For me, there’s nothing quite so moving in the world of learning than witnessing teachers give young people the responsibility and safe freedom to show what they are capable of, and then seeing those children talking about how that felt, and showing what they did.
Tragically our national curricula often crush this possibility out of school life, but when it happens, it’s startling. And the network of people sharing the evidence and stories is building. The movie below is an example from my local primary school, with whom I work:
Small, T., Shafi, A. and Huang, S. (2014) Learning Power and Authentic Inquiry in the English Primary Curriculum: A Case Study, Report No. 12, ViTaL Development & Research Programme, University of Bristol. [pdf]
This report documents progress in a two-year action-research programme at Bushfield School, Milton Keynes, with two main purposes: firstly, to build on the School’s success in developing children’s capacity to learn; secondly, to track and measure the impact of its interventions for this purpose. The school combined the Effective Lifelong Learning Inventory (ELLI) with the Authentic Inquiry learning methodology from University of Bristol. Qualitative and quantitative data are combined to examine the impact of the pilots from the perspective of staff and pupils, comparing learning power against a range of demographic and attainment datasets, in the distinctive context of a primary school already experienced in the Building Learning Power approach.
One community who are active right now is the Deeper Learning MOOC (DLmooc), which is doing a fabulous job of catalysing conversations about the future shape of learning, with a good dose of student voice. Check out the YouTube/Vialogue replays of their live Hangouts.
I just added a couple of stories to the set they’re compiling, from the above work with Bushfield School, which has benefited from working first with Guy Claxton on ‘building learning power’, and most recently with Ruth Deakin Crick on assessing learning dispositions and authentic inquiry, both strands of work originating from University of Bristol Grad School of Education (disclaimer — I’m a visiting fellow there: now you know why!):
I have no idea how “massive” this MOOC is, but they’re doing a good job in this course of bringing together reflective practitioners and students.