Learning Framework

Il Learning Framework è più di una semplice raccolta di idee o attività, più di un semplice toolkit o banca di risorse. Il Learning Framework è una struttura ombrello che delinea un approccio all’insegnamento e all’apprendimento basato sulla premessa che l’apprendimento è un processo attivo e che “per imparare” gli studenti devono “fare” e, cosa più importante, capire che l’apprendimento è il risultato del pensiero!

Per dare un senso alle informazioni che ricevono, gli studenti devono comunicare, analizzare, sintetizzare, risolvere problemi, creare e riflettere. L’argomento e l’argomento dipendono da te: il framework fornisce suggerimenti su come presentare queste informazioni agli studenti per aiutare a impegnarsi attivamente con l’argomento.

L’apprendimento non è un processo lineare: questa comprensione ha informato il modo in cui abbiamo sviluppato il quadro di apprendimento. All’interno di una classe puoi passare attraverso diverse fasi o modalità del percorso di apprendimento. Quindi sentiti libero di combinare le attività per soddisfare le esigenze della tua materia, degli studenti e della fase di apprendimento. Le attività creative sono state classificate in 5 distinte modalità di apprendimento:

Energizzare

Introdurre

Esplorare

Concludere

Riflessione

Fondamentalmente, il Learning Framework abbraccia l’idea che l’educazione non è un trasferimento passivo di informazioni ma un’esperienza coinvolgente che alimenta il pensiero critico e la comprensione profonda. Riconosce che il modo migliore per imparare è partecipare attivamente, rimboccarsi le maniche e tuffarsi in compiti e sfide significativi.

Adottando il Learning Framework, speriamo di consentire agli studenti di diventare partecipanti attivi nella propria istruzione. Desideriamo che questo framework ti aiuti come insegnante a creare un ambiente che susciti curiosità, incoraggi l’esplorazione e accenda la passione per l’apprendimento. Invece di assorbire semplicemente fatti e cifre, gli studenti sono spinti a pensare in modo critico, analizzare, mettere in discussione e collegare idee.

Il quadro sottolinea l’importanza delle esperienze pratiche e dell’applicazione pratica della conoscenza.

Attraverso varie attività, progetti e scenari del mondo reale, gli studenti applicano attivamente ciò che hanno appreso, colmando il divario tra teoria e pratica. Questo approccio favorisce un livello più profondo di comprensione e consente agli studenti di vedere la rilevanza e il valore del loro apprendimento nel mondo che li circonda.

Inoltre, il Learning Framework riconosce il ruolo significativo della riflessione e della metacognizione nel processo di apprendimento.

Gli studenti sono incoraggiati a riflettere sul loro pensiero, valutare i loro progressi e fare collegamenti tra le loro nuove conoscenze e le esperienze precedenti. Questa consapevolezza metacognitiva coltiva studenti autodiretti che possiedono le abilità e la mentalità necessarie per l’apprendimento permanente.

In sintesi, il Learning Framework è un approccio globale all’educazione che trascende i metodi tradizionali. Mette gli studenti al centro del processo di apprendimento, coinvolgendoli attivamente e ispirandoli a pensare in modo profondo e critico. Abbracciando questo quadro, diamo agli studenti la possibilità di intraprendere un viaggio educativo significativo, in cui l’apprendimento diventa un’esperienza vibrante e trasformativa.

Lo scopo del Learning Framework è aiutare gli studenti ad apprendere: la misura in cui il potenziale di un’attività è efficace dipende dalla tua intuizione professionale e dalla comprensione degli studenti nella tua classe e dalla facilitazione dell’attività in questione. Tutte le attività sono state sviluppate e insegnate da insegnanti in Irlanda, Croazia, Danimarca, Italia e Grecia. Alcune attività si adatteranno alla tua materia e al tuo stile di insegnamento, altre no. Lo scopo del Learning Framework è quello di ispirarti e supportarti mentre tu e i tuoi studenti esplorate. Il quadro di apprendimento delinea diverse modalità di apprendimento. Non esiste un “modo giusto” per utilizzare il framework; si tratta di percepire quali attività corrispondono alle esigenze degli studenti e al loro attuale percorso di apprendimento.

Come insegnante, il Learning Framework ti fornisce uno strumento per migliorare le tue pratiche di insegnamento e creare esperienze di apprendimento coinvolgenti per i tuoi studenti.

Questo framework offre vari livelli di immersione e coinvolgimento, permettendoti di adattarlo e adattarlo al tuo contesto specifico e alle esigenze uniche dei tuoi studenti. Con il Learning Framework, hai la libertà di plasmare, plasmare e personalizzare la sua implementazione. È fatto per essere integrato tra diverse materie e sistemi scolastici, adattandosi a diversi curricula e contesti educativi

La flessibilità di questo framework ti consente di esplorare diverse permutazioni e variazioni, consentendoti di applicarlo a vari livelli. Sia che tu voglia strutturare un’attività individuale, progettare una lezione completa, sviluppare un’unità di apprendimento o persino modellare un intero trimestre, il framework fornisce una struttura versatile per guidare la tua pianificazione didattica. Ricorda, sei l’esperto nella tua classe e il Learning Framework è uno strumento che ti consente di liberare la tua creatività, adattabilità e competenza pedagogica. Man mano che acquisisci familiarità con il framework, l’obiettivo è che tu e i tuoi studenti acquisiate la proprietà delle attività e delle risorse suggerite al suo interno. This ownership allows you to adapt and personalise the framework to ensure its alignment with your classroom dynamics, teaching style and student interests.

Sometimes the energy in the classroom can become low, when this happens it often helps for the students to connect with and activate their bodies and minds – to bring about renewed energy back in the room. The energiser activities can be used in the classroom at any stage of the learning journey. If the students seem unengaged or tired, then it might be time for an ‘energiser’ activity. Some of the activities might be useful to use at the beginning of a class to get their creative juices flowing.

Choosing when there is the need for an energiser activity in the classroom does not only have to be the responsibility of the teacher but can also be a responsibility of the students. Asking questions such as; Is the energy in the classroom low? is a great way to give the students the chance to start noticing the atmosphere in a classroom.

The mindsets and skills practised in the activities connected to this part of the framework are:

  • Mind & Body Connection
  • Listening to and Seeing the Needs of Yourself and Others
  • Building a Mentally and Physically Healthy Learning Environment

In a dynamic classroom environment, it’s natural for the energy levels to occasionally dip, making it challenging for students to fully engage in the learning process you have prepared for them. However, there are effective strategies to reignite the classroom energy and rejuvenate student participation. One powerful approach is to encourage students to connect with and activate their bodies, thus bringing renewed energy back into the room. This aspect of the framework emphasises the need for students to step away from their tired minds and embrace a more embodied experience.

Energiser activities can be seamlessly integrated at any stage of the learning journey. If you notice that your students appear unengaged or tired, it might be the perfect time for a well-designed energiser activity.

While the responsibility of choosing energisers typically falls on you as a teacher, it can also be an empowering opportunity for students. Encouraging them to reflect on questions like, ‘Is the energy in the classroom feeling heavy?’ allows them to become more attuned to their own and others’ needs.

The activities suggested for the ‘Introduce’ mode of the learning journey can be used to introduce a new concept, topic, project, unit of learning and/or subject. When introducing the students to something new, they may not always immediately see the importance or relevance of this new concept, topic, project etc. therefore, the activities in this part of the framework provides tools for getting students on board. In short, the activities connected to this mode of the learning framework help students become familiar with new ideas and information.

The mindsets and skills practised in the activities connected to this part of the framework are:

  • Understanding a subject
  • Building a psychologically safe learning culture 
  • Finding motivation
  • Comunicazione 

When you introduce your students to a new subject, school term, or project, they may not immediately grasp its relevance. We believe it’s crucial to engage students in various activities that familiarise them with the learning journey and ignite their motivation to explore the subject, projects, or school term.

Here are a few reasons why and when this part of the learning journey might come in handy:

  1. Relevance and Context: Introducing a new topic helps establish its relevance and importance in the students’ lives. By providing context and explaining how the topic connects to real-world situations, you can help students understand why it is worth exploring and how it relates to their interests and aspirations.
  2. Building Curiosity: Introducing a new topic creates an opportunity to pique students’ curiosity and ignite their desire to learn more. By presenting intriguing facts, thought-provoking questions, or captivating stories related to the topic, you can stimulate their inquisitiveness and create a sense of wonder that drives their engagement.
  3. Fostering Ownership: Introducing a new topic allows students to take ownership of their learning journey. By involving them in the process, encouraging their input, and valuing their perspectives, you empower them to become active participants in shaping their educational experience. This sense of ownership enhances their motivation and commitment to the learning journey.
  4. Building Relationships: Introducing a new topic provides an opportunity to build strong teacher-student relationships. By showing enthusiasm, care, and genuine interest in the students’ learning, you establish a supportive and trusting environment. This positive rapport enhances their motivation and willingness to actively engage in the learning journey.

Overall, introducing a new topic to a class of students is essential for creating motivation, curiosity, and a sense of purpose. It lays the foundation for deeper learning, generates excitement, fosters ownership, and builds relationships. By effectively introducing new topics, educators can inspire students and set them on a path of meaningful exploration and growth throughout the learning journey.

Learning through doing, thinking and engaging with new ideas and information is an essential part of understanding subject matter on a deeper level. The activities included in this stage or mode of the learning journey support students to actively engage with the subject matter. In order to properly understand a subject, students will therefore need to not only be using their heads but also their hands, and that is what this part of the framework is all about.

The mindsets and skills practised in the activities connected to this part of the framework are:

  • Proto-typing
  • Daring to fail fast, in order to learn faster.
  • Co-creazione 
  • Creatività
  • Innovation

Explore is about adapting a hands-on learning approach. Hands-on learning is an incredibly effective approach because it taps into multiple aspects of the learning process and enhances overall understanding.

Here are a few reasons why “hands-on learning” works:

  1. Active Engagement: When students actively use their hands and engage in tangible experiences, they become active participants in the learning process. This active engagement promotes deeper learning as it encourages students to think critically, make decisions, and solve problems in real-world contexts.
  2. Sensorimotor Connection: Hands-on activities create a strong sensorimotor connection, where students combine physical actions with sensory perceptions. This connection helps reinforce learning by associating abstract concepts with concrete experiences, making them more memorable and easier to comprehend.
  3. Meaningful Context: Hands-on learning provides a meaningful context for students to connect with the subject matter. By directly manipulating objects, conducting experiments, or creating something tangible, students can see the practical application and relevance of what they are learning. This context helps foster a deeper understanding and motivation to explore further.
  4. Multi-Sensory Learning: Engaging multiple senses simultaneously enhances the learning experience. Hands-on activities often involve touch, sight, and sometimes even sound or smell, stimulating various sensory pathways. This multisensory approach enhances memory retention, as different sensory cues can trigger recall of information later on.
  5. Personalisation and Autonomy: Hands-on learning allows students to personalise their learning experiences and take ownership of their education. They can explore their own interests, make choices, and direct their learning path within the framework provided. This autonomy promotes intrinsic motivation and a sense of empowerment, leading to more meaningful and self-directed learning.
  6. Collaboration and Communication: Hands-on activities often involve collaboration and communication among students. Working together on projects or experiments encourages teamwork, problem-solving, and effective communication skills. Students learn from each other, exchange ideas, and develop important social and interpersonal skills along the way.

The activities included in this stage or mode of the learning journey encourage students to communicate, evaluate and summarise what they have learned. Students review what they have learned so far and identify the skills they have developed.

The mindsets and skills practised in the activities connected to this part of the framework are:

  • Sense making
  • Clear communication
  • Celebrating and acknowledging accomplishment

This part of the learning journey is about communicating and summing up what you have learned together by looking at what subject, school term, project period etc. you and the students have just gone through together. It is the space you take to look at what has been created by all of you, and look at what you now collectively know.

Concluding a topic typically involves activities such as summarising key points, reviewing achievements, and showcasing final projects or presentations.

Concluding a topic is about bringing closure to the specific content and activities, emphasising the knowledge acquired and the achievements made. It aims to provide a sense of completion and celebrate the learning outcomes.

In summary, concluding a topic is important as it consolidates knowledge, requires clear communication, celebrates achievements and encourages collaboration. It provides a sense of closure while paving the way for ongoing learning and growth. By engaging in effective conclusion activities, you can support your students in synthesising their learning and developing a deeper appreciation for the subject matter.

This is an important and often overlooked part of the learning process or journey. The activities included in the reflection mode encourage students to think about not just what they have learned but also how (the process) they learned, particularly focusing on the skills and strengths they developed – so they can bring this with them and apply it to future learning. This is a key step to encourage students to become independent learners.

The mindsets and skills practised in the activities connected to this part of the framework are:

  • Riflessione
  • Metacognizione
  • Pensiero critico 
  • Anchoring learning
  • Ascolto
  • Pensiero critico

While concluding a topic and reflecting upon a learning process are closely related, they serve distinct purposes in the learning journey. Concluding a topic involves summarising and wrapping up the specific content, concepts, and activities related to a particular subject, school term, project period, or learning unit.

Reflecting upon a learning process involves a broader examination of the entire learning journey, beyond the scope of a specific topic. It is a metacognitive activity that encourages students to analyse and evaluate their learning experiences, strategies, and growth throughout the learning journey.

Reflecting on the learning process involves self-assessment, identifying strengths and areas for improvement, and considering the effectiveness of various learning approaches.

You can look at it in the following way: Concluding a learning journey is looking at WHAT (results) has been created in terms of assignments, pages red, small subject related prototypes/projects made, activities done etc. Reflection is looking at HOW (process) it has been for the students to have gone through the learning journey together, and what they are taking with them moving forward.

Here are examples of a few questions that might be relevant to ask the students in the reflective part of the learning journey:

  1. What worked well during this learning period, and why? What was challenging? What did you learn about yourself and you classmates?
  2. What is different within you? How do you understand the subject now?
  3. What is something that you did not expect to learn from this subject? What surprised you about this topic?
  4. How do you now see that this subject is connected to the other subjects that we have gone through?
  5. Have you learned something new about your classmates? What is different with you in relation to them now?