WE ARE ALL LEARNERS
People who help young people learn are called teachers.
People who help older people learn from reality are called
Knowledge, skills... are acquired through learning.
- Traditional teaching and focuses directly on causing people to 'learn
about' and to 'learn how to'. Such an approach is in doubt in a world with
accelerating rates of change & shorter timelines while simultaneously
the times lines of education are being extended.
- Mediated learning (Feuerstein) addresses the acquisition knowledge &
skills as in traditional education. More importantly mediated learning also
attends to the acquisition of the means to learn, ie, by learning how one
applies the personal means of acquiring knowledge and skills.
argues that the learner should have a teacher/leader who ‘mediates’ in the
- Input (perception, awareness, focus,
- Elaboration (thinking, relating ...) and/or
Output (articulating, communicating ...) phases of learning
He goes on to say that the shared intentions and "reciprocity" of both
parties (teacher/leader & learner) are critical to the success of their
It is helpful to understand the common learning
The ROLES OF THE TEACHER/LEADER include
- designer of learning tasks and experience
leader & facilitator of group and individual processes, including assessment
mediator of learning (more...)
PEOPLE WANT TO LEARN when they know the teacher/leader
- ‘cares about me’
is enthusiastic about what is being taught
- helps make learning fun
- is fair
- 'helps me when I have a problem'
PEOPLE DO LEARN when the teaching/leading is focussed
by providing enough time
by ensuring the level of difficulty is just right
by communicating a need to learn
LEARNING is about increasing the capacity of the learner to recognise, understand & respond to reality as he/she experiences it both now and in the future. In an increasingly complex world the capacity of the learner to manage his/her attention &
thinking is of vital importance.
The PURPOSES of LEARNING
include to improved management of
Thinking - Learning
- Doing - Relating and Being
In the PROCESS of LEARNING
it is essential to
- build on prior knowledge & experience
- utilise the learner’s preferences (eg, left-right brain, visual,
auditory & kinaesthetic information, multiple intelligences,
as starting points
- elevate the level of awareness involved for the learner
- elevate the level of thinking involved for the learner
OBSTACLES TO LEARNING are many & varied and may relate to
present circumstances, beliefs & expectations
cognitive functioning including the way in which the learner takes
in, elaborates and responds to information
We all have PREFERENCES which both support & limit our learning. They include an individual combination & balance of preferences for
Visual, Auditory &/or Kinaesthetic information
Left &/or Right brain type processing
Use of one or more of the Eight Intelligences (after Gardner):
Verbal/Linguistic Mathematical / Logical
Body / Kinaesthetic Visual / Spatial
TEACHING and leading will generally include
A Focus or Problem which is meaningful & significant to the learner
Checking Existing Knowledge & Know-how
Structuring a Learning Task and learning from it...
attention to process, outcomes, demonstrating learning
utilising (& extending beyond) preferences
attention to intelligences being used
Reviewing the Learning (noun and verb): process, outcomes, self, ...
Bridging Forward to apply the learning in new situations (transference)
The human condition & potential is rich and complex. It is not appropriate for a teacher or the School to take a mechanical approach to the above framework. The above (or any other framework) does not represent a starting point without regard to the particular teacher & learner. Rather the above is offered as an outline that may well be useful for reflection about individual teaching, learning, class management and the future of the School.
Thinking * Learning *