The radar or spider diagram.[pdf-embedder url=”https://www.buildinglearningpower.com/wp-content/uploads/2019/09/Elli-Quiz-Original-Questions-Radar-1.pdf” title=”Elli Quiz Original Questions Radar”]
After a student has completed and saved the profile, print 2 copies from the ‘radar’ tab, one for the learner and one for yourself.
The learner feedback.[pdf-embedder url=”https://www.buildinglearningpower.com/wp-content/uploads/2019/09/Elli-Quiz-Original-Questions-learner-feedback-1.pdf” title=”Elli Quiz Original Questions learner feedback”]
Print 2 copies from the ‘Feedback’ tab, one for the learner and one for yourself.
The notes to support coaches.[pdf-embedder url=”https://www.buildinglearningpower.com/wp-content/uploads/2019/09/Elli-Quiz-Original-Questions-Coaching-Notes-2.pdf” title=”Elli Quiz Original Questions Coaching Notes”]
Print 1 copy for yourself from the ‘Coaching Notes’ tab.
A task for new coaches.
Print one copy of each of the three preceding pdfs. [Use the down arrows in the grey bar at the bottom to download and print these example pdfs]
Ask yourself – how would you structure a conversation with the learner who has received this feedback?
How long do you think the conversation might take?
What questions would you use to open up the conversation?
Do you know sufficient about the seven dimensions to support understanding?
If not, what might you need to do?
What would you be hoping to achieve during this conversation?
Is this the only conversation you will have, or is this the first of 2? Or 3?
Do this (these) conversation(s) have to be one to one?
- The first and most immediate form of visual data is the ELLI spidergram or radar diagram.
- The second is the written feedback that explores learner responses, one dimension at a time.
- [There is also feedback for the mentor to support the learning conversation]
It is important that neither the students nor the teacher/mentor regards the ELLI profile in terms of objective scores. Always remember this is a self‐assessment system designed to provoke a process of ‘Active Reflection’. While ELLI does generate actual scores that could be recorded and analysed for statistical usage, they will always constitute a measure of self‐perception as it relates to learning. The scores do not measure how ‘good’ or ‘bad’ a student is. Ultimately the most valuable interpretation of the ELLI wheel will come from the respondent, who should be encouraged to view the result positively (even if it appears ‘small’), and not as a success or failure. Remember the dimensions are not intended to show aptitude but rather attitude ‐ and while aptitude may or may not be fixed, attitude is permanently open to change.
A ‘small’ or undeveloped ELLI wheel shows someone who is not yet aware of themselves as an Active Learner ‐ but this can be changed. Indeed, the very process of engaging with ELLI and the Seven Dimensions ought to kick start this process.