Welcome to High Performance Learning - High Performance Learning (HPL) - Prof. Deborah Eyre

Metacognition is when learners knowingly monitor, evaluate and self-correct.

Students who are metacognitive can:​

• Identify their own strengths and weaknesses​

• Motivate themselves to engage in independent learning​

• Move knowledge from one situation to another​

• Connect new learning to old​

• Evaluate their own work and self-correct​

• Talk about their views and ideas with confidence

As teachers we:​

• Think out loud as we are showing new skills, so students learn how to be self-reflective and solve problems. (‘What do I know about problems like this? What ways of solving them have I used before?’) ​

• Support students to develop independent learning skills through practice​

• Break learning down into small steps and show them how to build it up again​

As a student you could:​

• Make yourself a realistic homework timetable. ​

• Read every day for pleasure​

• Always re-read or look again at your work and then make corrections/ improve what you have done​

• Ask yourself questions while you are working. ('What did the teacher say would make it successful?  How could this be even better?' )​

As a parent you could:​

• Create a regular routine for your child and encourage good homework habits​

• Encourage your child to set goals, plan, and manage their time​

• Provide support but avoid doing too much for them​

• Make time and space for regular reading for pleasure​

Analysing is when learners break down an idea and think about it in different ways.

Students who are analytical can:​

• Break a hard task down into small steps​

• Identify how to solve problems​

• Make predictions about possible answers​

• Identify key information within a source​

• Work precisely to avoid mistakes

As teachers we:​

• Model how to break down hard tasks​

• Build learning gradually​

• Support students to look at a range of source material​

• Ask questions to get them to think more deeply​

As a student you could:​

• Read a wide range of fiction and non-fiction​

• Ask questions and try to find answers for anything you don’t fully understand​

• Talk about your learning with friends and family

As a parent you could:​

• Encourage your child to read a range of fiction and non-fiction texts​

• Talk about the things they are learning and ask questions

Linking is when learners can connect their knowledge to other ideas. Creating is when making these links generates new ideas and solutions.

Students who are able to link can:​

• Find connections between old and new knowledge​

• See alternative perspectives​

• See how an idea might be able to be used in different situations​

• Ask questions and think about possible solutions for complex ideas​

• Generate a range of ideas or solutions for the same question

As teachers we:​

• Show how new learning connects to old​

• We ask questions that have more than one answer​

• We show them a range of perspectives ​

• We ask them to make predictions and then test these

As a student you could:​

• Make sure that you have learnt and can retrieve new knowledge well through retrieval practice.​

• Be engaged in the world around you.  Read a range of texts, watch the news and documentaries​

• Try to consider other people's views and put yourself in their shoes

As a parent you could:​

• Encourage your child to read a wide range of fiction and non-fiction texts​

• Watch the news and documentaries together​

• Talk about what they have learnt and encourage them to ask questions​

• Promote the works and ideas of people from diverse backgrounds

Realising is when learners become able to do something accurately and quickly.  It becomes automatic.​

Students who have achieved automaticity can:​

• Recall knowledge easily and quickly​

• Perform skills automatically without it requiring large amounts of concentration.​

• Use their secure knowledge to help them achieve the other ACP'S

As teachers we:​

• Provide opportunities for students to practice new knowledge and skills​

• We regularly come back to old learning ​

• We set independent learning tasks

As a student you could:​

• Complete all your homework well and do more of things you find the hardest​

• Test yourself on things you have already learnt​

• Make sure that when you are practicing there are no distractions​

• Make yourself a homework timetable

As a parent you could:​

• Provide a quiet, calm space for them to do their work in​

• Encourage good study habits like removing distractions – phones, apps, music​

• Support them to create a realistic homework timetable ​

• Find fun ways to get them to regularly test new and old knowledge – Quick quiz, family competitions, flash cards

Empathetic behaviour is when learners think of others.​

Students who are empathetic can:​

• Work well as part of a team, knowing when to take the lead and when to support​

• Put the thoughts and feelings of others before their own​

• Be confident to speak up for what they believe in and stand up for others​

• empathise and be accepting of people from different backgrounds 

As teachers we:​

• Model behaviours and provide opportunities for students to work together​

• Teach about different cultures and religions​

• Maintain a zero-tolerance policy to prejudice​

• Work with and have respect for our local community

As a student you could:​

• Be accepting of everyone and listen to their views and opinions​

• Be respectful of others in the local community when outside of school​

• Think about how your actions might affect others

As a parent you could:​

• Talk with your child about the world and their opinions and ideas of how it could be better​

• Encourage your child to be accepting of difference​

• Encourage your child to try new things often to build their confidence in new situations

Agile behaviour is when learners adapt and find solutions to challenges. 

Students who are agile can:​

• Direct and take control of their own learning​

• Be open-minded and flexible when approaching a task​

• Use their initiative to find solutions and find answers to questions​

• Take on new learning challenges 

As teachers we:​

• Ask students to stretch their thinking with challenge questions​

• Provide a wide curriculum that gets them to question the world around them​

• Provide opportunities both inside and outside of the main curriculum for students to try new things​

• Regularly ask students to work outside their comfort zone

As a student you could:​

• Try new things – for example taking part in extracurricular clubs or activities​

• Try to find solutions to things yourself before you ask an adult for help​

• Try to give everything a go.  Do not make assumptions about things before you have tried them.

As a parent you could:​

• Try to provide opportunities for them to learn new skills outside of school​

• Challenge them to work things out for themselves before solving problems for them​

• Encourage and support them to have a go at things they find hard

Deliberate Practice is when learners practice skills and receive regular feedback to improve their technique.  Retrieval practice is when learners regularly recall knowledge and practice applying it to questions in different ways.

Students who engage regularly in practice can:​

• Explain the best ways to practice and know why these techniques will improve performance ​

• Bring knowledge to mind with little or no effort​

• Perform skills automatically without having to think hard​

• Know that practice is not always easy or fun but is rewarding in the end

As teachers we:​

• Break learning down into small steps and provide opportunity for practice after teaching each step.​

• Provide lots of opportunity for retrieval practice- spacing out questions from last week, last month , last year.​

• Remind students of existing knowledge before teaching anything new that links to this.​

• Give regular and timely feedback on their performance so they know how to improve​

• Re-teach areas that students are finding particularly hard​

• Set homework that gets them to practice skills or knowledge learnt in class

As a student you could:​

• Learn more about the best ways to practice independently​

• Make sure you complete your homework and do more practice for the things you find the hardest​

• Use websites suggested by subjects to practice content you are less confident with.

As a parent you could:​

• Provide a quiet, calm space for them to do their work in​

• Encourage good study habits like removing distractions – phones, apps, music​

• Support them to create a realistic homework timetable ​

• Find fun ways to get them to regularly test new and old knowledge – Quick quiz, family competitions, flash cards

Resilience and perseverance are when learners keep trying even when it is hard, or they come across obstacles.

Students who are resilient and preserver can:​

• Show growth mindsets  - They don’t give up and understand that they cannot do it yet, but if they keep trying, they will be able to in the end.​

• Remain confident, focused, flexible and optimistic when things go wrong​

• Help others to move forward in the face of adversity​

• Improve and refine their work until the desired outcome are achieved​

• Take on feedback and use it to improve

As teachers we:​

• Use regular low stakes testing to build confidence​

• Provide regular feedback and teach students how to use this to improve their work​

• Teach students about growth mindsets and encourage students to use this in class

As a student you could:​

• Recognise when you have a fixed mind set " I can't do this" and turn it into a growth mindset "I can't do this yet!"​

• Do not give up, take a break and then come back to it.​

• See feedback as a positive and use it to improve your work

As a parent you could:​

• Challenge your child when they show fixed mindsets​

• Be aware of when you might be showing a fixed mindset and use it as an opportunity to show a growth mindset​

• Learn more and talk about growth mindsets with your child​

• Help them to find solutions to problems through discussion and then encourage them to try again​

• Avoid giving them praise for outcomes and results instead praise their effort in getting there. - "I know you practiced really hard to improve" instead of "you are really clever for getting this mark"