Learning Power and Values:Learning Power and Values ... Deakin Crick.pdf · Learning Power and Values: ... is really going on. I like to work things out for myself, ... Personal Values.

Learning Power and Values:Learning Power and Values:Learning Power and Values: Learning Power and Values: reconciling the personal withreconciling the personal withreconciling the personal with reconciling the personal with the public in an inquiry based the public in an inquiry based p q yp q y

curriculumcurriculum

Ruth Deakin CrickRuth Deakin CrickUniversity of BristolUniversity of BristolUniversity of BristolUniversity of Bristol

University of NewcastleUniversity of Newcastle

We made webs on the parachute, talking about We made webs on the parachute, talking about making connections as we rolled the ‘thread’making connections as we rolled the ‘thread’making connections as we rolled the thread .making connections as we rolled the thread .

Meaning Making SpidersMeaning Making SpidersMeaning Making SpidersMeaning Making Spiders

((to the tune of Incy Wincy Spiderto the tune of Incy Wincy Spider))

Web weaving spiderWeb weaving spiderWeb weaving spiderWeb weaving spiderHad a silky threadHad a silky threadHad a silky threadHad a silky threadConnected all the thoughtsConnected all the thoughtsConnected all the thoughts Connected all the thoughts To make ideas in his headTo make ideas in his head

ValueValueValueValue

A principle that guides how we behaveA principle that guides how we behaveA focus for our attention and resourcesA focus for our attention and resourcesA focus for our attention and resourcesA focus for our attention and resourcesA focus for public and private A focus for public and private

titiconversationsconversationsA vehicle for spiritual, moral, social and A vehicle for spiritual, moral, social and e c e o sp tua , o a , soc a a de c e o sp tua , o a , soc a a dcultural developmentcultural developmentA h man in estmentA h man in estment a erba erb ‘to al e’‘to al e’A human investment A human investment -- a verb a verb –– ‘to value’‘to value’An end in itself An end in itself -- a nouna noun

Values are:Values are:Values are:Values are:E d i l ti hi b t lE d i l ti hi b t lExpressed in relationships between peopleExpressed in relationships between peopleCarried in people’s heartsCarried in people’s heartsEmbedded in narratives Embedded in narratives -- big, medium sized big, medium sized and little and little Experienced and recognised Experienced and recognised Encountered in the PROCESS and CONTENT Encountered in the PROCESS and CONTENT of the curriculumof the curriculumNegotiated in public and private dialogue Negotiated in public and private dialogue Analysed by academicsAnalysed by academics

What is learning?What is learning?What is learning?What is learning?

An outcome to be measured or An outcome to be measured or l t dl t devaluatedevaluated

A process and a lifelong journeyA process and a lifelong journey

Almost the same as living andAlmost the same as living andAlmost the same as living and Almost the same as living and growinggrowing

Becoming a Knowledge Worker Becoming a Knowledge Worker

Knowledge Skills Understanding, CompetenceCompetence, knowledge use in the real world.

Values, Attitudes, F liFeelings, Dispositions, Motivation, Identity, Lif Lif ld (McGettrick 2002(McGettrick 2002))Life story, Lifeworld. (McGettrick 2002(McGettrick 2002))

Seven Dimensions ofSeven Dimensions ofLearning PowerLearning Power

Changing and Changing and l i *l i *

Being stuck & staticBeing stuck & staticlearning*learning*meaning making*meaning making* Data accumulationData accumulationcritical curiosity*critical curiosity*creativitycreativity

PassivityPassivityBeing rule boundBeing rule bound

learning learning relationshipsrelationships

ggIsolation & dependenceIsolation & dependence

strategic strategic awarenessawareness

Being roboticBeing robotic

resilienceresilience Fragility and dependenceFragility and dependence

Learning power dimensions Learning power dimensions --virtues which lead to personal virtues which lead to personal

d bli ll b id bli ll b iand public well beingand public well beingTrustTrustJustice/fairnessJustice/fairnessFulfilling my potentialFulfilling my potentialTruthfulnessTruthfulnessTruthfulnessTruthfulnessCare for self Care for self Care for othersCare for others

Changing and learning v Changing and learning v being stuck & staticbeing stuck & static

I see learning as something I can get better at, I see learning as something I can get better at, and myself as an improving learner. This often and myself as an improving learner. This often

fl t l i t t i ‘ lffl t l i t t i ‘ lfreflects a more general interest in ‘selfreflects a more general interest in ‘self--improvement’, and faith that this is possible. I improvement’, and faith that this is possible. I have a sense of history and of hope I tend tohave a sense of history and of hope I tend tohave a sense of history and of hope. I tend to have a sense of history and of hope. I tend to take ownership of my own learning, and like to take ownership of my own learning, and like to be responsible for what I’m learning and how Ibe responsible for what I’m learning and how Ibe responsible for what I m learning and how I be responsible for what I m learning and how I go about it. I’m usually quite ready to ‘sign up’ to go about it. I’m usually quite ready to ‘sign up’ to learning tasks that are presented to melearning tasks that are presented to meg pg p

Critical curiosity Critical curiosity v passivityv passivity

I like to get below the surface of things and see what I like to get below the surface of things and see what is really going on. I like to work things out for myself, is really going on. I like to work things out for myself, and to ask my own questions I tend to go looking forand to ask my own questions I tend to go looking forand to ask my own questions. I tend to go looking for and to ask my own questions. I tend to go looking for things to understand better, rather than just things to understand better, rather than just responding to problems that come my way. I amresponding to problems that come my way. I amresponding to problems that come my way. I am responding to problems that come my way. I am usually excited by the prospect of learning, and have usually excited by the prospect of learning, and have a good deal of energy for learning tasks and a good deal of energy for learning tasks and situations. In general, I’m attracted to learning and situations. In general, I’m attracted to learning and enjoy a challenge. I value getting at the truth.enjoy a challenge. I value getting at the truth.

Meaning making v Data Meaning making v Data accumulation accumulation

I tend to look for patterns,I tend to look for patterns,connections and coherence in what I am connections and coherence in what I am learning, and to seek links between new learning, and to seek links between new situations and what I already know or am situations and what I already know or am yyinterested in. I’m on the lookinterested in. I’m on the look--out for ‘horizontal out for ‘horizontal meaning’ I like to make sense of new things in meaning’ I like to make sense of new things in terms of my own experience, and I like learning terms of my own experience, and I like learning about what mattersabout what mattersto me.to me.

Creativity vCreativity vRuleboundRulebound

I like new situations, and will sometimes I like new situations, and will sometimes create novelty and uncertainty ‘just to see what create novelty and uncertainty ‘just to see what happens’. I’ll spice things up to stop them being happens’. I’ll spice things up to stop them being boring. I like playing with possibilities andboring. I like playing with possibilities andboring. I like playing with possibilities and boring. I like playing with possibilities and imagining how situations could be otherwise. I am imagining how situations could be otherwise. I am able to look at problems from different able to look at problems from different perspectives I like trying things out even if I don’tperspectives I like trying things out even if I don’tperspectives. I like trying things out even if I don t perspectives. I like trying things out even if I don t know where they will lead. I sometimes get my know where they will lead. I sometimes get my best ideas when I just let my mind float freely, and best ideas when I just let my mind float freely, and I don’t mind ‘giving up mental control’ for a whileI don’t mind ‘giving up mental control’ for a whileI don t mind giving up mental control for a while I don t mind giving up mental control for a while to see what bubbles up. I often use my to see what bubbles up. I often use my imagination when I’m learning, and pay attention imagination when I’m learning, and pay attention to images and physical promptings as well asto images and physical promptings as well asto images and physical promptings as well as to images and physical promptings as well as rational thoughts.rational thoughts.

Positive learning relationships Positive learning relationships v Isolation or dependencev Isolation or dependence

I like working on problems with other people,I like working on problems with other people,g p p pg p p pespecially my friends. I have no difficultyespecially my friends. I have no difficulty

sharing thoughts and ideas with others, and find it sharing thoughts and ideas with others, and find it useful. I am quite capable of working away at problems useful. I am quite capable of working away at problems on my own, and sometimes prefer it. I don’t feel I have to on my own, and sometimes prefer it. I don’t feel I have to stick with the crowd for fear of being lonely or isolatedstick with the crowd for fear of being lonely or isolatedstick with the crowd for fear of being lonely or isolated, stick with the crowd for fear of being lonely or isolated, when I’m learning. I have important people at home and when I’m learning. I have important people at home and in my community who share with me in my learning. I am in my community who share with me in my learning. I am

d t d th h it h l f l I f l th td t d th h it h l f l I f l th tready to draw on these when it seems helpful. I feel that ready to draw on these when it seems helpful. I feel that I live within a supportive social context. I live within a supportive social context.

Strategic AwarenessStrategic Awarenessv Roboticv Robotic

I tend to think about my learning andI tend to think about my learning andI tend to think about my learning, and I tend to think about my learning, and plan how I am going to go about it. I usually have a plan how I am going to go about it. I usually have a fair idea how long something is going to take me, fair idea how long something is going to take me, g g g g ,g g g g ,what resources I am going to need, and my what resources I am going to need, and my chances of being successful. chances of being successful. I am able to talk about the process of learning I am able to talk about the process of learning ––how I go about things how I go about things –– and about myself as a and about myself as a ll h t h bit f i tih t h bit f i tilearner learner –– what my habits, preferences, aspirations, what my habits, preferences, aspirations, strengths and weaknesses are. strengths and weaknesses are.

Resilience Resilience -- dependence and dependence and fragility fragility

I tend to stick at things for a while, even when they are I tend to stick at things for a while, even when they are diffi lt I d ’t i il I ft j lidiffi lt I d ’t i il I ft j lidifficult. I don’t give up easily. I often enjoy grappling difficult. I don’t give up easily. I often enjoy grappling with things that aren’t easy. with things that aren’t easy. I can handle the feelings that tend to crop up duringI can handle the feelings that tend to crop up duringI can handle the feelings that tend to crop up during I can handle the feelings that tend to crop up during learning: frustration, confusion, apprehension and so on. learning: frustration, confusion, apprehension and so on. I have quite a high degree of emotional tolerance when I have quite a high degree of emotional tolerance when it t l i I’ t il tit t l i I’ t il tit comes to learning. I’m not easily upset or it comes to learning. I’m not easily upset or embarrassed when I can’t immediately figure something embarrassed when I can’t immediately figure something outoutoutoutI don’t immediately look for someone to help me out I don’t immediately look for someone to help me out when I am finding things difficult, or when I get stuck. I’m when I am finding things difficult, or when I get stuck. I’m

ll h t k t i f hil Ill h t k t i f hil Iusually happy to keep trying on my own for a while. I usually happy to keep trying on my own for a while. I don’t mind if there’s nobody around to ‘rescue’ me.don’t mind if there’s nobody around to ‘rescue’ me.

Changing and Type One ELLI Changing and learning

Type One ELLI Profile

Learningrelationships

Critical Curiosity

Strategic

Meaning Making g

Awareness

ResilienceCreativity

Changing and Type Two ELLI Changing and learning

L iCritical Curiosity

Type Two ELLI Profile

Learningrelationships

Curiosity

Strategic Meaning Making g

AwarenessMaking

R iliC ti it ResilienceCreativity

Critical CuriosityCritical CuriosityCritical CuriosityCritical Curiosity

ELLI profiles shown as pie ELLI profiles shown as pie chartscharts

Some quantitative findings:Some quantitative findings:

N = 6045 Study 1 Schools = 116

Learning Power Learning Power t t k dt t k dseems to get weaker and seems to get weaker and

more fragile as children gomore fragile as children gomore fragile as children go more fragile as children go through schoolthrough schoolt oug sc oot oug sc oo

An ecology of learning An ecology of learning (study 2)(study 2)

Learning power is Learning power is positively associatedpositively associated N=851

Years 5 – 9

positively associated positively associated with: with: Att i tAtt i t

Age 9 – 14

Si t t

AttainmentAttainmentWhat teachers do What teachers do

Six west country schools

AND what they AND what they believebelieve

2003 -4Learner centred Learner centred practices practices pp

Learning Power and Learning Power and U d hi i St d tU d hi i St d tUnderachieving StudentsUnderachieving Students

Study 4 N=1000 14 year olds ANOVAStudy 4 N=1000 14 year olds ANOVA

Changing and LearningChanging and Learning ..003003g g gg g gMeaning MakingMeaning MakingCritical CuriosityCritical Curiosity

.002.002001001Critical CuriosityCritical Curiosity

CreativityCreativity.001.001.345.345691691Learning relationshipsLearning relationships

Strategic awarenessStrategic awareness.691.691..011011gg

Fragility and dependenceFragility and dependence .099.099

Tentative findingsTentative findingsTentative findings….Tentative findings….Underachievers are characterised by:Underachievers are characterised by:Underachievers are characterised by:Underachievers are characterised by:–– Passivity in learning dispositionsPassivity in learning dispositions

Accepting things at face valueAccepting things at face value–– Accepting things at face valueAccepting things at face value–– Lacking strategic awareness Lacking strategic awareness –– of thinking, of thinking,

feeling and planning/doingfeeling and planning/doingfeeling and planning/doingfeeling and planning/doing–– Not looking for meaning and sense making in Not looking for meaning and sense making in

their learningtheir learningtheir learningtheir learning–– Being ‘stuck and static’ in their sense of Being ‘stuck and static’ in their sense of

themselves as learnersthemselves as learnersthemselves as learners.themselves as learners.–– Being unable to ‘tell their story’Being unable to ‘tell their story’

Learning Power and CharacterLearning Power and CharacterLearning Power and Character Learning Power and Character

Studies 5 (N=550 16Studies 5 (N=550 16--19 yr olds19 yr oldsand 6 (N=60 13and 6 (N=60 13--19 year old young offenders)19 year old young offenders)(( y y g )y y g )

–– strong correlations between learning power andstrong correlations between learning power andstrong correlations between learning power and strong correlations between learning power and character variables such as ‘critical social justice’character variables such as ‘critical social justice’

–– extremely distinctive patterns in the learning profile extremely distinctive patterns in the learning profile of young offenders in secure unitsof young offenders in secure units

Four stations on the learning Four stations on the learning journeyjourney

SelfSelf Competent Competent A tA tAgentAgent

Id titId titPersonal Personal qualitiesqualities C t tC t tIdentityIdentity

DesireDesireMotivationMotivation

qualitiesqualities

DispositionsDispositionsSkills Skills KnowledgeKnowledge

Competent Competent learnerlearnercitizencitizenMotivationMotivation

My story as it is My story as it is shaped by shaped by bi t ibi t i

ppAttitudesAttitudesValuesValues

KnowledgeKnowledgeUnderstandingUnderstanding mathematicianmathematician

artisan etcartisan etcbigger storiesbigger stories

PersonalPersonal PublicPublic

ELLI is an assessment eventELLI is an assessment eventELLI is an assessment event ELLI is an assessment event

Th t id f k f t dTh t id f k f t dThat provides a framework for a mentored That provides a framework for a mentored conversation that moves between SELF conversation that moves between SELF and TEXT (curriculum)and TEXT (curriculum)

or between self reflection and a or between self reflection and a negotiated and publicly assessablenegotiated and publicly assessablenegotiated and publicly assessable negotiated and publicly assessable learning outcomelearning outcome

What the students say What the students say –– examples examples of self reflectionof self reflection

I d t b it b d I l fi d thi tI d t b it b d I l fi d thi tI used to be quite bored; now I can always find things to I used to be quite bored; now I can always find things to do. I’m in charge. We control our own minds, so we can do. I’m in charge. We control our own minds, so we can do it if we want todo it if we want to (11 year old )(11 year old )( y )( y )

I want to get better at being a learner; grow up and enjoy I want to get better at being a learner; grow up and enjoy g g g p j yg g g p j ylife. I want to learn!life. I want to learn! (10 year old)(10 year old)

N I k i i d f d i h hN I k i i d f d i h hNow I can ask questions, instead of wondering what the Now I can ask questions, instead of wondering what the answer isanswer is ( 10 year old )( 10 year old )

(What matters most is…) (What matters most is…) knowing all I can do; I’ve got all knowing all I can do; I’ve got all these things in my head that can help me.these things in my head that can help me. (six year old)(six year old)g y pg y p ( y )( y )

Learning JigsawsLearning JigsawsLearning JigsawsLearning Jigsaws

Study 9 N=171 11 Year oldsStudy 9 N=171 11 Year oldsStudy 9 N=171 11 Year oldsStudy 9 N=171 11 Year olds

If did ’t h th ELLI i lIf did ’t h th ELLI i lIf we didn’t have the ELLI animals, we If we didn’t have the ELLI animals, we wouldn’t know other ways to learn and if wouldn’t know other ways to learn and if we always learned the same way we’d get we always learned the same way we’d get bored with it. Now we can choose a way bored with it. Now we can choose a way that’s best for you that’s best for you (sic).(sic).

That’s the same for me because I used to That’s the same for me because I used to sit quietly and think it out for myself butsit quietly and think it out for myself butsit quietly and think it out for myself but sit quietly and think it out for myself but now if I’m stuck I ask questionsnow if I’m stuck I ask questions

17year old17year old gains in 6 dimensionsgains in 6 dimensions17year old 17year old –– gains in 6 dimensionsgains in 6 dimensions

I have changed so much I have changed so much in my learning ability and in my learning ability and this makes me feel a bitthis makes me feel a bitthis makes me feel a bit this makes me feel a bit more confident in myself. more confident in myself. Apart from just learning Apart from just learning p j gp j gwhatever I need, knowing whatever I need, knowing whywhy should I learn them should I learn them i i fi i fis an important part for is an important part for me and then analysing me and then analysing themthemthem.them.

STUDY 10 A Dysfunctional Year 6 Classroom Do you see a difference in other people in the class?

•In class, E is always with the class, answering questions and discussing – she’s always at the centre of the action – she doesn’t get shy or sulky anymore like she did g y y y(Shaun)

•C has improved in his reactions – he is learning to control his feelings not throwing things around the table control his feelings, not throwing things around the table – now he hardly ever does it – it used to really bug us (Samantha)

•D always used to sit like that doing nothing (slouched in chair) he used to sit like that for ½ hour doing the title! –now he just gets on with it (Sam)now he just gets on with it (Sam)

•S does ask as many questions, but they are now interesting ones which help, not just any questions all the g p, j y qtime (Amy)

18 Year Old High Achiever18 Year Old High Achiever18 Year Old High Achiever18 Year Old High Achiever“Overall there has been a marked improvementOverall, there has been a marked improvement in my post- ELLI diagram. In the past year, I have made a lot of effort to improve my

d d d d ll f h ff hacademic grades and a direct corollary of that effort is the improvement in my learning ability as well as my whole outlook/perspective on education: Learning is no longer a one-outlook/perspective on education: Learning is no longer a oneoff process to achieve good grades but I can honestly say that I have finally come to realise all the positive benefits that it can

t I h b l ti l d igenerate. I have become more analytical and more conscious of the events happening around me. It excites me when I can fit the pieces of the puzzle together and understand the p p gmeaning of the input I gained in class as well as from informal discussions with friends, the internet, books and magazines.”

Focusing in onFocusing in onFocusing in on…. Focusing in on….

C lt l th hC lt l th hCultural synergy throughCultural synergy throughMetaphor imagery signs symbols and storyMetaphor imagery signs symbols and storyMetaphor, imagery, signs, symbols and storyMetaphor, imagery, signs, symbols and story

Communication through Communication through metaphor, imagery and storymetaphor, imagery and story

All of the studies involve teachers andAll of the studies involve teachers andAll of the studies involve teachers and All of the studies involve teachers and learners accessing complex ideas through learners accessing complex ideas through image and metaphor and storyimage and metaphor and storyimage and metaphor and story.image and metaphor and story.

“It’s useful; you can BE that and then try and “It’s useful; you can BE that and then try and BE that”BE that” ( 11 ld f C b i )( 11 ld f C b i )BE that BE that (an 11 year old from Cumbria)(an 11 year old from Cumbria)

CreativityCreativityCreativityCreativity

Or ‘Or ‘springboard zonespringboard zone.’.’Thinking around thingsThinking around thingsComing up with newComing up with newComing up with new Coming up with new ideas, sometimes a bit ideas, sometimes a bit

!!crazy!crazy!Trusting your hunchesTrusting your hunchesTrusting your hunchesTrusting your hunches

ResilienceResilienceResilienceResilience

Or ‘Or ‘gritty zonegritty zone’!’!Or Or gritty zonegritty zone !!Not giving up, Not giving up,

if it’ t hif it’ t heven if it’s tougheven if it’s tough

Learning, Place and Identity Learning, Place and Identity N= 20 11N= 20 11--16 year olds NSW16 year olds NSW

Introducing a language for learningIntroducing a language for learningIntroducing a language for learningIntroducing a language for learning

Cultural synergy throughCultural synergy throughNarrativeNarrative–– NarrativeNarrative

–– Imagery Imagery –– MetaphorMetaphor

Naming the animalsNaming the animalsggCHANGING & LEARNING: SNAKECHANGING & LEARNING: SNAKE–– Sheds his skinSheds his skin–– Dislocates his mouth/ jaw to fit in foodDislocates his mouth/ jaw to fit in food

U & t i ti t t itU & t i ti t t it–– Uses venom & constriction to capture its preyUses venom & constriction to capture its prey–– Changes shape to adapt to its environmentChanges shape to adapt to its environment

CRITICAL CURIOSITY: EMUCRITICAL CURIOSITY: EMUAlways looks up to see what is around itsAlways looks up to see what is around its–– Always looks up to see what is around its Always looks up to see what is around its

–– environmentenvironment–– CuriousCuriousCuriousCurious–– Explores and is adventurousExplores and is adventurous–– StaresStaresSta esSta es–– Proud and strongProud and strong

MAKING MEANING: PLATYPUS:Builds its own burrow− Builds its own burrow

− Uses many resources from its environmentenvironment

CREATIVITY WILLY WAG TAILCREATIVITY: WILLY WAG TAIL:− Proud, fun and playful− Individual and challenges others orIndividual and challenges others, or takes on

anything it encounters− Not scared, fast, likes to show off.

RESILIENCE: ECHIDNARESILIENCE: ECHIDNA–– Digs into the ground when faced Digs into the ground when faced g gg g

with dangerwith danger–– Tough, smart, trickyTough, smart, tricky

Camouflages in the tall grassCamouflages in the tall grass–– Camouflages in the tall grassCamouflages in the tall grass

STRATGEIC AWARENESS:STRATGEIC AWARENESS:STRATGEIC AWARENESS: STRATGEIC AWARENESS: WEDGEDWEDGED--TAIL EAGLETAIL EAGLE−− Spirals high in the sky to look for Spirals high in the sky to look for

preypreypreyprey−− Patient, strategic, smart, stealthy, Patient, strategic, smart, stealthy,

big, strong and proudbig, strong and proud−− Uses aerodynamicsUses aerodynamics

LEARNING RELATIONSHIPS: ANTSLEARNING RELATIONSHIPS: ANTSLEARNING RELATIONSHIPS: ANTSLEARNING RELATIONSHIPS: ANTS–– Work togetherWork together–– Each have a different job, scout and Each have a different job, scout and

lltraveltravel–– Can predict rainCan predict rain

Iconography of learningIconography of learningIconography of learningIconography of learning

The symbol mediatesThe symbol mediates between experiential knowledge, traditionalknowledge, traditional stories and knowledge about learning how to glearn and co-create and use knowledge in the

l b l i f tiglobal information age

Focusing in onFocusing in onFocusing in onFocusing in on

Learning power as scaffoldingLearning power as scaffoldingLearning power as scaffolding Learning power as scaffolding for the learning journeyfor the learning journey

Four stations on the learning Four stations on the learning journeyjourney

SelfSelf Competent Competent A tA tAgentAgent

Id titId titPersonal Personal qualitiesqualities C t tC t tIdentityIdentity

DesireDesireMotivationMotivation

qualitiesqualities

DispositionsDispositionsSkills Skills KnowledgeKnowledge

Competent Competent learnerlearnercitizencitizenMotivationMotivation

My story as it is My story as it is shaped by shaped by bi t ibi t i

ppAttitudesAttitudesValuesValues

KnowledgeKnowledgeUnderstandingUnderstanding mathematicianmathematician

artisan etcartisan etcbigger storiesbigger stories

PersonalPersonal PublicPublic

The learning selfThe learning selfThe learning selfThe learning self

StoryStoryyyIdentityIdentityHopeHopeHopeHopeExperienceExperienceTraditionTraditionWorld views, culture World views, culture and values and values

Personal Power to LearnPersonal Power to LearnPersonal Power to LearnPersonal Power to Learn

Changing and Changing and l il ilearninglearningmeaning makingmeaning makingcritical curiositycritical curiositycreativitycreativitycreativitycreativitylearning relationshipslearning relationshipst t it t istrategic awarenessstrategic awareness

resilienceresilience

Knowledge creation and useKnowledge creation and useKnowledge creation and useKnowledge creation and use

Publicly valued Publicly valued yyand assessed and assessed knowledge and know knowledge and know gghowhow

Qualifications, Qualifications, expert knowledgeexpert knowledgeexpert knowledge.expert knowledge.

Competences for the real worldCompetences for the real worldCompetences for the real world Competences for the real world

Managing change Managing change Citizenship Citizenship ppProblem solvingProblem solvingCommunicationCommunicationCommunicationCommunicationAssimilating Assimilating technologiestechnologiestechnologiestechnologiesManaging own Managing own learninglearning

The dynamics of a learnerThe dynamics of a learner drivendrivenThe dynamics of a learnerThe dynamics of a learner--driven driven enquiryenquiryq yq y

1.1. Personal Choice : concrete place/objectPersonal Choice : concrete place/object22 ObservationObservation -- descriptiondescription2.2. Observation Observation -- descriptiondescription3.3. Generating questions Generating questions 44 Uncovering NarrativesUncovering Narratives4.4. Uncovering Narratives Uncovering Narratives 5.5. Mapping Mapping

C i i h i i k l dC i i h i i k l d6.6. Connecting with existing knowledgeConnecting with existing knowledge7.7. Interface with curriculum requirementsInterface with curriculum requirements8.8. Assessment Assessment -- validationvalidation9.9. Application in the real worldApplication in the real worldpppp

Thinking and Learning SkillsThinking and Learning SkillsThinking and Learning SkillsThinking and Learning SkillsCh i /d idiCh i /d idiChoosing/decidingChoosing/decidingObserving/describingObserving/describingWondering/interrogatingWondering/interrogatingDiscovering/storyingDiscovering/storyingg y gg y gNavigating/mappingNavigating/mappingSpanning/connecting,Spanning/connecting,Spanning/connecting,Spanning/connecting,Interacting/incorporatingInteracting/incorporatingReconciling validatingReconciling validatingReconciling, validatingReconciling, validatingActing in the worldActing in the world

Sonny’s choiceSonny’s choice my dogmy dogSonny s choice Sonny s choice –– my dogmy dog

My dog and why he means a lot to meMy dog and why he means a lot to meWhy do animals end up in shelters?Why do animals end up in shelters?Why do animals end up in shelters?Why do animals end up in shelters?Why do they lock people up?Why do they lock people up?Does locking people up make a Does locking people up make a difference?difference?d e e ced e e ceHow have they got the power to lock How have they got the power to lock people p?people p?people up?people up?What are their rights?What are their rights?gg

Why Student N chose his Why Student N chose his ‘object’‘object’

Yeah I had to pick my top thing and then do one of those things about itYeah I had to pick my top thing and then do one of those things about itYeah, I had to pick my top thing and then do one of those things about it.Yeah, I had to pick my top thing and then do one of those things about it.So we picked…?So we picked…?My dog Toby.My dog Toby.I notice he’s got a lovely heart around him tell me why you picked him?I notice he’s got a lovely heart around him tell me why you picked him?I notice he s got a lovely heart around him. ..tell me why you picked him?I notice he s got a lovely heart around him. ..tell me why you picked him?Well because I got him from my Mum’s cousin and I haven’t saw her for a Well because I got him from my Mum’s cousin and I haven’t saw her for a long time, yeah and yeah, that’s probably itlong time, yeah and yeah, that’s probably itSo what’s special about Toby?So what’s special about Toby?p yp yWe’ve had him for a bit over three years and yeah, I just like him I guess.We’ve had him for a bit over three years and yeah, I just like him I guess.So has sharing the objects and talking to your [teacher] helped you So has sharing the objects and talking to your [teacher] helped you understand yourself as a learner?understand yourself as a learner?YYYep.Yep.So what do you think has been the most important lesson there? So what do you think has been the most important lesson there? How much I like Toby.How much I like Toby.Wh t k T b i l?Wh t k T b i l?What makes Toby special?What makes Toby special?He’s the only dog that when he runs away, he comes back. (LAUGH)He’s the only dog that when he runs away, he comes back. (LAUGH)Oh well I’ll tell you, most of them run away don’t they?Oh well I’ll tell you, most of them run away don’t they?Yeah because all my other dogs run away and then they don’t come backYeah because all my other dogs run away and then they don’t come backYeah, because all my other dogs run away and then they don t come back.Yeah, because all my other dogs run away and then they don t come back.

Shawanda’s choiceShawanda’s choiceShawanda s choice Shawanda s choice

My tangible object of My tangible object of choice was a picture choice was a picture f A i thf A i thof Anansi the of Anansi the

spiderman.spiderman.I chose this objectI chose this objectI chose this object I chose this object based on my intrinsic based on my intrinsic drive to explore my drive to explore my drive to explore my drive to explore my ancestral heritage in ancestral heritage in regards to the West regards to the West African connection African connection

Why is Anansi important to me?Why is Anansi important to me?Why is Anansi important to me?Why is Anansi important to me?He inspires meHe inspires meHe inspires me.He inspires me.He exemplifies survival.He exemplifies survival.He reminds me of the fact that my ancestors wereHe reminds me of the fact that my ancestors wereHe reminds me of the fact that my ancestors were He reminds me of the fact that my ancestors were not ’slaves’ but were instead a powerful ethnic not ’slaves’ but were instead a powerful ethnic group befallen through the evils of slavery.group befallen through the evils of slavery.He reminds me that my ancestors have heavily He reminds me that my ancestors have heavily contributed to the wealth of many powerful contributed to the wealth of many powerful countriescountriescountriescountriesHe reminds me that christianity is not the end all of He reminds me that christianity is not the end all of spiritualityspiritualityspiritualityspiritualityHe reminds me that poverty is a state of mindHe reminds me that poverty is a state of mindAnd he reminds me to stay strong in the face ofAnd he reminds me to stay strong in the face ofAnd he reminds me to stay strong in the face of And he reminds me to stay strong in the face of adversitiesadversities

IdeaIdea Spinning!Spinning!IdeaIdea--Spinning!Spinning!in the….

Jigsaw zoneSpringboard zone

and the

(Creativity) (Meaning Making)( y) ( g g)

Jess’s choice:Jess’s choice:Cheddar GorgeCheddar Gorge

‘I h thi d l b it‘I h thi d l b it‘I chose this person and place because it ‘I chose this person and place because it was the time in my life when things were was the time in my life when things were j t l t h d it j tj t l t h d it j tjust normal at home and it was just me, my just normal at home and it was just me, my mum and my brother and we were all mum and my brother and we were all h It k bit d bh It k bit d bhappy. It makes me a bit sad because we happy. It makes me a bit sad because we don’t have times like that any more but don’t have times like that any more but also happy because we had a good day’also happy because we had a good day’

QuestioningQuestioningQuestioningQuestioningin the….

and the

Detective zone Pilot zone

and the

(Critical Curiosity) (Strategic Awareness)( y) ( g )

Jess’s questionsJess’s questionsJess s questionsJess s questions

What will be there in 15 years?What will be there in 15 years?What was there before?What was there before?What was there before?What was there before?How many people have been there?How many people have been there?How was the gorge made?How was the gorge made?Have any famous people been there?Have any famous people been there?Have any famous people been there?Have any famous people been there?What kind of people used to be there?What kind of people used to be there?Why do relationships matter?Why do relationships matter?

ReflectingReflectingggin the….

Ji G itt

and the

Jigsaw zone Gritty zone

and the

(Meaning Making) (Resilience)( g g) ( )

E l iE l iEvaluatingEvaluatingggin the….

Morphing zone Team zone

and the

JessJess‘It’s made me not so scared ‘It’s made me not so scared to learn other things,’ ‘It to learn other things,’ ‘It JessJessggwas a tiny little project and was a tiny little project and it spiraled into all these it spiraled into all these

th thi th tth thi th tother things that were other things that were connected.’connected.’

‘I didn’t think I could learn ‘I didn’t think I could learn b t I b lib t I b liany more but now I believe any more but now I believe

you can.’you can.’ It’s not just about It’s not just about Cheddar GorgeCheddar Gorge it’s aboutit’s aboutCheddar Gorge, Cheddar Gorge, it s about it s about life stuff.’life stuff.’

16 year old voices16 year old voices16 year old voices16 year old voices“L i h t t ll t ld“L i h t t ll t ld“Learning how to tell your own story would “Learning how to tell your own story would make it easier to do all the other things make it easier to do all the other things you have to doyou have to do learn subjects getlearn subjects getyou have to do you have to do –– learn subjects, get learn subjects, get grades etc”grades etc”“We’re all programmed in a way that“We’re all programmed in a way thatWe re all programmed in a way that We re all programmed in a way that makes our experience invisible”makes our experience invisible”“More measurable things are given far“More measurable things are given farMore measurable things are given far More measurable things are given far more attention than the less measurable”more attention than the less measurable”

Danny – a ‘NEET’ Learner with profound learning difficulties – targeted Critical Curiosity and Learning Relationshipstargeted Critical Curiosity and Learning Relationships

“It’s changed what I think I can do.”g

FinallyFinallyFinally…..Finally…..

Let me tell you a story written by the groupLet me tell you a story written by the groupLet me tell you a story written by the group Let me tell you a story written by the group of students from the Learning Place and of students from the Learning Place and Identity projectIdentity projectIdentity project……Identity project……

Taronga Zoo Break OutTaronga Zoo Break OutTaronga Zoo Break OutTaronga Zoo Break OutThis is a story about some animals that lived in a zoo This is a story about some animals that lived in a zoo

ll d T hi h i i G i i t M t fll d T hi h i i G i i t M t fcalled Taronga which is in Guringai country. Most of called Taronga which is in Guringai country. Most of these animals came from different nations that were all these animals came from different nations that were all over the land that is now called Australia. All the animals over the land that is now called Australia. All the animals

ld d b t th ti h th ld t tld d b t th ti h th ld t twould dream about the time when they could return to would dream about the time when they could return to their own country, hear the stories from the elders, learn their own country, hear the stories from the elders, learn the laws, know the ways of their land. At night when all the laws, know the ways of their land. At night when all y gy gthe people were gone they would gather in their the people were gone they would gather in their language groups and talk about the old ways, the good language groups and talk about the old ways, the good ways, when there were no fences and captivity. One ways, when there were no fences and captivity. One y , p yy , p ygroup of animals were from the Wonnaruah nation and group of animals were from the Wonnaruah nation and had their own names in the language. A willy wag tail or had their own names in the language. A willy wag tail or didijiri, the emu or kungkurung, the snake or ta nipa tang, didijiri, the emu or kungkurung, the snake or ta nipa tang, j , g g, p g,j , g g, p g,the eagle or kathe eagle or ka--wul, the echidna or kuntji kukan, the wul, the echidna or kuntji kukan, the platypus or pikan and some ants or yunrring that were platypus or pikan and some ants or yunrring that were nearly always too busy to stop and talk. Always the talk nearly always too busy to stop and talk. Always the talk ea y a ays too busy to stop a d ta ays t e taea y a ays too busy to stop a d ta ays t e tawould turn to their dreams and of the country that they all would turn to their dreams and of the country that they all wished to return to.wished to return to.

F th fi t ti i Will W t il t ldF th fi t ti i Will W t il t ldFor the first time since Willy Wagtail told For the first time since Willy Wagtail told him about his dreams, Snake felt a stirring him about his dreams, Snake felt a stirring of excitement wriggle all the way down his of excitement wriggle all the way down his coils. He was beginning to get it. He coils. He was beginning to get it. He started to feel himself grow and change. started to feel himself grow and change. He was already learning to ask questions He was already learning to ask questions and be curious, like Emu. Now he was and be curious, like Emu. Now he was learning how important it is to be patient learning how important it is to be patient g p pg p pand stick at things, like Echidna. His skin and stick at things, like Echidna. His skin felt tight, all of a sudden.felt tight, all of a sudden.g ,g ,

A shape flashed across the light of the moon and its shadow fell A shape flashed across the light of the moon and its shadow fell momentarily on the scene. All the animals fell silent. The Eagle momentarily on the scene. All the animals fell silent. The Eagle y gy glanded, a little higher up the leaning gum tree, spread her wings landed, a little higher up the leaning gum tree, spread her wings magnificently and folded them away with a shake of her magnificently and folded them away with a shake of her feathers. No one spoke. They were all curious to hear what the feathers. No one spoke. They were all curious to hear what the p yp yEagle was going to say.Eagle was going to say.

‘The moment has arrived. We have anticipated it. ‘The moment has arrived. We have anticipated it. Now, everything is in place. Under the full moon, I have called Now, everything is in place. Under the full moon, I have called you together to combine your strengths, summon the power of you together to combine your strengths, summon the power of all your learning and fulfil your dream. I have planned for this all your learning and fulfil your dream. I have planned for this night. I see everything, from the smallest ant to the whole zoo, night. I see everything, from the smallest ant to the whole zoo, the city and the vast bush, stretching out West as far as the eye the city and the vast bush, stretching out West as far as the eye can see. I see each moment: how it arrived on the wings of the can see. I see each moment: how it arrived on the wings of the past and how it will launch into the great sky of the future. past and how it will launch into the great sky of the future. L f h l d f h th I iL f h l d f h th I iLearn from me as you have learned from each other. I give you Learn from me as you have learned from each other. I give you your purpose, your direction, your focus and, most important of your purpose, your direction, your focus and, most important of all, your readiness to accept your responsibility to yourself to all, your readiness to accept your responsibility to yourself to achieve your dream ’achieve your dream ’achieve your dream.achieve your dream.

All the animals breathed a deep breath of the midnight All the animals breathed a deep breath of the midnight air and solemnly vowed to accept their responsibility to air and solemnly vowed to accept their responsibility to themselves and the group They knew that before the nightthemselves and the group They knew that before the nightthemselves and the group. They knew that, before the night themselves and the group. They knew that, before the night was over, if they all played their part, they would be free.was over, if they all played their part, they would be free.

One day, they got together again and agreed that they One day, they got together again and agreed that they should leave the bush. One dream had been fulfilled.should leave the bush. One dream had been fulfilled.should leave the bush. One dream had been fulfilled. should leave the bush. One dream had been fulfilled. The city children had been sad to lose them. The bush The city children had been sad to lose them. The bush would always be there when they needed to go back to it. would always be there when they needed to go back to it. They had learned how to travel. They had all survivedThey had learned how to travel. They had all survivedThey had learned how to travel. They had all survived They had learned how to travel. They had all survived crossing the F3 the busiest road in their world, to get crossing the F3 the busiest road in their world, to get back to country. It had taken skill, determination and back to country. It had taken skill, determination and courage to do it but together they had made it and hadcourage to do it but together they had made it and hadcourage to do it but together they had made it, and had courage to do it but together they had made it, and had learnt together how to do it.learnt together how to do it.

Now, they knew they would go on learning for the Now, they knew they would go on learning for the rest of their lives They would never go back to the zoorest of their lives They would never go back to the zoorest of their lives. They would never go back to the zoo. rest of their lives. They would never go back to the zoo. They had returned home to the Hunter Valley, home to They had returned home to the Hunter Valley, home to the Wonnaruah people, their home. Today the animals the Wonnaruah people, their home. Today the animals

ki d th h l f th Si l tki d th h l f th Si l tare working around the schools of the Singleton area, are working around the schools of the Singleton area, helping children and students to grow and change by helping children and students to grow and change by passing on their truths and being everlasting symbols of passing on their truths and being everlasting symbols of

h t th di d th i d th t th di d th i d twhat they discovered on their adventure.what they discovered on their adventure.

Ratified by the Wonnaruah elders