Powering Up Children by Claxton, Guy -- Read -- Imperial Library of Trantor

Index

Cover Praise Title Page Dedication Foreword Acknowledgements Contents Introduction Chapter 1: An Overview of the Learning Power Approach

What Is the LPA? How Does the LPA Work? The Strands of the LPA The LPA Psychology of Learning What Does the LPA Ask of Teachers? Where Does the LPA Come From? What Does the LPA Offer? Why Does the LPA Matter?

Chapter 2: The Learning Power Approach in Action

What Does the LPA Actually Look Like? Summary

Chapter 3: Setting the Scene: Making Your Classroom a Safe and Interesting Place to Be a Learner

Prerequisites for a Learning-Powered Classroom Dipping Your Toes In

Model respect, understanding, and kindness Create a calm, orderly, and accessible classroom Have clear expectations, focusing behaviour around learning Make it socially safe to be a learner Build trust

Digging Deeper

Make learning intriguing, engaging, and purposeful Distinguish between learning mode and performance mode

Summary

Chapter 4: Designing the Environment

Designing the Environment with Learning Power in Mind Dipping Your Toes In

Think about the layout and use of the furniture Assess the provision of resources Source inspirational quotes that reflect positive learning habits Make anchor charts Create a wonder wall Create a personal best wall Show works in progress

Diving Deeper

Build interactive displays that strengthen learning muscles

Bumps Along the Way Summary

Chapter 5: The Languages of Learning

The Languages of Learning Dipping Your Toes In

Refer to “learning” rather than “work” Capitalise on the power of “yet” Invite the children to use their imaginations with “Let’s say …” Use “could be” language Make use of “wonder” Rethink your language around “ability” Talk about the innards of learning Open up a dialogue about making mistakes Informally notice the effective use of learning muscles Model fallibility Model metacognition

Diving Deeper

Examine the underlying values Get everyone speaking learnish Learn by example

Bumps Along the Way Summary

Chapter 6: Collaboration and Conversation

What’s So Great About Collaborative Learning? Collaboration and Conversation Dipping Your Toes In

Build awareness and understanding of collaboration as a learning muscle Create a display around collaboration Plan for collaboration Value and praise effective collaboration Ask the children to choose their own learning partners Create scaffolds and frames for talk

Diving Deeper

Make the shift from teacher to learning coach Plan roles within a group Open up discussions around group sizes Purposefully and cumulatively develop oracy skills Use collaboration for peer feedback and reflection Extend, deepen, and assess collaboration

Bumps Along the Way Summary

Chapter 7: Making Learning Challenging and Adjustable

Make Learning Challenging and Adjustable Dipping Your Toes In

Use language and praise related to challenge Use more open-ended questions Use visual strategies to support risk-taking Offer different degrees of difficulty Get the children to design their own challenges Start lessons with a grapple problem

Diving Deeper

Design split-screen lessons

Bumps Along the Way Summary

Chapter 8: Independence and Responsibility

Developing Independence and Responsibility Dipping Your Toes In

Offer simple choices about how to present learning Open up discussion and choices around noise levels Create opportunities for the children to plan and organise their learning Open up discussion about what the children think they need to learn next Involve the children in taking ownership of their classroom Ask the children to determine their own success criteria Ask for feedback on how to improve lessons

Diving Deeper

Involve the children in planning their own projects Create opportunities for the children to teach one another Enable the children to judge when they need support from a teacher Timetable planning time or thinkering studios

Bumps Along the Way Summary

Chapter 9: Reflection, Improvement, and Craftsmanship

The Benefits of Focusing on Improvement and Reflection Reflection, Improvement, and Craftsmanship Dipping Your Toes In

Develop a language for reflection Find time to focus specifically on reflection habits Thread in reflective thinking routines Design rubrics to structure feedback Explicitly teach self- and peer-evaluation Continually give and develop verbal feedback Reflect on how to make written feedback useful and meaningful Add an LPA boost to Two Stars and a Wish

Diving Deeper

Use protocols that develop reflection Build a diary room Track learning stories Adjust assessments to focus on improvement Plot and feed back about the growth of learning muscles Use reflection breaks

Bumps Along the Way Summary

Chapter 10: Beyond the Single Lesson

Embedding the LPA More Deeply Engaging Colleagues Dipping Your Toes In

Use window displays, doors, and notice boards Adapt your learning environment Reward the children for developing as learners Link with like-minded colleagues Mention your interest in the LPA to your year group team Run an introductory workshop on the LPA

Digging Deeper

Talk openly to leaders about the impact you are seeing Use the student council Prepare an assembly to develop learning powers

Engaging Parents and Carers Dipping Your Toes In

Write letters home about learning powers Use window space and notice boards to bring the LPA to life Use learnish in parents’ meetings, letters home, and reports

Digging Deeper

Make links with home Run a workshop for parents and carers about the LPA

Bumps Along the Way Summary

Conclusion Further Reading Resources About the Authors Copyright Advertisement

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