By Ruth Deakin Crick

Learn the way the potent Lifelong studying stock (ELLI) application and the way the idea that of studying strength matches in with speeded up studying, pondering abilities and studying types.

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Qxd 38 6/14/2006 2:58 PM Page 38 Learning Power in Practice which requires strategic awareness and critical curiosity and so on. To become critically curious a student needs to be able to make meaning, and to become aware of himself as a learner. The dimensions are always part of a whole, and should not be focused on in complete isolation from each other. Each class’s learning power profile is unique, in the same way that each individual’s learning power profile is unique. However, it is possible to identify trends and types of class profiles and to look at learning profile data on a larger scale for, say, a whole year group, or a school.

Or that to be confused and to not know what to do is really quite normal – in fact if you know everything, you don’t need to learn anything, so not knowing is very important. Very different from her – or so she thinks. qxd 6/14/2006 2:45 PM Page 27 Typical learning profiles 27 In her primary school as well as now, SATs results have always been terribly important. Since the school has been close to the top of the league tables it has been important for it to stay there – and being actually quite clever in some ways, she realised that the attention her teachers gave to certain students was to push them up into the next band for the sake of their test results rather than for their own sakes.

And Whisler, J. S. (1997) The Learner Centered Classroom and School: Strategies for Increasing Student Motivation and Achievement. San Francisco, CA: Jossey Bass. 2. For a more academic read about the ‘ecology of learning’, see a paper reporting on the ELLI project written by Deakin Crick, McCombs et al. (2006), referenced in the bibliography at the back of the book. 3. For more on this, see: Harlen, W. and Deakin Crick, R. (2003b) ‘Testing and Motivation for Learning’, Assessment for Education, 10(2), 169–208.

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