research+literature

==**HO** W do the 7 dimensions of learning power link to the NTCF EsseNTial Learnings and the underpinning values identified in your school ????  ==

1. ELLI
Underlying principle is that the learner is centre stage in the educational process - their perspectives, capacities and motivation and the quality of their relationships are the starting point for teaching rather than the more usual curriculum content. Visit [|ELLI's website]  **Crick, Ruth Deakin; Nicholson,Michelle; Jarrett, Tony; Campbell, Jenny; Porter, Amy Millar ** **(2008). Learning, Place and Identity: an investigation into the affordances of a 'pedagogy of place' amongst Indigenous students  **  

//Learning Place and Identity// outlines a research project that is being conducted at Singleton High School, NSW.

Assessment in Education: Principles, Policy & Practice, 11:3, 247 — 272. ** This paper reports on initial results of study designed to develop and test an instrument that could identify elements of an individuals capacity for lifelong learning - ELLI. The 7 dimensions are unpacked showing emerging and contrast poles. The ELLI tool seeks to address the imbalance with so much assessment measuring performance and achievement. As a diagnostic tool teachers and students can investigate and articulate what it is to learn. ELLI can assist teachers to focus on what learners themselves bring to a learning situation rather than just on the content that the teacher is seeking to deliver/cover. The findings also raise the concern that present traditions of teaching and learning could in fact be creating increasingly dependent learners.
 * Crick, Ruth Deakin, Broadfoot, Patricia and Claxton, Guy (2004) 'Developing an Effective Lifelong Learning Inventory: the ELLI Project',

This article introduces the notion of the assessment of‘ learning power’ as an important station in a mentored learning journey, which begins with the motivation and identity of the person who is learning, and moves through the awareness and development of the power to learn, to the publicly valued competencies and funds of knowledge of the formal curriculum. The seven dimensions of learning power are described, and the article reports on the findings of a qualitative study in which sixteen teachers were provided with learning power assessment data for their students as individuals and as whole groups. 
 * Crick, Ruth Deakin (2007) 'Learning how to learn: the dynamic assessment of learning power', Curriculum Journal, 18:2, 135 — 153 **
 * Small, Tim and Burn, Mannie (2006) 'The Learning Engineers - Bridging Values and Learning'**


 * Small, Tim (2007) 'The Learning Agents - Learning that Flows Across Subjects So They Link Together'**


 * Crick, Ruth Deakin and Salway, Alison (2006) 'Locked Up Learning'**


 * Learning by Accident - The Report of a Personalised Learning Project for Young People at Risk of Disengagement**


 * Visser, J. The Cree School Board experiment in Northern Quebec: an eco-systemic review on curriculum and performance**

2. VALUES EDUCATION
[|National Framework for Values Ed.pdf] [|values_ed primary_resource_kit.pdf]

3. COGNITIVE COACHING

 * Big Picture**
 * CC assists to advance a collegial and collaborative school culture that nurtures norms of experimentation, open honest communication and working together in healthy and respectful ways.
 * CC provides a safe format for professional dialogue and develops skills for reflective practice.
 * Basis of CC is a trusting relationship between coach and coachee. Through **non judgmental** conversations and observations coach assists the teacher in thinking more deeply about their classroom practice and about how well it is achieving the desired results.
 * Goal is for the teacher to gather info (coach asked to collect data as requested by teacher) and learn about what is working in order to make decisions about instruction and curriculum. The coach is not an expert but a partner in the process.
 * To assist in enhancing self directed learning the coach uses skills, tools, maps (planning, reflection, problem solving), mental models and beliefs.
 * What is unique to CC is the 5 states of mind that are internal resources that the coach seeks to enhance and develop in order to enhance self directedness.

For more information please visit the [|cognitive coaching website - overview].

An easy read. Interesting point made about the vital need to recognise that not all coaching is the same. Showers and Joyce (1996) explain "technical coaching, team coaching and peer coaching (as in peer clinical supervision) focus on innovations in curriculum and instruction ...whereas collegial coaching and cognitive coaching aim more at improving existing practices." Costa and Garmston (1994) state that when a cognitive coaching relationship is established between 2 professionals with similar roles or peers it can be referred to as peer coaching. I like Sergiovanni's vision of supervision for the 21 century!
 * Uzat, S.,L. (1998). Cognitive Coaching and Self Reflection: Looking in the Mirror while Looking Through the Window. **


 * <span style="color: rgb(215,25,25);">McGatha, Maggie (2008) 'Levels of engagement in establishing coaching relationships', Teacher Development, 12:2, 139 — 150 **

Study highlights the 3 support functions of a coach - consulting, collaborating, coaching and how they serve different intentions and are not equally useful in moving teachers on to becoming reflective and self directed.

<span style="color: rgb(29,18,151);">3. CONNECTIONS
What would schools look like if young people had more of a say in and responsibility for determining what and how they are taught and learn? What changes would need to be made in schools if teaching and learning was based on, and expanded, young people’s existing knowledge and experiences?
 * Enquiring minds**

This report discuss the findings emerging from the three-year Enquiring Minds project, which is exploring how these ideas can be turned into school practice. This report presents some of the research that has been carried out during the pilot year of the project, from September 2006 to July 2007. The project operates from the belief that meaningful learning experiences must build on young people’s own personal, social and cultural experiences outside of school, including their values, beliefs and existing knowledge, rather than solely on a static and content- heavy curriculum. Instead of viewing young people as recipients of the curriculum in school, in Enquiring Minds they are regarded as having the capacity to be active in shaping and agreeing a dynamic curriculum alongside their teachers. The theoretical and contextual background to the project can be found in the ‘context and rationale’ report (published in January 2006) on the [|Enquiring Minds website.]