the lp model - learning environment and pedagogical analysis
TRANSCRIPT
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