BUILDING LEARNING POWER
To help children become more
independent & life long learners
Shahin Ummer
Zeena Paul
Fadia Ezz Edin Akash
These are the four main
learning dispositions
Resilience
Resourcefulness
Reflectiveness
Reciprocity
CREATED BY PROFESSOR GUY CLAXTON
These
dispositions are inherent
in all
They are not fixed at birth, or
when we leave school
They can be developed by
everyone regardless of ‘ability’,
social background or age.
THE 4 R’S OF BUILDING LEARNING
POWER
1)
Resilience
This is the emotional aspect of
learning.
THE 4 R’S OF BUILDING LEARNING
POWER
2) Resourcefulness
The cognitive aspect of learning
THE 4 R’S OF BUILDING LEARNING
POWER
3) Reflectiveness
This is the strategic aspect of
learning.
THE 4 R’S OF BUILDING LEARNING
POWER
4) Reciprocity
This is the social aspect of
learning.
THE LEARNING MUSCLES FOR ALL
ROUND LEARNING FITNESS
The 4 R’s can be thought of as being
groups of ‘LEARNING MUSCLES’
We can exercise our learning muscles
to develop their strength and
stamina
SOME ASPECTS OF BLP CULTURE
The Teacher
 Language-talking about learners and
learning
 Example- KWHL
The Classroom-split screen lessons
 Environment- e.g. displays
CLASSROOM CULTURE &
TEACHERS ROLE
FOR LEARNING
WARMER
Think
of a
Team
sport
….
What Makes a
good team ?
HOW CAN WE BUILD LEARNING POWER
Classroom
Practice
Organization of
lessons
Physical
Environment
Development of
Teachers
Leadership of the
school
TEACHING PALETTE
Explaining
Modelling
Orchestrati
ng
Commentatin
g
Explaining
• Teachers introduce directly and explicitly to the 4R’s
of learning power and train them how to use them
Orchestrating
• Teachers orchestrate resources , the environment
and activities for BLP
Commentating
• Teachers commentate on children’s learning power
through informal talk and formal or informal
evaluation
Modelling
Teachers model being a learner , getting
stuck , trying things out and making
TOOLS FOR BUILDING LEARNING POWER
Explaining
Commentating
Orchestrating
Modelling
Informing providing
information about
overall purpose of
learning
Reminding –
Drawing
attention and
prompting about
specific aspect of
learning
Evaluating –
Nudging – asking
commenting on
explanatory
learning and its
questions and
outcome
skilfully moving
the learners
Selecting –
Target setting –
choosing ways of helping learners
working and
set and monitor
designing activity their own targets
Learning aloud –
learning and
thinking in front
of the class
Reacting –
responding to
unexpected with
curiosity
Discussing –
Discussing how to
develop learning
power and
inviting
contributions
Replying –
providing written
or spoken
feedback
Training –
Directing ways to
build learning
capacity
Framing –
clarifying the
learning power
expectations
behind all
activities
Sharing –
Showing you
value learning
and confident in
yourself as a
learner and
sharing your
experience
Arranging –
Deploying
resources and
arranging the
environment to
support learning
Demonstrating –
showing that your
learning includes
different
activities like
drafting ,
sketching ,
reflecting
Tracking –
capturing the
progress each
students makes
WHAT HAPPENS …..
Enlivening attitudes to
learning
Raising attainment
Deepening learning
Giving students a learning
voice
Reducing behaviour
problems
Exciting classroom
practitioners
Preparing for a Lifetime of
learning