Relevant Learning Factors
From UpdateNet English
Behind learning and learning competencies is a complex process. Learning is always individual and personal which extensively withdraws itself from external control. We learn by ourselves in an ongoing manner.
This makes it clear; the complexity of learning cannot be explained with simple patterns, at least not in a sustainable way. School learning is not just the reaction to being taught, we know that we don’t learn what we’re taught. School learning is more likely to be successful and endowed with meaning when we manage to design the interplay of relevant learning factors in a requirements based methodology.
Learning is a complex event. It can’t be disjointed into single pieces. The factors which encourage successful learning are integral by the dynamics of their feedback processes. The task of school is to provide an optimal environment of cooperation.
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Learn Coaches base their work on the six learning relevant factors. They develop attitude, skills and knowledge which put them in a position to effectively contribute to the students self designing abilities.
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Orientation
The base is a transparent and insightful orientation – like a content map. It is about knowing what we might be capable to do. It is about knowing the requirements (reference values) and the awareness of our own situation.
Confrontation
The goal is understanding. It is about making something foreign something of our own, to follow a track and to deal with resistances in a constructive way. Learning verifications on an individual’s challenge level are the result of our own goal formulation.
Arrangements
open and requirement suitable working methods lead to a shifting of the activity focal point. The exposure to diversity on the basis of an agreement and demand culture. A learning organization is also (and most of all) about self organization.
Evaluation
The evaluation intentions have a performing effect. Competence based learning demands an according exposure to learning achievements: to reference, to present, to reflect and to document. Encouragement instead of selection, checks and balances.
Learning environment
The environment has an effect on our performance (for example the activity focal point). Rooms serve for functionality, aesthetics and inspiration. We systematically include out of school learning places and offer structured materials as learning motives.
Interaction
The logic of success indicates a solution and development oriented interaction. This requires an interest in the students and their success. In a culture of learning from each other and with each other encouraged students to become participating students.
