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Post-16 briefing - Introducing ELLI
- 1. Why we need to remember the whole learner at the heart of apprenticeships. Or, the importance of learning power in the spaces between study and work.
- 2. Match the school report extract with its worthy owner There are countless examples of successful individuals who underachieved at some stage of their academic studies. It’s important to be reminded from these stories that it takes more than qualifications and raw academic performance to succeed. Further Education and HE have are places of new beginnings, where young people and adults can start again or continue their learning in a new direction. The question to ask is whether we are nurturing the lifelong learning characteristics so essential to long-term success. StephenFry:“English:bottom,rightly.” JeremyPaxman:“Hemustlearntact.”
- 3. Post-16 impact • Student autonomy • Student learning capabilities and motivation • Choice doubts • Underachievement and drop-out The impact of post-16 education should be positive but is marred by poor retention and students becoming disillusioned with their choices and achievement. Schools are often highly focused on examination preparation in order to secure a high local league table attainment score. But intensive examination training can leave students dependent and fragile, with weak learning capabilities.
- 4. Educational psychologist Assessmentguru Dr Ruth Deakin Crick Professors Guy Claxton and Patricia Broadfoot The Effective Lifelong Learning Inventory “Wouldn't it be interesting if we could find out what it is about some people that makes them exceptionally effective lifelong learners? Then, if we could identify the characteristics of this quality of ‘learning power’, we could find a way of measuring or assessing them. In our assessment-driven culture, this would give them value and we could go on to develop ways of helping people get better at them.‟ Scores of academic studies during over a decade of research has helped us understand individual and organisational learning power, how to help people realise their potential and why measuring learning power is so important to evaluating educational quality. Reliable measurement instrument. Developmental profiling tool.
- 5. home and family Learning power self- regulation awareness interest dispositions skills and capacities effort goal orientation locus of control self esteem sense of self as a learner self-efficacy curriculum and assessment practices worldviews and traditions school ethos pedagogy peer group The ELLI is a unique and power instrument because its design encompassed broad perspectives on learning. The ELLI tool emerged from questionnaire development which put together everything then known about learning. This included the internal motivations, dispositions and attributes of learners such as self-regulation, interest, effort, locus of control, self-efficacy etc. and the external factors that impinge on the learner such as the way the subject is taught (pedagogy), the school ethos, the home, family, peer group and wider worldviews and traditions of the learner. The unique and powerful design of ELLI makes it highly reliable.
- 6. Just as physical power depends on several components, so too does an individual’s ability to respond to their full potential in work and study require learning power. Learning Power The concept of learning power emerging from the ELLI research links personal values and identity to skills acquisition and gaining new knowledge and understanding of curriculum subjects. This is more practically useful (and reliable) than learning styles (VARK) approaches and more developmental and context responsive than personality typologies (MBTI).
- 7. ELLI is hosted on a simple to use platform. Administrators can analyse, filter and explore group data. Users can return to their dashboard to re-complete and measure their growth in learning power. Learning profiles taken at different times can be overlaid and how changing contexts affected scores considered. Users can complete the ELLI questionnaire, see their ‘learning power’ profile, and receive feedback advice.
- 8. Complementary concepts reflected in ELLI dimensions Theseven dimensionsof leaning Positive pole: Negative pole: Changing and learning Being stuck & static Critical curiosity Data accumulation Meaning making Passivity Creativity Being rule bound Learning relationships Isolation & dependence Strategic awareness Being robotic Resilience Fragility and dependence Meta-learning & growth mindset High order questioning & reasoning Resourcefulness Imagining & problem solving Reflectiveness Emotional intelligence Self-determination & grit The Seven Dimensions of Learning reflect how individuals respond to their environment and the contexts of behaviour expected from them. They can grow or decrease and different patterns of strength and weakness can emerge in relation to how individual’s perceived different kinds of challenges.
- 9. Evidence shows the ELLI tool to be an excellent communication tool between the tutor and learner and the findings have given a useful insight into student learning. It also shows that there is a change in students’ perspectives after using it as it generates valuable data about the relationships between the learning power of different populations and a variety of learning interventions and learning contexts. Student’s comments on ELLI: ELLI created an awareness that I did not have before about how to learn. “… it enabled me to focus on an entirely new way of learning.” “… it shows weaknesses in learning in a positive light and this is more motivating.” Research insights We’re able to draw from a broad base of research carried out in different learning environments to understand how ELLI can be used best.
- 10. “Enabling learners to develop a reflective practice is important for improved learning and the activity associated with this inventory strongly support this. They also enable greater expression of these aspects of learning by providing a framework and a coherent language.” “ELLI also provides a framework that enables students to make helpful links between their learning in HE and that in other contexts – this has particular value for supporting the transition of mature students into HE, and in supporting those in work based learning.”
- 11. “A paired course model for under-prepared college students incorporates a dual instructional approach, academic skill building and lifelong learning development, to help students do more academically and become stronger lifelong learners. In a reading support course, students improved their reading skills and applied them directly to the paired content course. They also developed lifelong learning attributes through increased self-knowledge (using the Effective Lifelong Learning Inventory), reflection, and coaching. Students showed significant gains in lifelong learning, an 85% success rate in the paired content course, and a higher retention rate than students outside the project with similar SAT critical reading scores.”
- 12. • California State University, Fullerton • STEM student retention, first generation college entrance • Education Business Partnership • School to work mentoring programme • Yeditepe University, Turkey • Youth offending prevention • Richland Community College, Texas • Central to their personal development planning • Schools • Improving engagement in Year 12, transition from KS3/4, increasing attainment. Examples of on-going research and uses of ELLI
- 13. Active challenges to grow learning capabilities Diagnostics which lead to positive self- awareness Learning goals which are transferrable Shared language & conceptualisation of learning Evaluation of environment in terms of impact on learning: individual and organisational levels Positive learning environments are those characterised by a holistic perspective towards an individual’s learning journey. FIVE CORE ELEMENTS within POSITIVE LEARNING ENVIRONMENTS supported by use of ELLI
- 14. ELLI is a reliable measurement tool and conceptual framework through which to fully realise individual and organisational learning potential across five core aspects. Education provision can focus heavily on processes and outcomes. These are important but can result in a skewed perspective on the learning journeys of individuals. In fact, quality is often undermined because courses and apprenticeships lacks a coherent and holistic perspective on learning. Maintaining a clear sense of the importance of the learning identity and development of individuals is essential.
- 15. Diagnostics for change of learner self-image Targets for learning which embrace the challenge to grow Foster active learning across curriculum with a common language Evaluating impact on learning motivation Engaging students and lecturers to think afresh about their personal development
- 16. Robin’s project involves learning a new skill – evaluating its use and writing a report about its value in relation to different jobs. The evaluation requires judgement about what’s significant. Interpreting something’s value requires awareness of wider purposes to which the skill could be used. Reporting requires responding to the needs of others. Critical curiosity – thinking deeply about the way the skill can be applied. Meaning-meaning – recalling information about the tasks and skills previously used in order to make better interpretations. Creativity – recognising the need to present ideas clearly and effectively. The Seven Dimensions of Learning are easily applied across curriculum areas and work place contexts. Lecturers, tutors and teachers find ELLI helps make explicit the learning focus already implicitly encouraged. It helps put a name to effective lifelong learning capabilities.
- 19. E-learning course: introduces learning power and explains the Seven Dimensions, how to interpret the ELLI profile, and set targets for development. Original short animations to help engage and explain ELLI.
- 20. Communication and Networking Working with others Organisational Skills Managing myself Problem Solving and reflection Understanding Career Pathways Self awareness I communicate clearly and concisely both verbally and in writing, and am able to introduce myself confidently to others in a professional way, both face to face and on digital platforms. I am able to build relationships to work with others to achieve an agreed outcome, and am able to take direction from others or lead others. I am able to plan and deliver my daily work or specific projects by planning and reviewing information, using relevant IT skills and by managing my time. I am able to take responsibility for my own professional behaviour, including how I behave in more difficult situations. I can analyse problems and help solve them by understanding the root cause(s) and then develop a plan of action to reduce the risk of them happening again. I identify employment opportunities and career paths, ensure that I understand the entry requirements and skills that are needed. I can identify my personal strengths and development areas in relation to my career aspirations. Meaning making Learning relationships Strategic awareness Resilience Creativity Critical curiosity Changing and learning Jigsaw Zone Connecting Space for meetings, giving presentations and preparing to communicate with others. Key to good networking and communication is thinking about others’ needs and what can be shared or used from a person’s experience which is relevant. Team Zone Collaborating Space for project work, team-building exercises as well as quiet desks for independent work. This zone is about facilitating group work. Pilot Zone Managing Space for planning and learning about organisation. Where young people can chart their progress and map their project milestones. Timed management activities can also feature. Gritty Zone Persisting Space to learn about the internal resources we need to draw from to succeed. A place to celebrate persistence, learn about behaviour management and techniques to stay focused and motivated. Job application space. Springboard Zone Imagining Space for challenges, ideas creation and learning innovative problem solving techniques. Celebrating entrepreneurs and innovators. A place for employers to pose challenges and problems. Detective Zone Exploring Space to learn about careers and explore resources available. Place to go to investigate and share questions. Morphing Zone Transforming Space to learn about oneself, test oneself and chart personal development. This is the place where EBP celebrates the centre’s work and employers and entrepreneurs can tell their stories to inspire young people. The ELLI dimensions can be mapped to employability skills and leadership qualities.
- 22. The extent and scope of change in learners’ profiles over time allows for evaluation of the effectiveness of programme delivery and support. ELLI provides a tool to uncover contextual factors influencing learning growth.
- 23. Group profiles The ELLI platform allows individual profiles to be grouped and analysed. Pre-post test development can be measured and group performance compared in relation to learning capabilities. The ELLI data provides a means to evaluate the learning development beneath the surface of course delivery.
- 25. ELLI can be used: • as a learning diagnostic tool to set development goals; • as the focus of tutoring support to help students build their learning capabilities; • to help develop employability skills; • as the basis for improving course delivery through adoption of the ELLI learning model; • as a means to evaluate the impact on learning of course delivery; • as a framework for professional development of both teaching and non- teaching staff.
- 26. What we provide Diagnostic of learning capabilities and motivation E-learning and web resources to support development of learning power Framework for personal growth which spans all study domains and work Data to evaluate the effectiveness of provision and interventions.
- 27. Learning power begins with ELLI Contact us for more information: learn@elli.global www.elli.global #elliglobal ELLI Global on YouTube Nigel Newton nigel.newton@elli.global https://uk.linkedin.com/in/nigel-newton-76992624
Editor's Notes
- Have a look at the school report extracts. Can you match them with their owners. First, important to be reminded from these that it takes more than qualifications and raw academic performance to succeed. Further Education has always been a place of new beginnings, where young people and adults to start again, continue the learning in a new direction.
- But there are several challenges the sector has continually had to confront
- The story goes that two University of Bristol professors had a conversation over lunch one day, towards the end of the last Millennium. One was Professor Patricia Broadfoot, widely known for her work on assessment and her role in the Assessment Reform Group. The other was Professor Guy Claxton, who had moved into education from a science background and was already a leading Influence on a growing, international community of interest in „learning to learn‟. Apparently, the conversation went something like this: „Wouldn't it be interesting if we could find out what it is about some people that makes them exceptionally effective lifelong learners? Then, if we could identify the characteristics of this quality of „learning power‟, we could find a way of measuring or assessing them. In our assessment-driven culture, this would give them value and we could go on to develop ways of helping people get better at them.‟ So, the ELLI Research Programme was conceived. Funding was generously provided by the Lifelong Learning Foundation and Dr Ruth Deakin Crick was appointed as Research Fellow at the Graduate School of Education at Bristol to develop the research.
- In the research project, a questionnaire was constructed by putting together everything then known about learning. This included the internal motivations, dispositions and attributes of learners such as self-regulation, interest, effort, locus of control, self-efficacy etc. and the external factors that impinge on the learner such as the way the subject is taught (pedagogy), the school ethos, the home, family, peer group and wider worldviews and traditions of the learner. The original questionnaire was given to 1600 respondents and when the results were gathered together, a factor analytic study revealed seven dimensions of learning power or seven dimensions that describe the energy to learn and to keep on learning.
- In the research project, a questionnaire was constructed by putting together everything then known about learning. This included the internal motivations, dispositions and attributes of learners such as self-regulation, interest, effort, locus of control, self-efficacy etc. and the external factors that impinge on the learner such as the way the subject is taught (pedagogy), the school ethos, the home, family, peer group and wider worldviews and traditions of the learner. The original questionnaire was given to 1600 respondents and when the results were gathered together, a factor analytic study revealed seven dimensions of learning power or seven dimensions that describe the energy to learn and to keep on learning.
- We have an easy to use platform with which users can complete the ELLI questionnaire, see their results and receive some feedback advice. However, engagement with ELLI this way really requires users have the opportunity to talk with someone knowledgeable about ELLI in a coaching/mentoring process. This requires organisations to train people and is time-demanding. Could other resources be used to help users, particularly our vocational students, engage and benefit from ELLI?
- Each dimension has two poles: a positive and a negative aspect of the dimension. But first, it’s important to understand that these are not learning styles and neither are these forms of intelligence or intellectual modalities (as in Gardener’s theory of multiple intelligence). They are the key dispositions which reflect how individuals respond to their environment and the contexts of behaviour expected from them. They can grow or decrease and different patterns of strength and weakness can emerge in relation to how individual’s perceived different kinds of challenges.
- So I want to challenge you to think about tackling the challenges of student engagement, retention, improved attainment and apprenticeship success from an ELLI perspective. This is one which sees solutions needing to work together at four four levels: Firstly, diagnostically which makes sense to the self-awareness of the student - through the process of students completing the questionnaire and see their profiles real change of self-image as a learner can occur. Secondly, tutoring, either one-to-one or via a virtual mentor, to help students embrace the challenge to grow their learning power. Thirdly, in lessons the learning dispositions can provide a fresh way of help students engage with the learning needed to complete tasks and succeed. The group profiles can help teachers understand potential areas of learning which the class struggle with. Fourthly, ELLI provides colleges with a shared language of learning. Learning power goals can be tapped into for different extra-curriculum activities. Fifth, evaluation of environment of learning which measures development of personal and organisational learning.
- First priority was to produce animations with the aim of helping students to understand better the seven dimensions of learning. This required thought - how to maximise the reach, how to make the abstract tangible, how to appeal to young people, whether to aim for a unifying style. We commissioned 4 animators, chosen from over 50 offers. We were looking for value for money, artistic quality and originality, and hoping to support more early career animators than go with established studios. We wanted at least one animator to be local – from Bristol – but were happy to contract animators from further afield too – from Wales, Poland and Uruguay. The scripts were one thing but it was also important to recognise how much tacit knowledge we bring to our work and there were times when we had provide quite a bit of support to the animators.
- What it’s not: It’s not learning styles, no evidence this is helpful to identify pupil’s learning preferences, and no evidence teaching can be effectively adapted using this model. Neither are am I going to introduce a process or method to identify where students’ intellectual attributes lie. Work by Gardener to give us a richer sense of the value of the different ways we think is excellent, but shaping school or classroom activity to these multiple intelligences reduces this breakthrough to another version of learning styles. There isn’t a method or model of learning that can be effective which a) doesn’t have at it’s core the role of the teacher and the way teachers relate to their students; b) doesn’t fit naturally to how we teach the curriculum. ELLI is context dependent, it works on a symbiotic relationship between the individual and the environment with which they are learning.