What is Building Learning Power?
International research into how the mind works shows that we are all capable of becoming better learners. Building Learning Power applies this research directly to the work of teachers in classrooms, to provide a practical framework for fostering lifelong learning in all young people.
It is the job of education not to assume that learning will take place but to do everything possible deliberately to help it do so.”
Professor Guy Claxton
Originator of Building Learning Power
To prosper in the learning age, we must learn to embrace uncertainty with robust self-confidence, and approach the future with curiosity and optimism.
Building Learning Power provides a clear direction for this exciting journey; it:
- Recognises that effective learning depends on qualities of attention and emotional reactivity; of thought and imagination; of reflection and self-awareness; and of sociability and relationships.
- Respects the complexities of science and resists easy simplifications, slogans and gimmicks.
- Views teachers as learning-power coaches who explore and extend students’ learning-to-learn behaviours.
- Infuses the development of learning habits and skills into curriculum content.
- Develops a language for learning throughout the school.
- Attends to the kind of language used to frame activities and comment on learning.
- Encourages learning challenges that students can get their teeth into — real, interesting and hard.
- Involves teachers in seeing themselves as learners about learning: taking time to think and ask questions about learning, testing out claims of their own, and customising ideas for local conditions and students’ current interests.
- Infects school life beyond the classroom, linking the professional world of teachers and the school’s relationship with its community.
- Sees education as a preparation for a learning life, with optimism that this can be pursued without a revolution — or at least with only a quiet, local, one.
A rigorous developmental framework to guide a school towards delivering outstanding learning, leading to:
- Creative, independent learners who achieve well and are prepared for the challenges of 21st century living
- Outstanding teaching that expands young people’s capacity and appetite to learn
- A collaborative learning culture that supports experimentation and personal responsibility
Schools with aspirations for learners…
Does your school aspire to:
- equip young people to take responsibility for their own learning and prepare them for 21st Century life ?
- make world-class learning your educational goal?
- surpass Ofsted’s new expectations for teaching and learning with ease and confidence?
- nurture greater autonomy, creativity and independence of thought in young people?
- play a more expansive educational game?
- makes these vital, challenging aspirations DO-ABLE;
- has a Quality Standard at its core;
- untangles and describes the features of a learning school;
- offers steps in the learning journey;
- promotes progression through review and/or verification;
- is based on the learning sciences and principles of learning organisations
The LQF scaffolds the school’s learning journey through;
- a quality standard that captures key aspects of a school’s culture
- materials and consultancy to assist in diagnosis and action planning
- external reviews of progress or verification of levels