Why dedicate yourself to introducing and promoting a way of thinking about, and going about, teaching and learning?
I was asked this question and have been asking myself the same thing as I struggle to make a significant impact on teaching and learning through the promotion and adoption of my concept of “learning Intelligence”. After a career teaching and seven years of reflection, research and developing a vocabulary and narrative for what works in teaching and learning I need to answer this question in order to continue to justify my efforts and to remain motivated. Motivation often comes from recognising the goal or benefits; here is my attempt at that challenge, of having a reason to continue.
- The “one way” of learning does not work for everyone. Putting aside SEND challenges not all learners thrive in the school environment.
- There are a lot of people who go through education and form the wrong impression about their abilities and about their ability to learn. As a result, there is a significant amount of talent that may never be discovered.
- Learners who are unable to engage in the learning present challenges for teachers and often dealing with these challenges impact the learning of others and the classroom dynamics, or teacher/learner relationships.
- The school has a lifelong impact on us and influences our careers and opportunities. To “fail” at school leaves a deep and lasting scar.
- There is a need for a narrative that brings together what we know or think about learning in a meaningful and coherent way and gives us the flexibility to challenge the “one way”.
- The benefits of the LQ approach are significant and build self-esteem in learners.
- There are a significant number of teachers who could benefit from adopting the LQ approach to teaching and learning.
- LQ promotes seeing learning as a problem-solving activity and develops life-long learners able to face new learning challenges with minimal support.
- I want to make a positive difference to teaching and learning.
Through the Teach Meets at which I have presented and my workshops with teachers it is clear not all teachers see the issue of underachievement as a significant one to address. Perhaps many are happy to believe the mantel learners wear based on past performances and work within it. I would argue that to do so we accept labels as definitive and unchangeable. Underachievement is not solely based within the group those who fail to “perform” it is also within the group who adopt compliance as a strategy to cope with the learning environment in which they find themselves. This group I find often do not possess the skills, attitudes, attributes or behaviours to manage their environment to meet their needs. They respond poorly to target setting without these needs being addressed, needs that are often overlooked as we race to achieve those targets.
Finally, I am reminded of a sobering truth.
It is no good having an answer if nobody is asking the question!
Let me know what you think. Should I continue to promote the concept of LQ and learners needs and if so how?
If you would like to get in touch to find out more about my work or perhaps engage me to challenge you and your staff about teaching and learning then click the link below.
The two aspects of Learning Intelligence, “LQ”
Our beliefs, values and experience amongst other things impact how successful we are when we undertake tasks. How we behave when involved in activities is also influenced by similar things but perhaps also our nature or disposition. Some people are regarded as naturally positive, a ‘glass half full’ attitude to life whilst others may be regarded as suspicious, conservative, inflexible etc.
Put together a number of people with a ‘leader’ (in education terms think ‘teacher’) and those individual dispositions will determine behaviours which in turn will influence both the process and outcome of any commonly undertaken task or activity. There will be views on the ‘right way’ or ’best way’ to do something and people will adopt ‘positions’. This is something recognised by Edward deBono in his book on a method of thinking, the “Six Thinking Hats” [i] In my work to bring a tangible consciousness to LQ I continue to explore the wider landscape on thinking, this is one such exploration.
Six Hat Thinking
Edward deBono makes some interesting claims for his approach based on a perceptive observation about thinking which as a learner and teacher I can relate to. He suggests “The main difficulty of thinking is confusion” and that “emotions, information, logic, hope and creativity, all crowd in on us”. As it is with using the six thinking hats so it is in the adoption of a learning mindset through the LQ approach. “He or she becomes able to separate emotions from logic, creativity from information and so on”
He goes on to say that “Within the Six Hats method, the intelligence, experience and knowledge of all the members of a group are fully used.”
There are parallels here too with LQ.
With the mindsets of LQ an individual’s intelligence, experience and knowledge are used effectively along with the awareness of emotions such thinking promotes.
Further, he says that in the same way “it is totally absurd that a person should hold back information or a point of view because revealing it would weaken his or her argument” I believe it is absurd for a learner to hold back a question for fear it would make them look stupid.
In exploring the nature of thinking associated with each of the six along with the benefits this approach brings I have become aware of how a similar approach, that of adopting learning mindsets, a direction of thinking when faced with a learning challenge can improve our learning.
In the next part of this article I will describe the six different hats and begin to show how we can develop similar mindsets so that as the thinking of a group can be enhanced, so can the learning of an individual.
[i] Edward deBono. 2000: Six Thinking Hats. Penguin Books
This is an article to celebrate the success of a student and of further success for a teaching approach defined by the concept of Learning Intelligence or LQ. Read on.
It was very late in the last academic year (2016-2017), in March actually, when I was asked if I could work with a Y11 student. The subject this time was maths and the target a ‘pass’ at GCSE (a grade C or as of 2017, a grade 4). School predictions and targets suggested this was a significant challenge, especially given the short timescale and me meeting the student only once a week for an hour. This was an opportunity for demonstrating my approach centred on my concept of Learning Intelligence (LQ) and learning needs (PBCF).
I can report that we were successful, “We” because this was a learning partnership and this is what my student had to say
“I just wanted to let you know that I got my GCSE results today and I got a 4 in maths which is the pass mark and what I have never achieved before. I am super happy and it means I have a confirmed place at college but I couldn’t of done it without your help and strategies to help me get through the exam… .”
So what had we done to achieve such a welcome result?
Essentially the approach is to see learning as a problem-solving activity, this helps in negating the emotional link to failure and personal self-doubt. Once this is accepted the limiting subject perceptions become secondary to the learning challenge and we can get on with finding ways of solving the learning problem, of managing our learning environment to meet our learning needs.
Please Be Child Friendly
Any teacher will know you need a willing student but also one who is confident and has a degree of self-belief. The student also needs to trust their teacher and have a learning relationship with them. Achieving this is my first step and uses the learning needs approach I have developed of PBCF.
“PBCF” stands for Power, Belonging, Choice and Fun and each element needs to be in place first before learning challenges can be set.
So, even with very little time available to me, this was my priority and strategies were used to first establish a sense of belonging, of me knowing enough about the learner in order to understand who they are and where they are and create a partnership. It is also important that the student knows something about their teacher, the sort of things that build in them hope and confidence.
This was then followed by power, effectively this means listening. It means giving the student a voice and recognising their emotional state in terms of learning. Anyone who feels powerless is unlikely to engage in any challenge. This stage is vital in understanding the barriers to learning that the student holds.
Offering a choice as to how we were going to tackle the challenge together is an essential part of the strategy and supports the first two. This in practical terms means creating both a coaching and mentoring environment.
Finally, our learning relationship had to have a sense of fun but more importantly tying this to achievement, we needed to celebrate our successes and find fun in learning.
I also encouraged my student to take the concept of PBCF with them into the school environment and use it when faced with learning challenges. The benefit of this approach is that of improving their awareness of the impact of not having learning needs met on their ability to learn. This helps significantly especially when we have an over compliant student who does not express their learning needs well in the school environment or a teacher who is not ‘listening’.
Solving the learning problem
Finding ways of overcoming the learning challenges, of solving the problem, is the second part of the strategy and involves developing the four aspects of LQ. I define these as:
- learning Skills,
- Attributes and
The advantages of seeing learning as a problem-solving activity are highlighted when we employ LQ.
Let’s consider an electrician as an example of a problem-solving approach. In repairing or rewiring a house in addition to the necessary knowledge we would expect him, or her, to:
- have a developed set of skills associated with the task,
- have the ‘right’ attitude, to do a good job and to not give up and walk away
- demonstrate attributes such as flexibility or creativity in completing the task
- behave in such a way as to be both professional and polite.
A deficiency in any of these aspects on the part of the electrician will limit their ability to solve the problem. So it is with learning but if we do not integrate LQ into learning within the school context, and instead focus on subjects, students see themselves as unable to learn a subject rather than lacking any of the elements of LQ to solve the learning problem.
My work with my student focused in a very short space of time in assessing their LQ and working to develop those elements that were necessary for them to solve a learning problem themselves. It does not just have to be maths either, any subject or topic of learning can be tackled in the same way. Often I find that once a student sees learning in this way they quickly adapt and their self-belief as a learner blossoms as does their confidence.
Can you scale up this approach?
My nearly 40 years of teaching experience says yes you can. The approach I have outlined was used in a developing literacy and coaching model successfully used by an independent tutoring service. The issue of scaling up 1:1 coaching successes with larger groups was considered by Bloom in his 2 Sigma question. The problem in achieving this most often results from sticking with the original teacher/learner mindset and approach. Changing an approach is simple, in fact it is probably the easiest and least costly change you can make in teaching and learning. It will certainly have the biggest return.
What about maths
On a subject-specific note, that of maths, since it is one of the least favoured subjects amongst adults and children alike, I strongly advise that we need to treat it like a language if we want students to become confident in tackling the learning problems it presents.
Think for a moment how much time we use written and spoken language each day compared to maths. Much of our day is taking up with talking, reading or listening. We even use language when thinking so it is no wonder we are conversant in it. How much of your day is spent on the four basic mathematical functions, those of adding, subtracting, multiplying or dividing? One of my strategies with any student I work within the area of maths is to increase this time significantly by asking them to play number games with their family and by looking around them for number patterns and associations in everyday life and when out and about. Try it and you will soon see the difference.
See for yourself and take the LQ, PBCF challenge
If you are interested in PBCF and LQ and how it can help your students, your own children or teaching then get in touch. I can arrange 1:1 sessions with parents, teachers and all the way through to group work and whole school CPD either here in the UK or indeed anywhere I am asked thanks to technology.
You can contact me here: firstname.lastname@example.org
Wishing you success in your learning challenges
It’s not often, unfortunately, that I find another teaching professional who writes a post that corroborates my work on LQ and PBCF but here is one by Jodie Jasmin
Jodie shares her first thoughts when students are not engaged in the learning.
“My first thoughts when I hear a student is consistently misbehaving are;
1. What’s happening at home?
2. Do you have a good teacher-student bond?
3. Does your teacher speak to you with respect?
4. Are the lesson activities engaging and tailored to your needs?”
Sound familiar? It will if you have been reading this blog.
Jodie’s list clearly points to the four learning needs of Power Belonging Choice and Fun that we all have and must fulfil to be engaged in the learning process.
It’s a great article, and I am not just saying that because it looks as though we are of similar mind. Jodie hits the nail on the head quite nicely. By meeting learning needs you will find learning behaviour the primary behaviour in your lesson. As Jodie sums up by saying
“It’s about taking simple ideas and seeing how we can deconstruct a basic task to recreate a better idea in support of all students learning – knowing them and what they need in order to focus, because they truly are all worth it.”
Jodie’s full article is hosted here on Te@cher Toolkit:
You can find my article on LQ and lesson planning here: http://wp.me/p2LphS-a6
My introduction to PBCF can be found here: http://wp.me/p2LphS-4
“To see what is in front of one’s nose needs a constant struggle” George Orwell
Sometimes the obvious is on our doorstep, often ignored and rarely noticed. So it is with my experience as a teacher and in the development of the concept of Learning Intelligence, or “LQ”.
To read more of this article published at The Staffroom visit:
In education it is more often than not that we treat the symptom and ignore the underlying cause. In life we will often hide the true cause of our distress by adopting or presenting the symptoms of a much lesser illness, perhaps a cold instead of stress or depression. It is no different in education where we may present a symptom rather than admit the cause.
Let me give you an example, that of attendance in schools. Interestingly when we want a day off school we are more likely to feign the symptoms of an illness rather than just come out and say “I need a day off”.
Attendance can be an issue in many schools and a symptom in itself that could signal underlying problems yet it is dealt with as if it is the primary issue. Our actions are to make the symptom go away, make students attend school.
The standard response to an issue is to adopt the two P’s strategy, praise and punish. Praise the behaviour we want and punish the behaviour we don’t want, the “carrot and stick” approach. This rather simplistic model will evolve to include praise in the form of rewards or certificates for levels of attendance that are acceptable or sought after and forms of punishment for those that fall short including detentions, letters home, and perhaps loss of privileges such as school trips. Sound familiar?
The trouble with the two P’s form of response is that it takes up a great deal of time, pits the offender against the teacher or school and only deals with suppressing the symptom and does not deal with the underlying cause. We are establishing compliance and not promoting learning.
A strategy I use when looking at behaviours as a symptom rather than a primary issue is to ask the question “Why would someone behave in this way?” After all why would somebody not want to come to school, unthinkable right!
Firstly school is a “learning environment” and one full of challenges, relationships, groups, rules, customs, expectations, etc. Indeed school is a complex environment and one that can be both nurturing and toxic depending on your disposition and experiences. We respond to our environment in ways that we have learnt “work” for us. Unfortunately nature has a significant influence when it comes to the environment and the “flight or fight” response so involved with survival can take over our thinking and behaviours.
If we find a certain learning environment more than mildly uncomfortable then without the right set of tools and strategies to deal with it we are likely to flee rather than stay and work out a solution. Thus a lack of attendance may be the only strategy a learner has developed to deal with finding themselves in, what is to them, a toxic environment. By dealing with the symptom we are doing nothing to help address the underlying cause. It is my experience that once the learner has been made aware of this and coached in developing at least the basic strategies then they can cope. Given more time and support they can even begin to master their environment.
This idea of understanding and mastering your learning environment is an underlying principle of the concept of Learning intelligence or “LQ” that I have developed. LQ is based on my experience as a teacher and accepted learning theories and forms a narrative for working with learners.
Returning to attendance then my advice is to explore it as if it is behaviour in response to a situation.
Find out what the situation is and you’re on your way to a solution. Better still develop in the learner an awareness of LQ and provide opportunities to develop skills and to have experiences of managing their learning environment to meet their needs in a constructive way that supports learning.
Take the “fight or flight” response and turn it into “fight to learn and learn to ignore flight”
As teachers we break a subject down into components or elements of knowledge and understanding, into learning steps if you like. We then find the “best” way to deliver these steps in a way learners will, with a measured degree of effort, assimilate. This process is influenced by our knowledge and understanding of pedagogy and our relationship with the learners. In short we “scaffold” learning. Fairly straightforward but have you thought about it from a learner’s perspective? No? – Well read on!
Using what we know to learn what we don’t know
I have come to believe that we learn by building on what we know. This to me is a sort of mental map of my knowledge and understanding, knowing and learning (yes there is a difference, see this article: http://wp.me/p2LphS-ba). The bigger and more detailed the map the more confident we are and easier we find learning something new. For example it has been shown that speaking more than one language helps in learning a new language. I have a way of visualising this process of building on what I already know and call it “anchoring”. I look to make sense of what it is I am trying to learn or understand by referencing it with what I already know or understand what I have already learnt. I make links between what I already know and what I need to learn.
Anchoring essentially involves problem solving, an important aspect of Learning Intelligence, LQ (download a leaflet here: about-lq-with-lq-graphic). This is how this approach works and how a teacher can use it effectively in their lessons.
From the learner’s perspective
1) As the topic or subject is introduced we have to look and listen for words or phrases we already recognise.
2) We cannot assume they mean the same thing in this scenario as they do in others so we need to seek clarification and check meaning and relevance.
3) We take enough time to reflect on how what we know fits in with what we are learning. This also involves asking questions to check the links are valid.
4) Next is a sort of consolidation phase, where we explore a little further trying to see where what we know already and what we are trying to learn may take us.
5) This leads to as a sort of prediction phase where the links are established and we are ready to embark on a new learning journey. We can make educated guesses or predictions if given certain pieces of information.
So learning starts by seeing learning as a problem to solve and a period of analysis and reflection.
From the teacher’s perspective
1) Ask yourself what students need to know or understand in order to make a start on this topic and prepare questions you can ask to check before starting the topic.
2) Don’t assume understanding. Often the same words or phrases can be learnt without understanding. Build in a check and reflection phase during the topic introduction. Acknowledge and praise where students show understanding or can make links with relevant knowledge.
3) Create an opportunity for students to identify what they already know and how it can be useful in the learning process.
4) Introduce risk taking in the learning process. Encourage students to make assumptions or predictions about the new topic. Here are some questions that can be used to initiate this process. “Knowing what we know already what might happen if…?” “How do you think this might link to…?” You are actually leading up to “Let’s find out”
5) Don’t underestimate how much effort this takes on the part of the learner. Allow for structured mental breaks and reflection periods. Build in activities that create opportunity for pair or small group work and class feedback sessions.
The proof is in the pudding
I have tried this out on myself in learning about path-finding algorithms used in game programming and after 50 minutes I was in need of a mental break despite being very interested. I went through all the steps I suggest a student goes through here. During the process I was not passive, there is no good sitting there and hoping you are on the same page as the teacher. Learning intelligence, LQ, is about managing your learning environment and that means interacting with it.
There are two other observations to make about this approach. Firstly I was able to contribute much sooner than if I had just listened. I was in an active learner state earlier. This is important if we as learners are going to maximise opportunities for learning. For teachers it means a greater rate of progress.
Secondly I have a deeper understanding of the topic in a much shorter period of time and anchors that can be used to recall the learning links later. These anchors can be thought of the start of trail of “bread crumbs” marking our thought and learning associations. In case of reviewing or revisiting what we have learnt, and possibly forgotten, we can pick up the trail again starting from an established anchor point. By following the same trail we reach the same understanding but importantly we can do this independently using our internal prompts. A simplified example is knowing that 12 x 12 is 144 so when asked what 24 x 12 is we can start at 12 x 12 and quickly recognise we are talking about twice as much.
I would be interested if you scaffold your teaching or learning in this way too.