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  • Flow of Learning

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    time space education
    141 views1 page
    This is a visual we're working on as we try to illustrate what learning "looks like". It's not designed to be an alternative to an Inquiry Model or Cycle as "Inquiry" is an element of it. Instead, it is designed to show the flow of learning from the planning stage onwards. We believe learning does begin at one point and reach some form of conclusion at another, so it is linear in this sense. However, teachers should constantly be looking for opportunities to let their students go at any point.

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    This is a visual we're working on as we try to illustrate what learning "looks like". It's not designed to be an alternative to an Inquiry Model or Cycle as "Inquiry" is an element of it. Instead, it is designed to show the flow of learning from the planning stage onwards. We believe learning does begin at one point and reach some form of conclusion at another, so it is linear in this sense. However, teachers should constantly be looking for opportunities to let their students go at any point.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Flag for inappropriate content
    141 views1 page

    Flow of Learning

    Uploaded by

    time space education
    This is a visual we're working on as we try to illustrate what learning "looks like". It's not designed to be an alternative to an Inquiry Model or Cycle as "Inquiry" is an element of it. Instead, it is designed to show the flow of learning from the planning stage onwards. We believe learning does begin at one point and reach some form of conclusion at another, so it is linear in this sense. However, teachers should constantly be looking for opportunities to let their students go at any point.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Flag for inappropriate content
    of 1

    Flow of Learning

    Reflecting

    An Agricultural Model

    Fruition

    Sharing

    Presenting
    Creating
    content

    Blossoming

    Publishing

    Making
    Developing
    connections theories
    Seeking multiple
    perspectives

    Establishing
    Context
    Landscape

    Broad Context: co-created by


    student and teacher, e.g a unit
    of inquiry

    Experimenting
    Drawing
    conclusions

    Inquiring

    Finding
    information

    Open Context: completely


    student-created, e.g. a passion
    project

    Exhibiting

    Expressing

    Making
    Documenting

    Growth

    Identifying interests,
    generating driving questions,
    making plans, narrowing down
    ideas, differentiating

    Creating Focus

    Narrow Context: teacher


    defined, learning approaches
    and strategies negotiated with
    student

    Germination

    Provocation

    Sowing the Seeds

    Eliciting responses to stimuli


    Uncovering prior knowledge
    Recording language
    Revealing misconceptions
    Inciting curiosity
    Identifying purpose

    Taking action

    Gathering evidence of
    learning, evaluating,
    assessing, appraising, goalsetting

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