Developing communities of learners

Abstract

This article describes some of the findings of an evaluation of a ‘cross- curricular’ digital media arts project for Year 8 students at Lister Community School in the London Borough of Newham. The project was designed to provide opportunities for a thematic curriculum in which quality learning encompassing both independent and collaborative learning was central. The project was also aimed at fostering a range of knowledge, skills and attitudes around students' personal and social development. The findings of the evaluation suggest that the project was successful in a number of ways: in enhancing students' personal and social development; in developing a community of learners in which learning was shared between teachers and students; in developing students' confidence and skills in their own learning; and in providing models of a more integrated and thematic curriculum.

Keywords:

• community of learners
• personal and social development
• trans-disciplinary curriculum

Notes

1. The personal, learning and thinking skills (PLTS) provide a framework for describing the qualities and skills needed for success in learning and life. The PLTS framework embraces: social and emotional aspects of learning; employability; responsible citizenship; enquiry skills and creativity; self-direction and independent study; and reflection on learning (learning to learn and assessment for learning). The framework comprises six groups of skills:

• independent enquirers;

• creative thinkers;

• reflective learners;

• team workers;

• self-managers;

• effective participators. (www.qcad.org.uk)

2. The Effective Lifelong Learning Inventory (ELLI) is an online self-evaluation tool developed out of research at the University of Bristol. An ELLI profile provides information about how a learner, or a group of learners, are doing on the seven dimensions of ‘learning power’, defined as: ‘the qualities and dispositions that enable a learner to learn and go on learning throughout life. ELLI gives teachers and students a vocabulary to talk about the processes of learning. It helps teachers to plan learning experiences that are more likely to foster the attributes of learning that are important both in school and throughout life.’ For further information see http://www.antidote.org.uk.