The project started in 2000, with the
aims of
- identifying the characteristics and qualities
of effective lifelong learners (what is learning power?)
- developing tools and strategies for tracking,
recording and evaluating their growth (how to build it?)
The project had two strands: a ‘scientific’
one, for the first aim and a ‘dynamic’ one for the second.
Strand 1: What is learning power?
The characteristics of learning power were identified as seven ‘dimensions’,
which can be used to differentiate effective and less effective
learners. These are:
- Changing and learning
- Meaning making
- Curiosity
- Creativity
- Learning relationships
- Strategic awareness and
- Resilience
These are inter-related and can be measured to
create an integrated ‘learning profile’ of any learner.
Those with a ‘low profile’ on these dimensions appear
to be fragile and dependent as learners. Those with a high profile
tend to be successful.
The data supporting the project’s findings,
gathered from nearly 2000 learners aged from 7 upwards, including
adults, have proved remarkably robust over several factor analytic
studies. The ELLI profile can thus be used reliably to assess the
strengths and weaknesses of individual learners and monitor their
growth.
Strand 2: How to build learning power?
The school based research involved sixteen teachers across four
schools using the ELLI profile as a diagnostic tool, relating both
to individuals and whole classes. They devised a range of interventions
specifically aimed at nurturing ‘learning power’.
The key themes underpinning these interventions
were
- professional vision and values
- positive interpersonal relationships including
trust, affirmation and challenge
- quality of dialogue
- use of ‘learning language’
- modelling and imitation, and
- teachers’ professional judgement
The interventions were found to make a difference
to learners’ ELLI profiles after two terms, particularly strengthening
their resilience and strategic awareness and making them less dependent
and fragile. Indications were that they also achieved more in terms
of standard learning outcomes.
There was not found to be a single formula for
success, but working with the seven dimensions appears to create
a significantly favourable ecology for ‘growing learners’.
Critical factors are the professional vision of the teacher and
the school climate.
There is overwhelming evidence of the negative
effects of much summative assessment on the quality and quantity
of learners’ motivation (Harlen and Deakin Crick 2002). Extension
and assimilation of this project have the potential to help reverse
that trend and its findings are of strategic importance for education
policy and practice.
(Based on an article by Ruth Deakin Crick, Patricia Broadfoot and
Guy Claxton (date?)
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hear more about how the ELLI project could help build learning
power in your school, please contact:… |
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