Introduction: A Framework for Powerful Learning

The 'Framework for Powerful Learning' is an adaptable, theoretical model designed to develop and maintain successful learning environments in secondary schools where the learning takes place in flexible learning spaces.

The 'Framework' brings together my practical and research experience that includes the use of PEEL principles teaching procedures, Philosophy for Children and Teenagers, and William Glasser's Choice Theory. My more recent interest in the latest work of Linda Darling-Hammond and Ramon Lewis is also reflected here.

The ‘Framework’ is in the organizational development tradition and influenced by the research of Per Dalin.

The ten ‘Tracks’ are the elements of the planned change and are based on Ralph H. Kilmann’s Managing Beyond the Quick Fix: A Completely Integrated Program for Creating and Maintaining Organizational Success.

The 'Framework' will be the conceptual framework for my research over the next five years. 

Tracks 1-9 of the ‘Framework’ have relevance for pre-service and practising teachers. Track 10 The Shadow Track is about initiating, implementing and evaluating the Tracks 1-9.

As the ‘Framework’ of 10 Tracks is designed to bring about planned change, research findings about the ‘Framework’ itself would be of most interest to school leaders and managers.

Framework for Powerful Learning

Track 1: The Student Voice Track:

Students negotiate responsibilities, manage their learning, and their learning spaces. Their feedback is constantly sought to monitor engagement and learning and to inform the change process.

Philosophical Community of Inquiry provides for meaning-making through critical, caring, creative and collaborative thinking. The teacher provides the stimulus material for the inquiry, models, facilitates and scaffolds thinking behaviours so that the inquiry makes progress towards answering questions of authentic concern asked by its members.

Track 2: The Engaging, Listening and Learning Track:

What does engaged learning mean for children and teenagers today?

What impact does this have on how they construct their identity as learners?

How do different spaces impact on a student’s ability to become engaged in learning?

How well do they listen? And to whom do the listen?

Track 3: The High Expectations Track:

For appropriate behaviour

For work completion

For quality work

Track 4: The Feedback to Students Track:

Use the power of specific feedback

Provide continual opportunities for students to revise and improve their work

Track 5: The Rights and Responsibilities Track:

The right of students and teachers to do as much quality work as possible and to feel safe and comfortable at school is assumed

The personal and communal responsibilities to protect those rights are negotiated with classes and linked to consequences

Track 6: The Consequences Track:  Recognition, Rewards and Negative Consequences (Coercive Power)

Recognize and reward in a systematic way

Display consequences prominently, along with rights and responsibilities, and apply them consistently

 

Track 7: The Teachers’ Powers Track:

Informational Power:

The power of persuasion to convince students of the need to take responsibility for their behaviour by logic and evidence

Relationship Power:

About each student, ask questions such as When was the last time I did something nice for or to that student?  and What is the student’s favourite film, music, school activity, football team, sport?  to estimate the pile of goodwill with each one and to build it.

Legitimate Power: 

Raise student and parent awareness that it is the teacher’s responsibility and obligation to protect the rights of each student to do as much work as possible and feel safe and comfortable at school

Explain and demonstrate in action that there is no excuse for irresponsible behaviour (as defined in the agreed list of individual and communal responsibilities)

 

Track 8: The Planning and Working Collaboratively Track:

Teachers pool their resources and intellects in choosing the:

Curriculum design (e.g. for understanding/a thinking curriculum, inquiry, problem-based, authentic, challenging - extensive pieces of writing and projects, meeting appropriate standards).

Delivery methodologies (e.g. the mix of direct instruction, discovery and collaborative small group learning).

Learning how to learn strategies to sue (e.g. raising students' awareness of the aspects of quality learning).

Track 9: The Feedback to Families Track:        

Send notes home commending effort and responsible behaviour, particularly to the homes of students who find it difficult to behave responsibly.

Track 10: The Shadow Track:

A group of 4-6 teachers and administrators meet regularly to:

•          Identify all the problems
•          Question all the assumptions
•          Seek solutions 
•          Initiate, schedule, implement, monitor, and evaluate each of the 9 other Tracks