The term ‘Learning Goggles’ is one I use frequently to describe how it is possible to learn from everything and anything. You’ll have noticed on the main blog page that this is what Full On Learning is all about. So whether it is listening to a business-guru describing the best way to motivate a team, stumbling across a new way to explain research into how the brain changes as we grow up or looking at the way in which the London Underground is designed, there’s always ideas and insights that we can use to design learning. Being curious about the world means that we’ve always got our Learning Goggles firmly secured.
This page is dedicated to resources, think-pieces and ideas that you may find helpful as you develop all aspects of learning in your school. By looking at the world through Learning Goggles, we can see just how many amazing learning opportunities exist all around us, in what we are already doing and what may, on first sight, seem completely unrelated. If we look at them really carefully, through our goggles, then maybe we can adapt and tweak them to enrich learning experiences in school.
The pieces here are too long to be blog-posts. They are available for you to download and refer to in your own time. It’ll take a while to develop this area but I hope it will be of use to visitors.
1. Expedition G&T
To start things off, this piece is an overview of how you might approach the task of leading the development of gifted and talented provision in your school. The reason it is on this page, however, is that, in the spirit of adaptation and tweaking, you should find that with a few tweaks, it can be equally applicable to leading any initiative in school.
2. The Learning Cycle
Next comes the full text (as it stands at the moment) of the three Learning Cycle blog posts. This is evidence of what happens when three Tweachers start discussing a shared experience, in this case, “The Road to Glory” programme and apply their Learning Goggles to what they hear. This extended conversation is set to continue and evolve into a fascinating project. I am sure more will be added in time. This is genuine evidence of impact of Twitter going into the classroom.
3. Underground Learning
Yet again, Twitter has inspired me to put this up. I wrote a post about using PLTS to plan and assess learning, in particular, project based learning or extended projects and I produced a booklet to support it. So, here is the booklet for you to check out. I am also aware of how this way of visualising key moments in learning connects with The Aggregation of Marginal Gains. I am sure there will be more on this very soon…
4. Some myths about teaching and learning
I have to thank a couple of great colleagues who work at Cornwall Learning for reminding me of this little gem, Andy Brumby and Wendy Delf. n this Ofsted survey, ‘Moving English Forward’ (March 2012), there are some really useful explanations of what is meant by ‘Over-Teaching’. Pay special attention to the section on Pages 12-15 (points 15-19) and then have a look at the Marginal Learning Gains posts and MLG website to see what you think.
5. Under the waterline
This document is the result of a joyful collaborative endeavour with a wonderful, and very shy and self-effacing colleague of mine with whom I do not get to spend nearly enough time these days. Anyway, about a year ago, we enjoyed one of our delightful unplanned chats that held us hostage to our own thinking, discussing and designing for over four hours until we encountered the time that is commonly referred to as, “AAGGH!-Is-THAT-the-time?-I’m-going-to-be-in-SO-much-trouble-!”.
We went our separate ways and this document for me, was the outcome. I have adapted and tweaked and shared this document with teachers around the landscape and now it is time for it to get its first exposure to you all in the edu-blogging world.
For me and the teachers who have used it with me, it works as a cracking illustration to demonstrate how a research-based approach, or ‘Research Thinking’ as I am beginning to refer to it, as second-to-none as a tool to shape and sharpen our thinking, whatever the subject. And, as a result, we’re so much better for it. Instead of providing us a with a detailed list of ‘teachable actions‘, Research Thinking as an integral part of professional development (learning) provides rich opportunities to design our own ‘learnable behaviours‘. The challenge comes when we need to address the really fixed, often dense, material that we encounter…such as Ofsted criteria for outstanding teaching.
So, after the conversation with my colleague, I wanted to really test the effectiveness of Research Thinking with the teachers who I get to work with around the country. So this one is all about the ‘O’ word…
6. PLTS reflection log for students
This document is the result of collaborative work with a number of schools during a dedicated, ‘Language of Learning’ 2-year project. All of this came about as a result of the launch of the Personal Learning Thinking Skills…so it’s from a while ago. Since then, a huge body of work has been developed by fantastic educators around the UK in response to the opportunities that the PLTS provided. This is just one of the many resources that came from our own school-to-school project and as it keeps popping up and being re-used, I thought I’d include it here ready for your adaptation.
BEFORE YOU READ IT…I HAVE JUST ONE REQUEST: If you do download any of these resources and use them, if it makes you think differently, gives you new insight…please let me know? Be brave…post a comment or tweet me. I’d love to know the what happens next!