Expanding the Capacity to Learn: A new end for education? (original) (raw)
Related papers
Expanding Young People's Capacity to Learn
British Journal of Educational Studies, 2007
Though it is being widely argued that expanding young people's capacity to learn is a viable and desirable goal of education, it it not always clear what this means, how it is to be achieved, and how the effectiveness of interventions is to be assessed. It is argued that the capacity to learn should be interpreted as a portmanteau term that comprises a varied set of positive learning dispositions. These are illustrated, and the idea of 'expansion' is glossed in terms of broadening, strengthening and deepening these dispositions.
The Futures of Learning 2 : What Kind of Learning for the 21st Century?
2015
The past two decades have seen the emergence of a global movement that calls for a new model of learning for the twenty-first century. There is now a significant body of literature focusing mainly on three topics – motivations for a new model of learning, the specific competencies and skills needed to function effectively in the twenty-first century, and the pedagogy required to stimulate those capabilities. This is the second in a series of three papers based on a comprehensive review of the literature. It addresses the competencies and skills that are deemed necessary for today’s societies. While it is generally accepted that formal education must be transformed to enable the new forms of learning needed to tackle the complex global challenges ahead, there is no single prescribed approach to educating young people for the twenty-first century. Multiple sources have identified a variety of competencies and skills that warrant consideration, most of which are absent from current lea...
Our view of learning and education
Understanding is critical to solving the problems in The Skills Gap and changing education because it is the mastery learning skill and it is not possible to achieve understanding consistently in our current education system! Understanding is achieved by experiencing something first-hand and this means that the teaching and assessment process is complex and not manageable in the way we do things now. Vivagogy understands Understanding! We have designed and are building a complex online system for capturing the data for all learning formal and informal which means for the first time we can deliver personalised experiential learning, assess and managing it. It is a system which can deliver Understanding. Skills Skills are the proficiencies developed through training, or experience. A skill is a thing you can do. It's the basis of " I can do " statements and it is demonstrated and assessed easily in formal learning There is a fine line between skills and abilities. Abilities are the qualities of " being able to do " something. The differentiator is whether the thing in question was learned or innate. If a student has an innate skill it is called natural ability. Knowledge Knowledge is information acquired. Knowledge is theoretical but skills are more practical. Knowledge is knowing about something without necessarily being able to do it. It is the area that has most radically changed with internet usage which puts knowledge in the hands of everyone although they may not know how to make use of this knowledge. Knowledge is a measure of the ability to perform fast, reliable, retrieval of facts and information. It used to be totally the teacher's domain or found in books but due to technology it is now anyone's and therefore student's attitudes have changed. Teachers roles have also changed as they are no longer the font of knowledge. Keywords in the measurement of knowledge include: Know that, can tell you that, Understanding
We hear a lot of concern expressed these days by teachers, parents and the public at large about the new educational reforms currently being undertaken throughout the world, many of which have adopted a competency-based orientation. Most of these concerns seem to revolve around the place of "content knowledge" in the new curricula. The predominating belief seems to be that essential content knowledge, that is, knowledge of the "basics," the "3 Rs," knowledge of fundamental rules, techniques, procedures, and facts as well as skills and abilities, have all been seriously demoted to second place in favor of some vague and ill-defined notion of competence. This belief seems to persist despite the fact that most competency-based programs are replete with lists of "essential knowledge," including capacities, skills and abilities, which have always been associated with the traditional disciplines. What then is the origin of these concerns? There are ...
Learning and Teaching : Theories, Approaches and Models
2016
The models of Tyler, Bloom and Carroll that made an echo in the world of education from 1949 to 19641 heavily influenced mastery learning model. Naming this theory as “school learning”, Benjamin Bloom investigated the reasons of individual differences that were seen in the schools where mass learning took place and tried to explain the necessary measures needed to be taken in order to minimize these individual differences for the benefit of student, school and society 2,3. In other words, school learning or mastery learning theory claims that when all the students are provided with additional time and learning opportunities, they can get the new behaviors that are desired to be taught at schools. According to Bloom, there are hereditary crucial differences in terms of mental capacities among people. However, these differences remain as a tiny detail besides the inequalities and injustices that emerged during the education process. The quality of the teaching activities that take pla...
Enhancing, Teaching and Learning
2023
This assignment evaluates theoretical perspectives in teaching, learning, and assessment practises; based on two lesson observations, A and B, delivered by a teacher in the ESOL Entry 2 subject. I will use learning theories to evaluate the teaching and learning strategies used in both lessons: behaviourism, cognitivism, social constructivism, and humanist approaches. Using these theories in the learning process allows teachers to improve their
21st Century Skills – Taking school learning into the future - Part 1b
This resource is accompanies 21st Century Skills, Part 1. These are extracts from the Times Educational Supplement (TES) articles where celebrities describe their most memorable teacher. An activity suggestion is included and ideas are picked up in Part 2. The series addresses how schools can prepare young people to thrive in rapidly changing world. This requires a shift in thinking about what learning and the role of education in developing individual talents. The second talk focuses on learning to learn dispositions and motivation. The third talk describes how schools can develop student leadership capabilities. Here, I present a new way of conceptualising leadership and stress the importance of developing every students' confidence and abilities in this way. Ideas draw on the Dreyfus model of skills acquisition and the Effective Life-long Learning Inventory (ELLI) developed at the University of Bristol. I also offer a critique about the dangers of obsessing in relation to new technologies.