SLP 10: Follow up Learning Profiles,
P2 Process Analysis, and
Presentations
Frances Jørgensen

• Learning Styles Profile
• Process Analysis P2
• Group Activity: Prepare a draft of your P2
PA
• SLP evaluation

• Individual’s different ways of receiving and managing information.
• Objective of the learning styles inventory is to know ”how the student is smart” (not IF he/she is smart), for the purpose of helping the student improve his/her learning and to help the teacher plan teaching that will maximize the student’s opportunity to learn.

•
The objective of the process analysis is to help make the group’s learning during the P2 project explicit; it usually includes descriptions and analyses of your group’s development in the following areas:
– Project Organization/Structuring
– Communication
– Cooperative Group Process
– Conflict Management
– Role Assignment/Division
– Project Management
– Project Leadership

Through the project analysis, the group is able to document their experiences in relation to the project’s 3rd objective (project capabilities)

• What was done? Description of experiments, decisions, etc.
• What can we learn from what was done? Analysis of experiences
• What can we use our learning for in the future?
• How will we ensure that our learning is used in the next project? Operationalize learning into specific plans.

• Project planning and management:
– Log book
– Brainstorming
– Post-its
– Activity Diagrams
– Time Lines
– Goal setting
– Team Role profiles

• Group work:
– Discussion of expectations
– Group contract
– Meeting summaries
– Meeting Culture/rules
– Social activities
– Active listening & support of group members

• Advisor Relationships:
– Contracts
– Meeting Agenda
– Expectations discussed (e.g. types of advising)

• Learning Processes:
– Expectations (own and group’s learning)
– Problem formulation
– Kolb’s cycle
– Bloom’s Taxonomi
– Learning Profile
– Expert Strategy versus Learning
Strategy

• Clear distinction between description and analysis.
• Documentation attached to support description.
• Analyses include reflections regarding: own experiences from P1, learning objectives for P2, contracts and agreements made in P2, tools selected (and used!).
• Analyses include references to theories, models, tools, and activities presented in CLP (entire basis year!).
• Concrete plans, based on P2 experiences, for next project.
• Well structured, including the good and not-so-good experiences, and a summary of good advice for next project.

• Expectations for P2 (group work, relationship with advisors, project work, learning).
• Project Management
– Describe, using documented examples, what was done.
– Analyze the good and the not-so-good experiences
– Analyze experiences in light of future group project work
– Concrete action plans for how learning can be used in the next project (e.g. which tools, methods, etc)
• 10-15 pages, plus attachments

• Use approximately 20 minutes to prepare a draft of your P2 PA to present to the class. The PA should include descriptions of your experiences until now AND at least 2 ideas/plans for experiments your group will conduct during the remainding project period.
• Opponent groups (those not presenting) should prepare written comments and feedback.
• Groups will receive feedback from teachers and opponent groups

• Evaluation of (entire) CLP course
– Content
• Is the content useful (i.e. supportive of group and project work?) How could the content be improved?
– Structuring
• Was the structuring (e.g. timing of classes, grouping of content, balance between lecture and group work) compatible with the group and project work? How might CLP be better structured?
– Teaching
• Was the course material presented in an understandable, useful way? What recommendations do you have for the teachers?
– Other