Have you ever wondered why children are such good collaborators in primary, and how they lose it all when they get to secondary? Or how to introduce resilience to a teenager that has never even thought about it before?

Building Learning Power is a framework that encourages thought and discussion around how we as practitioners can develop skills and attributes for life and work. On this journey so far we have shared resources and ideas, discussed successes and areas for improvement when developing BLP in 4 HUB schools in West Lothian.

HOWEVER. We are not magicians. In secondary school a pupil may have 15 different teachers, across a range of subjects. If a few members of staff are dipping their toe in the theory behind BLP it is unlikely to have any lasting effect on a child.

What we REALLY need is early intervention. And parental support. And a culture that promotes the development of skills and attributes sustainably. Across more teachers. Is it even POSSIBLE??!

Here in West Lothian we are ABSOLUTELY willing to try. Last week signified the first cluster meeting to disucss BLP. 2 representatives from each feeder primary school came along to discuss how we can promote the development of skills and attributes in our young people from the minute they walk in the door in nursery, right up until they leave secondary school. A group of enthusiastic, committed primary teachers willing to collaborate with staff from Inveralmond Community High School? What an absolute success.

“The school in its community, working with partners to meet the needs of all children
and young people, multi-agency approaches to improve learning, leadership and
coordination.” – Taken from Learning Together: Lessons about school improvement.

Over the next year we will be strengthening our bonds between primary and secondary to provide a holistic approach towards supporting the development of skills and attributes in our young people.

All staff went away with some homework:
-to reflect on our own practice
-read around the theory behind BLP
-develop a classroom display that promotes and recognises development in skills and attributes
-trial activities in the classroom that encourage skill development.

We will be documenting our progress throughout- if you are interested in getting involved please get in touch and let us know what you think!

Thanks,

The BLP team.

Our first BLP award goes to Mr MacKenzie- his amazing classroom displays show initiative and inspire learners. They show a good understanding of BLP, and not only that- he refers to it during his lessons so his pupils can tell you what it is for!

Reflecting on attributes used in lessons, and identifying the ‘learning muscles’ – great skills for pupils to get used to to help them in life and work!

The SECOND CHALLENGE for teachers, is to demonstrate how these skills are used to support learning in your lessons. On your marks… get set… GO!!

Culture and climate is often discussed, especially when it comes to school environments. According to Schein (2010, p18), organisational culture is “a pattern of shared basic assumptions”. It is embedded in a school or organisation and is caused primarily by values, attitudes and beliefs.

School culture is difficult to change, and can in turn influence organisational climate, a characteristic that is easier to change. Creating a positive classroom climate climate has been found to motivate people and improve bottom line performance by up to 30% in businesses (Hay Group, 2002) – why don’t we pay more attention to it in schools???

Creating displays that identify different learning skills can subconsciously help pupils recognise and use these skills. Using displays to celebrate progress in learning (not always just the finished product!) demonstrates that even amazing pieces of work must start somewhere!

YOU are responsible for your own learning environment; whether it be displays, or how the furniture is arranged, or prompt displays (what to do if you are stuck)… these things can all encourage pupils to work independently and identify behavioural skills in the classroom.

Here is a sample from one of our classrooms… can you do any better? Please comment or share your pictures if you have anything to add!

“Cooperative learning refers to instructional methods that teachers use to organize students into small groups, in which students work together to help one another learn academic content” (Slavin et al. , 2012)

This is a specific kind of collaborative learning, where pupils are generally organised into a team, and different roles assigned and discussed. In this context, it is possible for pupils to cooperate, without necessarily collaborating.

Cooperative Learning models include the following basic principles:
• Group tasks are designed to be suitable for group work.
• Positive interdependence is built in – cooperation is necessary for students to succeed.
• Attention and class time are given to interpersonal/cooperative skill building.
• Participants learn together in small (2-5 member) groups.
• Students are individually accountable for learning and participation.
• The instructor’s role changes from being the “sage on the stage” to the “guide on the side.”
Cooperative Learning is about moving from rote learning to learning how to think critically and
in changing circumstances. (MacPherson, 2007)

A classroom example
In Science/ geography: an alternative energy pack has been created, and groups of pupils are given resource cards about alternative energy sources. They are asked to give their opinion on the different resources, considering external factors such as conservation issues.

By formalising cooperative learning strategies, the groups are given structure and pupils know what their expectations are. Research has shown that placing emphasis on group learning behaviours encourages a sense of individual responsibility and ownership

Collaborative learning is at the heart of the Curriculum for Excellence.

Collaborative learning works in conjunction with cooperative learning, but also incorporates reflection of individuals, to identify their strengths and weakness during the group work. Pupils are encouraged to see the whole picture when it comes to group work, and work together collaboratively.

Building Learning Power? This promotes a positive classroom climate, supporting collaborative learning. It goes beyond what has already been discussed, and encourages teachers to be open with their pupils that intelligence is learnable.

Starters!

What is a starter?
During successful interactive starters:
• pupils engage fully in learning from the outset;
• they gain an understanding of the objectives and purposes of the lesson;
• there is a sense of pace;
• pupils spend most of their time on-task and focused on learning;
• there is an appropriate level of challenge that enables pupils to make good
progress in their learning.

e.g.for science

Describe what you see on this picture
Explain what this is related to in … (science for example)
Suggest what happened just before this scene, and what will happen next…

This starter is accessible for everyone, encourages discussion and creative thinking, as well as linking on to the main body of the lesson – ethics in science. (or whatever you choose!)

Familiarise pupils with Blooms Taxonomy language, so they know how to challenge and extend their answers

e.g. for Maths (or any subject)

Over the last 10 days I’ve been experimenting with my S1 class using ‘starter’ activities to highlight the processes of learning. One of my favourite ‘starters’, used the picture below with a challenge to sort the shapes into only two groups. My most astounding answer from pupils was ‘Polygons’ and ‘Quadrilaterals’.

Joking aside the pupils gained confidence in sorting and were then able, after discussion, to identify the skills that helped them organise this information. They then applied those same skills to sorting historical information as preparation for an essay.
Examples of feedback from the class and processes that were identified in our discussion after such a ‘starter’ included;
– ‘it’s easier to think of ideas with more than one person’
– ‘I was helped by drawing it’
– ‘We just tried different options until one worked’
– AND ‘that was fun!’

Include “learning behaviours” alongside your learning intentions… as this becomes daily practice, you can get pupils to identify their learning behaviours themselves.

Example Learning Behaviours
– collaboration
-sharing ideas
-listening
-independent work

Can you incorporate these into your lessons today? If you have any good lesson idea starters… please share them below!

“Why don’t we get the best out of people? Sir Ken Robinson argues that it’s because we’ve been educated to become good workers, rather than creative thinkers” Watch the video below to find out more…

What is this to do with BLP?
By encouraging pupils to think creatively; design things, discuss them, analyse them, create them… we are facilitating their access to higher order thinking skills.

What are successful learners?
Successful learners are
-emotionally engaged
-use a wide range of skills
-engage socially
-take strategic responsibility

How can YOU encourage these skills in the classroom? Read the next post BLP in the classroom, to find out…