The four big rocks of
HOW2Learn
Creating a Powerful Learning Culture / Learning about learners / Habits worth developing / Practices that accelerate learning
This aspectdraws on the research of Thomas Guskey, Steven Dinham, Michael Fullan and Viviane Robinson
We want educational leaders to consider what it would take:
  • To lead their school team in a long term process of change that involves honesty, scrutiny, reflection, action and commitment.
  • To strategically resource their plan with the appropriate allocation of time, personnel and resources.
  • To create an environment both in staffroom and classrooms that shows a robust commitment to learning.
  • To recognise the risks/challenges involved in changing culture over time and consider and implement possible solutions to keep momentum.
/ This aspect is guided by the research of Carol Dweck, Bill Lucas, Guy Claxton and John Medina.
We want people to consider:
  • That out-dated definitions of intelligence as a fixed, one dimensional commodity need to be challenged.
  • Fixed and growth mindsets- why some people, when faced with challenging and novel ideas, accept and embrace those ideas whilst others avoid or feel threatened by them.
  • The way we speak to each other when learning helps us to grow as learners.
  • Being highly reflective of ourselves as learners is very empowering for everyone.
  • New research in neuroscience is worthy of study in education.
  • The diversity of learners in their classrooms.
/ This is a very important aspect of HOW2Learn that has been adopted and adapted from the work of Guy Claxton, Sarah Gornall, Maryl Chambers and James Nottingham.
Major ideas within this component are:
  • Making the learning obvious and central in classrooms for all learners.
  • Providing feedback to students about their learning in specific, empowering ways so that they know where they need to place their efforts.
  • Speaking in ways that enable students to see themselves as lifelong learners
  • Explicitly teaching and stretching specific habits that help students to be more resourceful, resilient, reflective, responsible and reciprocal when faced with new and challenging situations both in and out of school.
/ This aspect ensures that we are spending our time as teachers well: using strategies that are actually proven to accelerate learning. The research base for this component includes, John Hattie, Dylan Wiliam and Toni Glasson.
We want people to think about and act upon:
  • Our teaching default- Is what we currently do worthy of our time?
  • Embracing more effective teaching practices in classrooms
  • Are there more effective ways to teach concepts that encourages real world connections and lifelong learning?
  • Harnessing the power of assessment for, as and of learning to give purpose and direction to all learning experiences.
  • Personalising and differentiating the learning for all.