Page 99 - Microsoft Word - The Future of Learning April 2017.docx

It is important, therefore, to reward effort more than, but not at the exclusion of, results. For some learners, putting in a significant amount of effort will get them an average result, whereas for others the same effort will get them an excellent result. How do we judge who the better learner is?
As educator-learners, this is the question we must always be asking ourselves. For young people who can remember lots of facts, figures and processes, good results may come quickly. For those learners that find it difficult to remember lots of facts, numbers and processes, good results may only happen with a significant amount of effort.
It needs to be borne in mind that learning by rote is our only learning system where there is a wide range of learner capability that contributes to the standard distribution curve of success. Rote learning can have a detrimental effect on how learners perceive their learning ability. Rote learning constitutes most of our learning in the first 4–5 years of school as we learn to read and write and, sadly, we rote learned our numbers and mathematical processes to get the right answer. However, when it comes to sensing our world, forming ideas and concepts and being creative, all learners have a similar, innate capability to learn in these ways.
Our first experience of school can lead to us to develop a mind-set that we are not that good at learning. It is our mind-set, confidence and attitude to learning that drives our desire to learn, to solve problems and confidently take up learning opportunities. To maintain a learner’s confidence in their learning, educators need to keep the amount of rote learning to a minimum, introducing knowledge Just-In- Time, and quickly move on to the development of ideas and concepts. We can return and learn additional knowledge when we need it, Just-In-Time, rather than learning lots of knowledge, Just-In-case we may need it at some later date.
The learner’s capability, understanding of, and confidence in applying the competencies is a critical foundation for life and for learning. The competencies provide us with the underlying capability to learn independently on all the different life stages we will stand on. Whether learning is necessary, desired or demanded, we all need to become independent, lifelong learners, as, regardless of what the drivers are, there is no doubt that learning is not only a critical capability in these times, it is also one of the most personally rewarding endeavours we ever willingly and expectantly delve into.
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