This very short clip is from a session with 5 year-olds. First they exchanged in pairs examples of things they had learned. Then I asked them to discuss what they meant by the word “learning”. Ryan's contribution (the first one) was very significant for me and for the class teacher. The clip ends with a list of all the contributions I could transcribe – in a particular order. What do you see in the order?

I have found no teacher who wants their pupils to have a "thin" view of learning. So if we take that direction, of enriching learning, where could we get? This next clip is from a conversation with a group of pupils I have not met before - in a school which has been focusing on learning. The comments are great examples of what we might achieve…

Learning needs to be “active” so that learners know it’s their activity which is the key. This secondary school example - in boys PE - is about the clearest example of active learning (not just activity) I've seen. The acronym SMART (Situation Method Adaptation Rules Transfer) is a clear way of promoting an active learning cycle

Collaborative learning is rare in many classrooms. This short clip of a Year 8 group of boys, preparing to communicate across groups in “jigsaw” fashion the activities they have created to help each other learn (about aspects of ecology in the school grounds). And their review comments on the classroom wall. And this group has been composed of the "worst-behaved" boys in Year 8!!

Part of a discussion where pupils told me what they liked best in their learning, and one gave the reasons that she liked "learnacy". It's a very good statement of learner-driven learning.

Some brief examples of keeping learning as the focus in classrooms, and an enquiry into Year 3 pupils' views of engagement.

A brief extract from a class of Year 6 pupils whose teacher asked them to clarify in pairs what they meant by "learn, know, understand" (she had just read some research on it). She was so glad she had the video camera!

Part of a longer conversation with four ten-year old pupils at a wonderful school in an underprivileged part of Sheffield. One uses a rare word which she has a clear meaning for!

This is the official version of how to use "learning objectives" - a video from the ministry, DfES

An example showing how learning objectives might actually deserve that title by engaging learners, and not be merely external performance demands.

A brief clip from a USA video on Learner-Centred Schools. The final comment by 12-year old Gwen says it all!