Exploring Ideas that Re-imagine Dimensions
of Learning for Teachers
We should find out how the child is intelligent, rather than how intelligent the child is.
Encouraging and developing individual interests enables learners to buy in to the learning, increasing its value and purpose. Education must not cause disaffection, but be part of the solution to it. All participants should feel purpose from their participation.
Focus on Learning rather than narrow measures of outcome.
The focus on outcomes has clearly led to the ranking of schools within and between countries, pitting them against each other in a counter-productive and meaningless battle, without regard for any purpose of education beyond the achievement of these outcomes. A focus on learning will achieve both learning and results.
Focus on Emergent Practice rather than imposed – often without the backing of evidence.
This is critical: when subject to questionable decisions about what is best for all children, we stifle creativity and learning. When teachers pay attention to the practice that emerges within our learning environments, we better understand what has been learnt or not, and naturally adapt our teaching to suit.
Focus on the Individual Learner.
We should find out how the child is intelligent, rather than how intelligent the child is.
Encouraging and developing individual interests enables learners to buy in to the learning, increasing its value and purpose. Education must not cause disaffection, but be part of the solution to it. All participants should feel purpose from their participation.