In 2013, I wrote an article for Edutopia that explores the differences between students and learners.
With “learning trends” becoming the basis for comprehensive learning institutions (see Pathways: World Schools and the Arctic: Self-guided Learning for Adolescents for two examples), such ideas are being tested on-site, transferring them from wishful thinking and feel good thoughts and good speech to the real world.
Education keeps finding itself looking for a proof of success: X data shows Y works, which seems to be magic: we can then take Y to schools and districts everywhere and repeat the same success.
Of course, real learning is personal, depending on incredible complexity and incredible personal nuances. Regardless of the rehearsal, like the band’s live music, it doesn’t sound exactly the same.
So what we want is less teaching and more learning.
fewer students and more learners.
In this post, I write: “As academic standards change, technology develops, and student habits change, schools are forced to consider new ways to bring curriculum and students to the classroom. Project-based learning is the most successful and powerful learning of these possibilities. As the challenge of planning and learning, in the program, PBL challenges their challenges to facilitate their work to make new decisions, thus enabling them to make new decisions, so that they can make new decisions, so that they can make new decisions, so that they can make research, so that they can make research, so that they can make research, so that they can make research, so that they can make research, so that they can make research, so that they can make research, and so that they can make research, so that they can make research, so that they can make research, and so that they can make research, so that they can make research, and so that they can make research, so that they can make research, and so that they can make research, so that they can make research, and so that they can make research, so that they can make research, and so that they can make research, so that they can make research, and so that they can make research, so that they can make research, and so that they can make research, so that they can make research, and so that they can make research, so that they can make research, and so that they can make research, so that they can make research, and so that they can make research, so that they can make research, and so that they can make research, and that they can make research, so that they can make research, and that they can make research, so that they can make research, and that they can make research, so that they can make research, and that they can make research, and that they can make research, so that they can make research, and that they can make research, and that they can make research, and that they can make research, so that they can make research, and that they can make research, and that they can make research, and that they can make research, and that they can make research, and that they can make research, and that they can make research, and that they can make research, and that they can make research, and that they can make research, and that they can make research, and that they can
It also makes sense to view a broader learning model and the foundations of school design when looking at the curriculum framework tools for project-based learning.
“In this case of trying to understand progressive learning exactly, I drew a visual graph in 2009 9 Characteristics of 21st Century Learninga subsequent framework was created recently Inside-out learning model.
The four main goals of this learning model are:
- True self-knowledge
- Diversified local and global interdependence
- Adaptive critical thinking
- New Media Literature
Secondary goals include: purposefully leveraging the diversity of digital media, constantly developing traditional definitions of project-based learning, the role of gaming in learning, curiosity and personalized learning pathways that are digitally curated and transparent through digital planning and transparent direct and indirect stakeholders.
In the inside-out learning model, the idea is personalized learning by new performers, eliminating passivity and complete integration with responsive and authentic communities – not by chance, these are also elements of PBL. ”
The focus of the school inside and outside
An ideaSchool inside and out“Put the school like socks, inside out, putting itself on the surrounding community and inherent support systems. If the community is attentive and systematically monitors and supports the learning process, then schools will not keep creating miracles.
If there is no meaningful response? Well, we know where to go next.
Finally, students are compliance participants in the now-destroyed game. Long time ago, schools took the world away, divided it into categories, and studied through the concepts of points, letter ratings, and progress and collaboration. The system works, but only students we want to succeed in the “work school”.
Learners are a little different. Learners ask questionsinteract directly with content, self-guid yourself, and seek to satisfy curiosity and authentic knowledge needs.
Students can do this, too, but only students can do it when browsing many schools in the game (and their teacher-centered learning models).
The differences between children and students then depend on the clarity of the purpose and the purity of the interaction between children and content.
One seeks knowledge, the other “success”.
