Www.phil-race.co.uk Making learning happen A workshop based on the Race model of learning by Sally Brown  sally@sally-brown.net sally@sally-brown.net.

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<ul><li> Slide 1 </li> <li> www.phil-race.co.uk Making learning happen A workshop based on the Race model of learning by Sally Brown sally@sally-brown.net sally@sally-brown.net Prof Sally Brown is Adjunct Professor at James Cook University, Central Queensland University and University of the Sunshine Coast and Visiting Professor at Liverpool John Moores University and Plymouth University plus Visiting Fellow at University of Northumbria </li> <li> Slide 2 </li> <li> How Students Really Learn Ripples model of learning Phil Race &amp; Sally Brown </li> <li> Slide 3 </li> <li> www.phil-race.co.uk Seven factors underpinning successful learning Phil Race has asked thousands of people the following questions about how they learn. The next slides show the strong trends in responses. </li> <li> Slide 4 </li> <li> www.phil-race.co.uk 1: How do you learn well? Think of something that youre good at, something that you know you do well. How did you become good at it? </li> <li> Slide 5 </li> <li> www.phil-race.co.uk Most peoples views... ]practice ]trial and error ]having a go ]repetition ]experimenting </li> <li> Slide 6 </li> <li> www.phil-race.co.uk 2: What makes you feel good? Think of something about yourself that you feel good about. How can you justify feeling good about this? Whats your evidence to support this feeling? </li> <li> Slide 7 </li> <li> www.phil-race.co.uk Most peoples views... ]feedback ]other peoples reactions ]praise ]gaining confidence ]seeing the results </li> <li> Slide 8 </li> <li> www.phil-race.co.uk 3: What can go wrong? Think of something that youre not good at, perhaps as a result of a bad learning experience. What went wrong, and whose (if anyones) fault may it have been? </li> <li> Slide 9 </li> <li> www.phil-race.co.uk Most peoples views... ]did not really want to learn it ]could not see the point ]bad teaching ]could not make sense of it </li> <li> Slide 10 </li> <li> www.phil-race.co.uk 4: And if there isnt a want? Think of something that you did learn successfully, but at the time you didnt want to learn it. What kept you going, so that you did indeed succeed in learning it? </li> <li> Slide 11 </li> <li> www.phil-race.co.uk Most peoples views... ]strong support and encouragement ]did not want to be seen not able to do it ]needed to do it for what I wanted next </li> <li> Slide 12 </li> <li> www.phil-race.co.uk Five of the seven factors underpinning successful learning learning by doing learning from feedback wanting to learn needing to learn making sense getting ones head round it </li> <li> Slide 13 </li> <li> www.phil-race.co.uk Ripples on a pond. Wanting/ Needing </li> <li> Slide 14 </li> <li> www.phil-race.co.uk Wanting/ Needing Doing Ripples on a pond. </li> <li> Slide 15 </li> <li> www.phil-race.co.uk Ripples on a pond. Wanting/ Needing Doing Making sense </li> <li> Slide 16 </li> <li> www.phil-race.co.uk Ripples on a pond. Wanting/ Needing Doing Feedback Making sense </li> <li> Slide 17 </li> <li> www.phil-race.co.uk But there are still two things missing One has never really got something until one has done both of two more things... </li> <li> Slide 18 </li> <li> www.phil-race.co.uk Another question Think of something youve taught for some time. Think back particularly to the first time you taught it. To what extent did you find that you had your head around it much better after teaching it for the first time? Very much better: raise two hands Somewhat better: raise one hand No better: raise no hand </li> <li> Slide 19 </li> <li> www.phil-race.co.uk Ripples on a pond. Wanting/ Needing Doing Feedback Coaching, explaining, teaching Making sense </li> <li> Slide 20 </li> <li> www.phil-race.co.uk And one final question... Still thinking of the first time you taught that particular topic, think back to the first time you measured students learning of the topic. To what extent did you find that after assessing students work, you yourself had made sense of the topic even more deeply? Very much better: raise two hands Somewhat better: raise one hand No better: raise no hand </li> <li> Slide 21 </li> <li> www.phil-race.co.uk Ripples on a pond. Wanting/ Needing Doing Feedback Assessing making informed judgements Making sense Coaching, explaining, teaching </li> <li> Slide 22 </li> <li> www.phil-race.co.uk The guru Royce Sadler The indispensable conditions for improvement are that the student comes to hold a concept of quality roughly similar to that held by the teacher, is able to monitor continuously the quality of what is being produced during the act of production itself, and has a repertoire of alternative moves or strategies from which to draw at any given point. In other words, students have to be able to judge the quality of what they are producing and be able to regulate what they are doing during the doing of it. (Sadler 1989). (my italics) </li> <li> Slide 23 </li> <li> www.phil-race.co.uk Doing Ripples on a pond. Wanting/ Needing Doing Feedback Assessing making informed judgements Making sense Coaching, explaining, teaching 1.Strive to enhance our students want to learn; 2.Help students to develop ownership of the need to learn; 3.Keep students learn by doing, practice, trial-and-error, repetition; 4.Ensure students get quick and useful feedback from us and from each other; 5.Help students to make sense of what they learn. 6.Get students deepening their learning by coaching other students, explaining things to them. 7.Allow students to further deepen their learning by assessing their own learning, and assessing others learning making informed judgements. Teaching smarter: we need to: </li> </ul>

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