the lp model - learning environment and pedagogical analysis

The LP model -

Learning Environment and

Pedagogical Analysis

A presentation of how Mørkved skole worked with and adapted The LP-model over a period of

five years.

Both our work and this presentation is based on the theory developed by Lillegården Kompetansesenter.

Hanne Jahnsen from Lillegården Kompetansesenter has been our tutor during the process.

What is the LP-model?

A strategy to improve the learning environment through analyzing the challenges the teachers meet

A working method

Goal:– good learning environment – develop social skills – develop subject knowledge

Analysis and reflection

The Norwegian Directorate for Education and Training

Lillegården Resource Centre

The Norwegian Institute for Social Research (NOVA)

180 schools in Norway

200 schools in Denmark

The evaluation of the project shows: Better social skills

– self control – self-assertion – adjustment to the norms

Less problem behavior

Calmer atmosphere during lessons.

Dramatically decreasing of bullying.

The evaluation of the project shows:

Improved relationships between students and teachers.

Improved relationships between students.

Improved learning environment

More collaboration between the teachers.

Improved dialogue between parents and teachers.

Parents more satisfied

The LP model is based on research results. We use the model for

- developing a better school- developing our teachers skills- explaining unrest and discipline problems in the

classroom- improving pupils social and academical skills - developing a healthy learning- and class environment

How to use the model in daily school life

Teachers groups of 5-7 members

Every two weeks for 1,5 hour

Presents a problem

Analyse the problem in the group

Define a suitable goal.

Analysis and reflection

Presentation of a challenge – student – class– class management.

Analysis Pupil’s perspective. Collecting more information Identify factors responsible for causing the

problem.

Systemic analysis

Define a problem

Define a goal

Collect information

Analyse sustaining factors---------------------------------------------------------------------------

------

Develop strategy and measures

Implement chosen measures

Evaluate

Revise

Example

PROBLEM: Tom shows low interest in math

lessons without an obvious reason.

GOAL: Tom shall gain 50% of the scores at

the next math test

Our common view:There is no such thing as a mean child! If the child acts challenging, it is because he tries to communicate something to the surroundings.

Sustaining factors

All the reasons that can explain why the pupil behaves the way he does

– bullying – problems at home– ADHD– problems with concentration– hunger– bad relation with the teacher– lack of sleep– need of attention– etc

Systemic analyses, contextcircle

Problem/Behavior

Sustainingfactor

Sustaining

factor

Sustaining

factor

Sustaining

factor

Sustaining

factor

Sustainingfactor

Sustaining factor

Systemic analyses, contextcircle

Low interest in math lessons

Is not doing homework

Difficulties with cosentration

A lot of negativ attention from

teacher

Parents in the middle of a

divorce

Low selfesteem

?

Too difficult excercises

Systemic analysis

Define a problem

Define a goal

Collect information

Analyse sustaining factors----------------------------------------------------------------------

-----------

Develop strategy and measures

Implement chosen measures

Evaluate

Revise

Strategy and measures

Discover sustaining factors Picking out which factors we have the power to

change. In our example:

– Too difficult exercises– Not doing his homework– A lot of negativ attention from teacher– Low self-esteem

Systemic analyses, contextcircle

Low interest in math lessons

Is not doing homework

Difficulties with cosentration

A lot of negativ attention from

teacher

Parents in the middle of a

divorce

Low selfesteem

?

Too difficult excercises

Plan of action

Low self-esteem

Plan: – Easier exercises → homework – More positive feedback– Ignore negative behavior

Implementing the plan for three to six weeks

Evaluation

Experiences at Mørkved

More including and tolerant pupils More confident teachers Give attention to positive behavior

and effort. Changed view on children Sustaining factors

Experiences

Higher consciousness of adult’s responsibility

Our pupils Ok to not have all the answers Ask for advice Supportive colleagues

Conclusion

Usefull tools More respect Happier pupils More motivated pupils Higher level of social and academic

skills