Curriculum for Excellence

Curriculum for Excellence

Professional Development

Support Materials

Empowering

Learners

Primary and Secondary Schools

Contents Page

Facilitator’s Guide - introduction …………………………………………….2

Resources required…………………………………………………………………4

Aims of the session ……………………………………………………………….4

Time allocated to activities …………………………………………………….4

Activity 1 Welcome and introduction ……………………………………5

Activity 2 Discussion about empowering learners …………………..6

Activity 3 Video - Empowering learners …………………………………7

Activity 4 Video - Metacognition - learning about learning ……..8

Activity 5 Video - Technology ………………………………………………..9

Activity 6 Key questions - self reflection ………………..………………..10

Activity 7 Group work - action planning …………………………………11

Activity 8 Plenary ………………………………………...………………………12

Proforma for recording responses ……………………………………………..13

Expanded list of exemplars ………………………………………………………. 14

Priorities for development ……………………………………………………….16

Improvement planning proforma ………………………….………………….17

Empowering learners 1 © Learning Curve Education 2009

EMPOWERING LEARNERS

Facilitator’s Guide

Introduction

This Guide supports the continuing professional development of staff in primary schools and education centres. It focuses on Empowering Learners – one of the underpinning principles of Curriculum for Excellence - and this Facilitator’s Guide offers a suggested format for delivering a two-hour CPD session.

The activities and approaches contained within the Guide are designed to support a whole school, stage or team approach to CPD. They provide opportunities for discussion, reflection and collaboration amongst colleagues.

Facilitators should be aware, however, that the following session may be customised easily to focus on particular aspects of empowering learners.

Audience

This programme is relevant for all who work within schools and education centres and the activities are designed to facilitate a whole school, departmental or team CPD session. This programme has particular relevance for members of staff with responsibility for leading Curriculum for Excellence developments and also for classroom practitioners.

Background reading and preparation

Facilitators should be familiar with the relevant sections from key publications including

Building the Curriculum 3

Principles and Practice (ie, general sections relating to the 8 curricular areas)

Curriculum for Excellence website (Learning and Teaching Scotland)

Video materials

The Disk accompanying this Guide contains a range of video clips to support professional development in the area of Empowering Learners. These short films help to increase knowledge of key concepts, principles and practices associated with Curriculum for Excellence, and some videos illustrate how Scottish schools are putting these ideas into practice. It is recommended that facilitators be familiar with these video clips in advance of the CPD session.

Empowering learners 2 © Learning Curve Education 2009

Structure of CPD session

The structure of this CPD session assumes that participants will have access to the video clips described in each activity. The videos are an integral part of the session and facilitators can present them in two ways:

1By playing the videos from the accompanying Disk;

2By downloading the videos as MP4 files from Learning Curve’s Curriculum for Excellence web site and saving them on a computer, ready for playback.

PowerPoint Presentation

A specially prepared PowerPoint presentation is contained on this CD ROM. This presentation helps facilitators to:

promote group discussion;
present and summarise key points and issues;
support self-evaluation and action planning.

The PowerPoint presentation can be easily customised to reflect, more specifically, the focus of the CPD session.

Acknowledgements

Learning Curve Education gratefully acknowledges the permission given by West Dunbartonshire Council to use the work of their schools as the basis for some of the illustrative case studies. We are also grateful to the wide range of educationists, writers, researchers, practitioners and young people who have contributed to this resource.

Empowering learners 3 © Learning Curve Education 2009

Empowering Learners - CPD Session

Time:2 hours

Resources

Video clips contained on the accompanying Disk

PowerPoint presentation “Empowering Learners.ppt”
Computer, speakers, data projector and screen
Flipchart and pens

Aims

1To consider the case for giving learners more autonomy and ownership.

2To recognise different ways of empowering learners.

3To consider strategies for empowering learners in our school.

4To agree action that would increase learner autonomy and ownership.

Time Allocation

The following activities provide a suggested pathway through this CPD session. The time allocated to each activity may vary depending on the time available and the particular focus of the session, but the following suggested time allocations provides a framework for achieving the main aims of the session within 2 hours.

Activity 1 / Introduction / 5 minutes
Activity 2 / Group discussion / 5 minutes
Activity 3 / Video and discussion / 10 minutes
Activity 4 / Video and discussion / 10 minutes
Activity 5 / Video and discussion / 10 minutes
Activity 6 / Self-reflection / 30 minutes
Activity 7 / Action planning / 35 minutes
Activity 8 / Plenary / 15 minutes

Empowering learners 4 © Learning Curve Education 2009

Activity 1Welcome and introduction

Facilitators should share the aims of the session (these are also contained within the PowerPoint presentation).

1To consider the case for giving learners more autonomy and ownership.

2To recognise different ways of empowering learners.

3To consider strategies for empowering learners in our school.

4To agree action that would increase learner autonomy and ownership.

At this stage the facilitator might also wish to share the context for the CPD session – ie, that empowering learners is one of the key principles within Curriculum for Excellence.

Empowering learners 5 © Learning Curve Education 2009

Activity 2Group discussion

Facilitators should invite participants to discuss the following questions (either with a partner or in a small group). (See also PowerPoint slides)

1What do you understand by the term ‘empowering learners’?

2‘Giving young people more autonomy and ownership of the learning process makes them more successful learners’. To what extent do you agree or disagree with this view?

Participants should be allowed some time to reflect upon and discuss these questions. Responses can then be shared with the group.

Empowering learners 6 © Learning Curve Education 2009

Activity 3Play the video clip – ‘Empowering Learners’

This short film presents different views about empowering learners. Some of the UK’s leading educationalists explore the meaning of empowerment and assess potential benefits to teachers and learners. Facilitators should invite the group discuss this video and clarify any points arising. (See also PowerPoint slides)

Possible Questions:

1What are the main arguments for empowering learners, as presented in this film?

2To what extent do you agree or disagree with these views?

Empowering learners 7 © Learning Curve Education 2009

Activity 4Play video – ‘Metacognition – Learning about Learning’

This short film considers metacognition – the process of learning about learning. If children are able to develop a greater understanding of how they learn and of the factors affecting their learning, they can take more responsibility for the nature and direction of their learning.

Facilitators should invite the group to discuss this video and clarify any points arising. (See also PowerPoint slides).

Possible Questions:

1Metacognitive skills help children develop greater understanding of how they learn and the factors affecting their learning.

(a)What are some of these metacognitive skills?

(b)To what extent do we currently help children develop metacognitive skills in this school?

(c)What might be done to help learners develop skills of metacognition?

2In this film Dylan Wiliam refers to a ‘language for learning’ – a common vocabulary that helps teachers and learners discuss and evaluate learning.

(a) What aspects might form the basis of a language for learning?

(b) What kinds of vocabulary might be included in a language for learning?

Empowering learners 8 © Learning Curve Education 2009

Activity 5Play video – ‘Technology’

Stephen Heppell is one of the world’s leading voices in the use of digital technologies within education. In this short film he reflects on how the changing nature of information and digital technology is creating new and exciting opportunities for learners. One of the central messages in this film is that technology can empower learners.

Facilitators should invite the group to discuss this video and clarify any points arising. (See also PowerPoint slides).

Possible Questions:

1Stephen Heppell believes the new and emerging technologies of the 21st century empower learners? Do you support this view? In what ways might technology empower learners?

2Stephen Heppell holds the view that learners are often better placed than teachers to use technology in leading learning? Do you agree with this? How might this change the relationship between teacher and learner?

3Many schools seek and receive feedback from learners on their learning and teaching experiences. To what extent do we seek and make use of learner feedback in this school?

Empowering learners 9 © Learning Curve Education 2009

Activity 6Key Questions – self reflection

Participants should be presented with key questions to help them reflect on their own (or school) practices and to identify future actions.

This can be done as a whole group or participants can form smaller groups to promote wider discussion and reflection. (These questions are displayed on the PowerPoint slides).

These questions are also displayed on a single page of A4 and groups can use the form to evaluate or rate current provision within the school. (Page 13). This proforma may be printed and distributed to participants during the session or workshop discussions.

To assist this self-evaluation exercise, participants may wish to refer to an expanded list of exemplars under each question heading (Page 14).

These questions allow staff to reflect on how, and to what extent, the school, department or individuals already demonstrate these features of empowering learners, and what can be done to promote this aspect of Curriculum for Excellence. The key questions are as follows:

Empowering learners 10 © Learning Curve Education 2009

Activity 7Action planning

Participants should identify future actions that the school, department or primary stage should consider in order to give learners more autonomy, ownership and responsibility for their learning. This can be done as a whole staff exercise or in smaller group sessions.

Step 1

The first task is to identify up to 5 priorities for empowering learners within the school. A proforma for identifying and listing priorities is provided on page 16 of this Guide.

Note: The priorities might extend from themes identified in the previous activity.

Step 2

The second task is to take one or more of these priorities and produce an action plan for developing this aspect of Curriculum for Excellence. This would include, for example:

The aim associated with this priority
The planned or desired outcomes
Key tasks, processes and resources
The personnel involved
The timescale for each outcome

A proforma to record planning for implementation follows on page 17 (also available as an MS Word file Improvement proforma.doc contained on accompanying CD.)

The facilitator might wish to collate and present these responses as part of a plenary session.

Empowering learners 11 © Learning Curve Education 2009

Activity 8Plenary

The aims of the plenary session are:

(a)to summarise key points and actions arising from the CPD session. Participants can be encouraged to ask questions, clarify their understanding and make additional observations and comments;

(b)to prioritise key areas for development as part of the school’s future improvement planning process;

(c)Play video: ‘TheChallenge for Teachers’ (if time allows)

The video – ‘The Challenge for Teachers’ sets out some of the key challenges for teachers in implementing Curriculum for Excellence. It highlights the importance of creating learning environments that empower young people and create autonomous learners. The film points to the need for teachers to develop a greater understanding of how children learn and what might be done to create effective environments for learning. According to Dylan Wiliam – the challenge for teachers is to find ways of increasing learner autonomy.

Follow up activities

As part of follow up work, participants should consider CPD sessions on the following related Curriculum for Excellence themes in this series.

(a) ACTIVE LEARNING

(b) COLLABORATIVE LEARNING

It should be agreed that such follow up activities form part of the school’s collegiate time.

Empowering learners

Some key questions

Use this proforma to record your responses.

Aspects of Empowerment / Rarely / Sometimes / Often

To what extent do we involve pupils in decisions about learning?

To what extent do we help pupils become autonomous learners?

To what extent do we enable pupils to be active in their learning?

To what extent do we challenge pupils in their learning?

To what extent do we enable pupils to learn using technology?

To what extent do enable pupils to learn collaboratively?

To what extent do we provide pupils with feedback on their learning?

To what extent do we involve pupils in assessment of their learning?

To what extent to we listen to and act upon the voice of learners?

To what extent do we foster metacognitive skills in pupils?

The following page contains examples of strategies for empowering learners.

Empowering learners

Some examples

Decisions about learning

Pupils help decide and plan outcomes for learning
Pupils help identify success criteria for learning
Pupils help determine questions and topics of inquiry
Pupils help decide approaches to teaching and learning
Pupils help select resources for teaching and learning

Autonomous learning

Pupils have opportunities to learn independently
Pupils determine their personal challenges and learning goals
Pupils have some choice over how they will learn
Pupils have some responsibility for assessing their progress
Pupils have some responsibility for overcoming barriers to learning

Active learning

Pupils are encouraged to be proactive and take the initiative
Learning involves investigation and discovery
Learning involves discussion and collaboration
Pupils have opportunities to practise skills and apply their learning
Pupils have opportunities to share their learning
Pupils access a wide variety of resources to meet learning needs

Challenge learning

Pupils are challenged to take risks and be innovative
Learning involves solving problems
Learning involves critical thinking
Learning involves evaluative thinking
Learning requires pupils to make decisions

Collaborative learning

Learning involves working with partners and teams
Pupils work on co-operative learning activities
Pupils are involved in peer teaching and mentoring
Learning includes opportunities for peer assessment
Pupils participate in wider learning communities (eg, online)

Learning with technology

Information technology plays a significant role in pupils’ learning
Learning involves the use of digital tools and media
Pupils have regular opportunities for online learning
Pupils are able to make some choices in the use of technology

Feedback on learning

Pupils receive regular feedback from teachers
Pupils receive regular feedback from peers
Pupils discuss their learning with teachers and peers
Pupil feedback is used to plan next steps in learning

Assessment

Pupils are involved in evaluating and assessing their work
Pupils are involved in identifying criteria used for assessment
Pupils help to identify strengths and gaps in their learning
Pupils help to identify next steps in their learning
Pupils determine personal learning targets

Listening to learners

Pupils provide regular feedback on their learning experiences
Pupil feedback is collated, evaluated and assessed by teachers
Pupil feedback informs future teaching and learning

Metacognition

Pupils reflect on and evaluate the effectiveness of their learning
Pupils apply learning skills eg, study skills, thinking skills, mind-mapping
Pupils are aware of their personal learning styles and intelligences
Pupils recognise the influence of emotions on learning

Empowering Learners

Key priorities or areas for development

PRIORITY 1
PRIORITY 2
PRIORITY 3
PRIORITY 4
PRIORITY 5