Page 140 - Microsoft Word - The Future of Learning April 2017.docx

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Learning Process Element
Associated Competencies
Concepts: Once we have a collection of ideas, our curiosity and our associated innate perchance for asking questions prompts us to start applying those ideas to other contexts.
1. Can I teach my dog to skateboard? What about the pet goat? The guinea pig? Mouse - maybe?
2. Can I teach my dog to ride a bike?
Concepts allow us to make predictions, and this provides us with an intellectual shortcut so we can make connections between new knowledge, ideas and existing concepts.
• Lateral thinking to link the knowledge and apply it to a specific context.
• The reflection (Reflect-Review-Revise) process to build critical evaluation.
• The use of appropriate literacies that in turn create clarity.
• Applying different types of thinking for different types of thinking tasks.
• Knowing there are times for cooperation and times to work independently.
Concept Frameworks: We can now link the concept of animals on skateboards to other concepts surrounding how skateboards work. In general terms, movement with a low centre-of-gravity combined with a significant amount of physical contact between the person/animal and the skateboard makes for a stable ride.
A skateboard with smooth wheel surfaces rolling along on a smooth floor surface has less friction to overcome than on rough surfaces. Further questioning and research builds new knowledge, ideas and concepts, and it opens-up a broader range of potential contexts and areas of interest and subsequent curiosity. Can we change the design of skateboard wheels to reduce the amount of contact with the ground and thus reduce friction?
• Synthesising and distilling of ideas and concepts refine our understanding.
• Complex thinking processes that require rich metacognitive language.
• Effective listening and critical review of others’ thoughts.
• Sharing ideas requires trust and flexibility in our thinking.
• Being metacognitive to be self-aware and critical of our thinking.
• Knowing when to give up, when to strive further, and learning from our mistakes along the way.