Schools and education systems around the world are having to reconsider their design and approach to teaching and learning. What should schooling, teaching and, most especially, learning look like in this rapidly changing world? Show
The OECD project Innovative Learning Environments has published The Nature of Learning to support schools as they reconsider their approach to learning and teaching. This publication uses research to inspire practice. It provides a powerful knowledge base for the design of learning environments for the 21st century. In this blog post we explore the seven principles from the OECD report and provide supporting resources to help you dig a little deeper. The principles are identified as:
The seven principles outlined here serve as guides to inform everyday experiences in current classrooms, as well as future educational programmes and systems. Learners at the centre
In this short video Michael Absolum asks, "Do students know how to learn?" He explains what this might look like in a classroom.
Views: 12321 Transcript and downloads Survey your own students: How well do you know your learners? Surveying your students to find out their views of learning may help teachers meet their learners’ needs. Return to top The social nature of learning
Learning partners – collaboration: In this EDtalks video, teachers from the Kahukura cluster in Christchurch discuss the progress made towards collaborative practices in the classroom. "What is the future focus principle?" Robyn Boswell, National Director of Future Problem Solving, and Sarah Watts, Future Problem Solving teacher, answer the question. Emotions are integral to learning
The power of relationships and how to build them: New entrant teacher, Mel Wiersma focuses on how to facilitate and grow relationships with her students, their families, and between peers. Wellbeing for success: a resource for schools (ERO 2016) describes the practices in schools that effectively promote and respond to student wellbeing. Return to top Recognising individual differences
Rae Siʻilata urges educators to create opportunities for all students to bring their valued knowledge into the school.
Views: 32288 Transcript and downloads Summary clips of all videos in the inclusive education series: Teachers talk about the importance of spending time getting to know students, building strong relationships, and developing an environment that meets the needs of all students. Return to top Stretching all students
Sue Ngarimu-Goldsmith, Principal at Te Kura o Hiruharama, explains how a whakataukī ensures that the principle of high expectations guides curriculum decision-making at the school.
Views: 6403 Transcript and downloads High expectations: School leaders discuss the importance of high expectations, together with the vision of Pasifika students as successful learners, improved relationships, pedagogy, and academic outcomes. Assessment for learning
Making learning visible, creative, and collaborative: Teacher Claire Buist talks about building a learner focused environment through learning conversations and peer feedback. Wellington College art teachers Nikki Maetzig and Matt Jarry explain the process they use in their department to help students manage their time wisely and drive their own learning by giving and receiving effective feedback.
Views: 4904 Transcript and downloads Assessment for learning in practice: These key assessment capabilities explain how teachers can develop the assessment for learning dynamic in their classrooms. Return to top Building horizontal connections
Students moving through the Mount Roskill campus have consistent understandings of learning progressions in literacy and share a common language of learning. Leading culture change at Oranga School: Juliet Small discusses how staff at Oranga School moved towards the culture of learning from parents, families, and whānau. Funds of knowledge: How can we make visible, draw upon, and celebrate the rich funds of knowledge that our students bring with them to the classroom? What is the principle of readiness in learning?The principle of readiness states that learning will be more certain to occur-and more efficiently accomplished- if the learner is ready to tackle the task at hand.
How can we improve the readiness of learners?The following strategies encourage students to become active participants rather than passive bystanders.. Bring the Class Into Focus. ... . Provide Sensory Outlets. ... . Bring Movement Into the Mix. ... . Develop Basic Cognitive Skills. ... . Reinforce the Process Instead of the Results.. What are the 4 types of readiness to learn and explain each type?Before teaching can begin, the educator must find the time to first take a PEEK (Lichtenthal, 1990) at the four types of readiness to learn—physical readiness, emotional readiness, experiential readiness, and knowledge readiness.
What are the principles in learning?Principles of learning include readiness, exercise, effect, primacy, recency, intensity and freedom. Readiness implies a degree of willingness and eagerness of an individual to learn something new. Exercise states that those things most often repeated are best remembered.
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