Core professional strengths

A high score

This suggests that you have a strong tendency towards expertise in the philosophy of development.

This means that you appreciate that investment in yourself and your ability to learn and grow is central to being an effective practitioner. You actively develop your professional identity and are keenly aware of your professional behaviours. You seek and act upon feedback and have clear mechanisms to learn more about yourself and your craft. You identify as a learner and take your professional development seriously. You seek to regulate your behaviours and are critically reflective of your practice.

This means that you never stop learning and developing and are a great role model to those you support.

A low score

This suggests you would benefit from (re)focussing on the philosophy of development.

Those who are strong in this area have a clear sense of professional identity and confidence. They identify as learners; are clear what they care about and know how to improve. They therefore make good role models for others. This group have the tools to regulate their core professional behaviours.

To what extent do you show healthy behaviours for learning, skills for reflection and continuous development? Do you identify as a learner with a clear appreciation of your key strengths and areas to develop? To what extent do you feel secure enough to ask for and act on support and advice?

Is your own identity, confidence and behaviours something you’d like to think more about?

If you want further support using your strengths with your team of colleagues or for us to support you in developing an area, please get in touch.

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A high score

This suggests that you have a strong tendency towards expertise in science of design.

As a learning scientist you draw on robust knowledge to create well-structured and sequenced learning experiences. You understand how people learn and are able bring this together with disciplinary and people knowledge to design excellent learning experiences. You read widely and and are keen to understand the reasons behind what you do. You are able to articulate ‘why this, why now’.

You probably take learning from other disciplines to ensure you can explain how the brain works, how people are motivated and the key barriers faced. This means you are clear and disciplined in your approach to designing effective learning opportunities.

A low score

This would suggest that you would benefit from (re)focussing on the science of design.

Learning Scientists have strong knowledge about how people learn, motivational factors and the key barriers. They are confident in explaining their learning and assessment practices because they understand what underpins each of their learning decisions.

How secure is the knowledge which underpins your planning? What is your rationale for structuring learning as you do? To what extent could you justify your decision making? Would you appreciate greater understanding of cognitive and behavioural science?

Is your design for learning something you’d like to think more about?

If you want further support using your strengths with your team of colleagues or for us to support you in developing an area, please get in touch.

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A high score

You have a strong tendency towards developing the art of delivery.

As a learning artist you beautifully balance instruction and interaction so learning experiences are integrated and appear magical. You invest time and thought into the crafting of clear explanations and input. You realise that modelling is key to deep understanding and so you think cleverly about how to exemplify concepts using concrete examples, storytelling and visuals.

You believe in the power of ongoing assessment for learning and you use this to define your next steps. You don’t stick rigidly to a plan if feedback suggests an alternative route is required. Your questioning is an art form because you listen well and have a whole tool box of ways to respond to the group.

A low score

This would suggest that you would benefit from (re)focussing on the art of delivery.

Artists are skilled at observing and skilfully responding in the moment. In order to do this, they prepare carefully and have a range of tools which enable them to adapt and interact with whatever is happening around them.

How comfortable are you with taking your plan and adapting it in response to feedback, dialogue and ongoing assessment for learning? How do you prepare your explanations and modelling to ensure that learners can understand complex concepts more easily? What is the extent of your questioning skill-set so Q&A is inclusive, has pace and enables challenge for all?

Is your in-session delivery something you’d like to think more about?

If you want further support using your strengths with your team of colleagues or for us to support you in developing an area, please get in touch.

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A high score

This suggests that you have a strong tendency towards developing an architecture of environment.

As a learning architect, you place great emphasis on creating effective learning environments based on clear knowledge of the specific needs of individuals and groups. Learning is people-centred and you value building relationships so this underpins your thinking.

Your physical space is designed and managed well because you recognise how to create physical, emotional and social conditions in which people feel safe, focussed and inspired. You put time and effort into creating and maintaining consistent systems to ensure high expectations of all. You use your space brilliantly because the environment is well considered and based on deliberate design.

A low score

This would suggest that you would benefit from (re)focussing on the architecture of environment.

Architects take their knowledge of people, relationships and learning and apply it to the physical, social and emotional learning environment. They place a lot of importance on understanding needs, relationships and interactions and use this to inform their decision making.

Are your learners fully invested? Could you focus slightly more on creating consistent systems and procedures which build more effective learning habits? Are you clear about how your environment is best used to remove barriers and enhance learning? Could you focus a bit more on influencing group dynamics, confidence, behaviours and identity?

Is your learning environment something you’d like to think more about?

If you want further support using your strengths with your team of colleagues or for us to support you in developing an area, please get in touch.

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