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The Learning Powered School
Book by Claxton, Guy
- GenresEducation
278 pages, Paperback
First published January 1, 2011
3 people are currently reading
36 people want to read
About the author
Guy Claxton
76 books43 followersGuy Claxton is Emeritus Professor of the Learning Sciences at the University of Winchester. His many publications include Hare Brain, Tortoise Mind: Why Intelligence Increases When You Think Less. He lives in the UK.
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Displaying 1 - 4 of 4 reviews
December 29, 2020
I’ve taught IB in China for the last five years and recently moved to Australia and am now teaching the NSW curriculum. BLP aligns quite well with a lot of the IB philosophy and so I am feeling comfortable and excited about incorporating the BLP framework to our NESA syllabus. The book gives good evidence for why a learning powered approach works, and some examples. Having taught using the MYP framework, i didn’t take long to convince that this could work. The learning muscles/palette in BLP are similar to IB Approaches to Learning and the Learner Profile attributes. It’s about teaching students how to learn and how to be curious rather than just spoon feeding them facts.
November 10, 2014
Writing as a Headteacher I can heartily recommend this book to teachers interested in the 'how' of learning and not just the 'what.' This book shows you how you can do both at the same time through split-screen teaching : a subject-based learning objective and a learning habit that enhances the subject learning. In every lesson!
Guy Claxton and collaborators have come up with a range of learning habits or habits of mind clustered around a framework of four Learning Powers:
Resilience covers the emotional and attentional aspects of learning, and includes perseverance, absorption (or flow), concentration (or managing distraction) and perceptiveness (or attentive noticing).
Resourcefulness focuses on the cognitive aspects of learning, including questioning, connecting (making links), imagining, reasoning, and capitalising (making smart use of resources).
Reciprocity covers the social dimension of learning, and includes interdependence (balancing social and solitary learning), collaboration, listening and empathy, and imitation (receptivity to others' learning strengths).
Reflection covers the aspects of learning that are to do with strategic management and self-awareness. They include planning, self-evaluating (revising), looking for further application (distilling) and fluency in the languages of learning (meta learning).
These are inspirational for teachers as they are but also very flexible and not in the least prescriptive or packaged as an educational product. As such they lend themselves to those who want an experimental approach that can be tailored to a particular school or class of pupils. For my own purposes I am currently researching an interfaith book which seeks to focus on the positive aspects of Islamic education and the articulation of islamic learning virtues that readily adopt and adapt this initial set of four learning powers. My version is based on Scholarship, Craftsmanship, Leadership and Worship which will enable me not just to capitalise on Caxton's pioneering work but to connect the approach to four historical cultures of the West in an excellent book by John O'Malley:
Making this link between a Learning Powered School and classical approaches to pedagogy will help teachers of Muslims in British schools at home and abroad create a more inclusive curriculum which values a positive Islamic contribution.
For Culture 1 focused on Prophecy and Reform I have developed a series of learning habits under the umbrella of Worship in search of Integrity and Unity.
For Culture 2, that of the Academy and Professions I include Resourcefulness and an additional set of learning habits to do with information and memorisation under the umbrella of Scholarship in search of truth and knowledge.
For Culture 3: Poetry, Rhetoric & the Common Good, I include Claxton's Reciprocity and Reflection under the umbrella of Leadership for the public Good and service to the community.
For Culture 4: the culture of Art & Performance I include Resilience and add an additional learning power of my own focused on artistic creativity in search of Beauty.
The need for an inner curriculum based on a partnership of shared values which is not just distinctive but also inclusive has never been needed as much as it is now in the West. Teachers need to be able to better help muslims from ethnic minorities to affirm and enhance western culture rather than working against it or becoming preoccupied with a separate religious/ethnic identity which is isolated, hostile or competitive. To that end we can work towards an inner curriculum of spiritual, moral, cultural and mental development with no small thanks to Guy Claxton's approach which can be translated directly into traditional islamic learning virtues that are equally contemporary and relevant.
Dr Tim Luckcock
www.timluckcock.com
Guy Claxton and collaborators have come up with a range of learning habits or habits of mind clustered around a framework of four Learning Powers:
Resilience covers the emotional and attentional aspects of learning, and includes perseverance, absorption (or flow), concentration (or managing distraction) and perceptiveness (or attentive noticing).
Resourcefulness focuses on the cognitive aspects of learning, including questioning, connecting (making links), imagining, reasoning, and capitalising (making smart use of resources).
Reciprocity covers the social dimension of learning, and includes interdependence (balancing social and solitary learning), collaboration, listening and empathy, and imitation (receptivity to others' learning strengths).
Reflection covers the aspects of learning that are to do with strategic management and self-awareness. They include planning, self-evaluating (revising), looking for further application (distilling) and fluency in the languages of learning (meta learning).
These are inspirational for teachers as they are but also very flexible and not in the least prescriptive or packaged as an educational product. As such they lend themselves to those who want an experimental approach that can be tailored to a particular school or class of pupils. For my own purposes I am currently researching an interfaith book which seeks to focus on the positive aspects of Islamic education and the articulation of islamic learning virtues that readily adopt and adapt this initial set of four learning powers. My version is based on Scholarship, Craftsmanship, Leadership and Worship which will enable me not just to capitalise on Caxton's pioneering work but to connect the approach to four historical cultures of the West in an excellent book by John O'Malley:
Making this link between a Learning Powered School and classical approaches to pedagogy will help teachers of Muslims in British schools at home and abroad create a more inclusive curriculum which values a positive Islamic contribution.
For Culture 1 focused on Prophecy and Reform I have developed a series of learning habits under the umbrella of Worship in search of Integrity and Unity.
For Culture 2, that of the Academy and Professions I include Resourcefulness and an additional set of learning habits to do with information and memorisation under the umbrella of Scholarship in search of truth and knowledge.
For Culture 3: Poetry, Rhetoric & the Common Good, I include Claxton's Reciprocity and Reflection under the umbrella of Leadership for the public Good and service to the community.
For Culture 4: the culture of Art & Performance I include Resilience and add an additional learning power of my own focused on artistic creativity in search of Beauty.
The need for an inner curriculum based on a partnership of shared values which is not just distinctive but also inclusive has never been needed as much as it is now in the West. Teachers need to be able to better help muslims from ethnic minorities to affirm and enhance western culture rather than working against it or becoming preoccupied with a separate religious/ethnic identity which is isolated, hostile or competitive. To that end we can work towards an inner curriculum of spiritual, moral, cultural and mental development with no small thanks to Guy Claxton's approach which can be translated directly into traditional islamic learning virtues that are equally contemporary and relevant.
Dr Tim Luckcock
www.timluckcock.com
February 7, 2014
Inspiring but has something to sell. One big advert.
Displaying 1 - 4 of 4 reviews