Page 187 - Microsoft Word - The Future of Learning April 2017.docx

This revised approach to learning requires learners to develop a conceptual understanding of each of the learning domains and the competencies. This transition to a conceptual approach requires building a conceptual understanding as well as being aware of the applications of those concepts to everyday experiences (contexts). Educators must be able to justify, with good reason, why the learner is learning a specific concept or concept framework.
The draft science curriculum208 that follows, demonstrates a conceptual approach to learning within a specific learning domain (subject/discipline). The concept frameworks for the competencies and for each of the learning domain are also available as two separate resources.209
Applying the Learning Process to the Learning Domains
Concept frameworks have been identified for each of the competencies, and the seven learning domains and these are then unpacked in two additional resources entitled the ‘Global Competencies’ and the ‘Global Learning Domains’. Each of the concept frameworks in both the Competency and the Learning Domains resources are then unpacked into five developmental levels. These sequences of concepts represent the development of the understanding by learners and this finally provides the learner with an understanding each of the concept frameworks.
The sequence of five developmental concepts are labelled starting out, building confidence, connecting, understanding deeply and predicting with confidence. These labels represent an increasingly demanding cognitive capability of the learner as they build each concept framework over their first ten years at school.
Each of the underlying concepts within each concept framework can be unpacked into the knowledge and ideas that underpin each concept. Schools will choose their own contexts for each of the concepts and the choice of these will depend on the experiences the learners have within the context chosen and their accompanying vocabulary. Each concept framework is built up over time as the learner develops their cognitive capability to tackle the next concept in the sequence. Science is provided here as an example of the sequencing of concepts to create concept frameworks and these also include ‘learning statements’ in ‘learner voice’ to assist educators translate the concept for learners when they struggle with the language.
Only the first few concept frameworks are unpacked for the science example. The complete Science sample is available for download at no charge from the website: www.MarkTreadwell.com.
As we are dealing with concepts and not thematic topics, this curriculum can be adapted and applied to be used in any school, in any country in the world. By learning through the development of concepts, each learner can apply their understanding to appreciate contexts, chosen by the educator or in discussion with the learners. By having a conceptual understanding, each learner should then be able to predict possible outcomes for other contexts they may have never experienced before.
The critical nature of developing concepts is that they need to be experienced across a range of contexts for the underlying pattern to be recognised and mapped by our brain. The number of contexts that need to be experienced varies for each individual and this is also dependent on the number of variables that contribute to the concept that is being developed. The variables have been underlined in each of the competencies and learning domains to assist both educators and learners.
208 The Learning Domains are still under review and we are still testing and receiving feedback on these. This resource is expected to be completed and available by February 2018
209 Treadwell, M. (2010) Whatever Next? The Global Curriculum (revised 2013). Available to order from http://www.marktreadwell.com/products (available from August 2017)
175