UTS CRICOS PROVIDER CODE: 00099F
DEVELOPING RESILIENT AGENCY IN LEARNING: USE OF CLARA FOR FIRST YEAR SCIENCE STUDENTS WITH COACHING SUPPORT
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Alison Beavis, Andy Leigh, Peter Meier (Science), Georgina Barratt-See (HELPS) Ruth Crick (School of Education & CIC), Simon Buckingham Shum (CIC), and a team of our CLARA Student Mentors http://utscic.edu.au/projects/uts-projects/science-learning-power
UTS First Year Experience Forum 23 Sept. 2015
“CLARA-FYING” LEARNING
MOTIVATION • To develop a student’s sense
of identity as a learner • To explore strategies for
scaling the use of CLARA
OPPORTUNITY • Creation of new first year
Science subject as a vehicle for integrating CLARA
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PROJECT OVERVIEW
Mentor Recruitment &
Training
Curriculum Integration
Mentor-led Coaching
Conversations
COLLABORATION
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Personal Development
Values, Attitudes, Dispositions,
Identity, Story
Learning Power
Competencies and skills for employability
Knowledge, Skills and Understanding
WHERE DID THIS CONSTRUCT COME FROM? 3 year project to identify the most important qualities shown by effective learners, and then devise a valid assessment tool
Experts & Practitioners consulted on overall process
Meta-analysis of the literature (empirical + theoretical)
Expert Workshops (policymakers + scholars)
Leading Practitioner input to survey questions
Survey design iterations and refinement
Factor analysis on survey data (N=2000)
Seven factors identified
ELLI: Effective Lifelong Learning Inventory
CRICK LEARNING FOR RESILIENT AGENCY (CLARA) SURVEY
Analysis of >40,000 learner profiles in ELLI led to an improved model of the core constructs underpinning CLARA Deakin Crick, R,. Huang, S., Ahmed-Shafi, A. and
Goldspink, C. (2015) Developing Resilient Agency in
Learning: The Internal Structure of Learning Power.
British Journal of Educational Studies,
Vol. 63, Issue 2, pp.121- 160. DOI:
http://dx.doi.org/10.1080/00071005.2014.904038
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CLARA IS HOSTED IN AN ENTERPRISE-GRADE SURVEY PLATFORM, RUN BY A NFP PARTNERSHIP
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http://www.learningemergence.com/sola
Not-for-profit partnership @Learning Emergence CLARA resources for learners/educators
INSTANT VISUAL FEEDBACK TO RESPONDENT
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Immediate personal feedback to stimulate self-directed change
A framework for reflection and coaching conversation
CLARA survey responses
Taking responsibility for my own learning over time through defining my purposes, understanding and managing my feelings, knowing how I go about learning & planning my learning journey carefully.
Making connections between what I already know & new information & experience. Making meaning by linking my story, my new learning & my purpose.
Using my intuition & imagination to generate new ideas & knowledge. Taking risks & playing with ideas and artefacts to arrive at new solutions.
Wanting to get beneath the surface & find out more. Always wondering why and how.
Being part of a learning community at work, at home, in education & in my social networks. Knowing I have social resources to draw on when I need them
Being able to work with others, to collaborate and co-generate new ideas and artefacts. Being able to listen and contribute productively to a team.
Having the optimism & hope that I can learn & achieve over time. Having a growth mindset; believing I can generate my own new knowledge for what I need to achieve
1 Open Readiness
Rigid Persistence Fragile Dependence
An emotional orientation of being open & ready to invest in learning, having flexible self-belief, willing to persist & manage any self-doubt. A necessary pre-requisite for developing resilience in learning.
THE KEY INNOVATION: SCALING THIS UP
From 1-1 personal coaching by an experienced CLARA coach . . .
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. . . to a model that preserves the DNA of the approach, but overcomes the scarcity of trained staff
FICTIONAL LEARNING POWER PROFILES
Scaling up CLARA (700-1100 students) • 1-to-1 coaching not possible • Group coaching = potentially confronting • Authentic fictional profiles less personal • Based on real people (or archetypes)
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Rachael’s Learning Power profile
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James’ Learning Power profile
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James’ Learning Power profile
James has a quirky personality that not everybody understands. His sister and parents love him dearly and when you get to know him he can be quite funny as well. He comes from a middle class family, fourth generation Australian,
originally from Italy. He did well at school particularly at Maths and Chemistry but selected a Physics degree because of his recent interest in astronomy. His English and writing are not his strength but he gets by. At Uni James is doing OK. He’s doing best in Chemistry and Physics but Biology is more of a challenge. He can understand and develop some very complex scientific problems but when it comes to understanding their application in a wider context he struggles. He enjoys being with other people at Uni but has no core group of friends and doesn’t understand why sometimes his friends don’t want to talk with him or socialise…
FICTIONAL LEARNING POWER PROFILES
Scaling up CLARA (700-1100 students) • 1-to-1 coaching not possible • Group coaching = potentially confronting • Authentic fictional profiles less personal • Based on real people (or archetypes) • Coaching with peer mentors
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RECRUITMENT
Limited time so: • PIPs (Peers in Pracs, Biocomplexity, 2014) • U:PASS leaders in Science • Other recommended students
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TRAINING
Two stages: 2 hour generic mentoring training (all leaders completed)
• Being a mentor & role differentiation • Boundaries/ethics/duty of care • Services and support options • Facilitation and communication skills
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TRAINING – STAGE 2
4 hour CLARA specific training • What is CLARA? • CLARA in Principles of Scientific Practice (PSP) • Spider diagrams & interpreting profiles • Group coaching principles • Fictional profile interpretation – workshop strategies • Practice coaching sessions
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SUBJECT IMPLEMENTATION
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Pre-Workshop
Activity
Workshop discussion
Post-Workshop De-brief
Due before the workshop session
Active discussion
encouraged!
Due before following workshop session
Week n
Pre-workshop
Activity Workshop Discussion
Post-workshop
Activity
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Week n+1 Pre-
workshop Activity
Workshop Discussion
Post-workshop
Activity
Week n+2
Pre-workshop
Activity Workshop Discussion
Post-workshop
Activity
WORKSHOP STRUCTURE
Complete CLARA Survey
Mentor-led Coaching
Conversation Reflection & Improvement
Week n
Pre-workshop
Activity Workshop Discussion
Post-workshop
Activity
Mentors present to
build rapport
OUTCOMES TO DATE
• Importance of: • Scaffolding • Location for group mentoring conversation • De-brief with mentors • Safety nets and handoffs for mentors
• Mentor perspective
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HANDS-ON EXERCISE WITH OUR CLARA MENTORS. . .
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http://utscic.edu.au/projects/uts-projects/science-learning-power
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