way to make abstract learning processes concrete and tangible
  • To identify opportunities for marginal gains that may otherwise be masked by ‘most recent performance’
  • To match teaching to individual learning needs and for learners to design their own Learning Plans to which they can comply (#2)
  • To establish a shared start point and the basis for a script to stimulate and support quality learning conversations between teachers, tutors, learners, parents and carers
  • To encourage learners to take ownership of their learning, goal setting and recognition of effort and achievement by designing and recording their own versions
  • To track and compare learners who, in terms of performance data may be indistinguishable

With deliberately planned opportunities for reflection in lessons and conversations with tutors, students can use their charts to recognise their progress in specific areas and set their own goals by recording progress topic by topic and always within the context of a bigger curriculum area.

If you are following these posts, you’ll know that these are ‘think-pieces’ designed to explore how the philosophy of Aggregation of Marginal Gains can be applied to learning. I welcome any thoughts you might have…

The Learning Cycle: #3 The (Learning) Peloton

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It’s amazing what one Twitter conversation can do. This is the third installment (see here for: #1 & #2)of The Learning Cycle inspired by (1) “The Road to Glory” documentary on Sky Atlantic HD that followed Performance Director of Team Sky Pro and Team GB Cycling as he lead the cyclists to the incredible success of this Summer in the Tour de France and London 2012 Olympics and (2) The conversation between @HuntingEnglish and @Macn_1 that followed the programme.

After we’d discussed Brailsford’s philosophy of ‘Aggregation of Marginal Gains’ (see #1 in this series for that!), we started discussing more generally the way in which the peloton works in cycling races. It’s worth noting that pace-makers in athletics and most recently, in the midst of significant controversy, in the triathlon in London 2012, such an approach has been adopted to increase the chance of victory. The details of the roles in the peloton are new to me and @HuntingEnglish shared a far better understanding and knowledge of exactly how it works. Moreover, he came up with some brilliant ideas about how the model could be used to ensure quality collaborative learning opportunities, which he has already written about here.

For me, the peloton model of cooperation sparked up an old favourite of mine…the difference between cooperation and collaboration. When learners are asked to work ‘together’ what do we expect from them? How can we ensure that there is genuine collaboration in a group, rather than simply cooperation? And does it really matter?

A few years ago, I was shown a film clip that has since done the rounds at leadership conferences and network meetings. The film follows a flock of geese who work together to travel vast distances as part of their seasonal migrational behaviour. I particularly like the ‘honk’ school of encouragement but I particularly dislike the irritating music, but you can’t have everything.

“…I think the parallel with the geese ‘V’ is entirely appropriate. I think…it will spark more interest in the concept of the peloton – rather than filling in all the gaps – denying people the pleasure and purpose of learning it for themselves!” @HuntingEnglish

With cooperation, we may see group members consigning themselves to the path of least resistance. We may also observe some individuals remaining as individuals within the context of the group, and doing what needs to be done to get by. For our most able learners, this may be to adopt the time-honoured role of scribe. They do all the writing needed and, in doing so, move the ‘group’ through the task in the way that they decide is best and most effective. The remainder of the group co-operate with the scribe to enable this to happen.

If, on the other hand, we observe genuine collaboration, we will hear and see energetic discussion, an excited exchange of ideas and, hopefully, an equal distribution of workload throughout the task. The peloton and the geese demonstrate how this authentic collaboration can work to achieve safety, efficient energy output and attainment of a shared and mutually beneficial goal.

This video from The Business of Learning Conference (a truly collaborative project I worked on with Jim ‘The Lazy Teacher’ Smith (@thelazyteacher) and a team of amazing ASTs a few years ago shows exactly what it means to collaborate. Please take a look. It’s under 2 minutes long of pure genius and emotion about what learning is all about, from the learners’ point of view. Best of all it was created by a group of 10 learners from 10 different schools who didn’t even know each other less than 24hrs before. The post explains what the conference was all about.

So when it comes to assessing the quality of group work, we can, I think, learn a lot from the peloton model. Perhaps it will work well to share it with learners as a way to communicate our expectations of what ‘quality collaboration’ looks, sounds and feels like. In this way, they can check out for themselves whether they are truly collaborating or merely co-operating at any point during the learning process.

The characteristics of authentic collaboration could also be used to inform our overall programme of aggregation of marginal gains and explicitly shared with learners as they design their own to individual learning plans to which they agree to comply.

Next: It depends on the next episode…