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Learning in the New Renaissance
Transcript of Learning in the New Renaissance
New Renaissance The Digital Age means that knowledge is growing faster than the capacity of humanity to absorb it.
The New Renaissance individual will not be defined by knowledge of information, but by the ability to assimilate, manipulate and synthesise knowledge to purposeful ends to solve problems, provoke understanding or develop enhanced awareness.
A focus on learning - not teaching will characterise the pedagogy of the new Renaissance. Pedagogy over Content The metaphor that best suits learning for the New Renaissance is not the industrial production model of the last 200 years which stressed standardisation and quality control, but that of the Medieval mason and his apprentice as expounded by David Hargreaves.
The apprentice observes the attitudes, behaviours and competences of the master mason before striking out on their own individual and independent learning projects with the pastoral support of the master mason.
The learning journey is personalised, purposeful and creates independent learners. Medieval Learning Metaphor One driver of more effective learning pedagogy will be the exploitation of advances in metacognition - learning how to learn - in the development experience of students.
A more mature understanding of effective learning techniques which are optimised for effectiveness, will challenge traditional forms of classroom organisation, content delivery and indeed the nature of the school as the dominant learning structure.
The slicing and dicing of the curriculum by subject will be replaced by models which stress similarity over difference - replicating the synaptic connections in the brain
Metacognitive Advances The purposeful application of new learning technologies will present learners with opportunities for coaching, reflection, consolidation, extension and collaboration in their learning.
They will provide a medium for the presentation of ideas in multi-media for critical peer appraisal and will create templates of aspirational excellence for those that follow.
This potential will only be realised if a clear and consistent pedagogy for learning development in the school is developed which can adopt and adapt new technologes to fit learning purposes. New Learning Technologies The JLB Learning Vortex has been developed to help schools exploit the potential of this new Renaissance and achieve the learning potential of all their students.
It addresses pedagogical change at a cultural level, capacity building in leadership and quality assurance in learning delivery.
To find out more about the Learning Vortex contact:
firstname.lastname@example.org Exploiting the Renaissance:
The JLB Learning Vortex David Hughes FRSA
JLB Learning Innovation Cultural Change What needs to develop in the culture of your school to exploit the Learning Renaissance?
A Common Pedagogy and language of learning improvement
Reflective Practice: sharing effective learning expertise on a whole school basis
Data management that informs practice
Quality assurance in terms of learner and teacher competence
SMART targetting in goal setting