Learning বাস্তব real, informal, authentic, and lifelong learning ‘can begin with anything.
As such, it is clearly not a complete list. Nor am I indicating that these are the ‘best’ starting points or that they will be effective in every case in your classroom. There are simply too many variables.
What I hope this post will help you start thinking about learning the ’cause’ – and more specifically, where and how it happens.
What is the reason for learning?
In the real world, learning never stops but it is not always clear what is happening.
Or at least we think differently than we think about education in the classroom. Consider an observation or event – a small child watching a big children’s game, for example. This modeling of a physical behavior by older children serves both motivation (why) and information (how) to promote learning in young children.
Similarly, conversations from an ‘event’ (touching a hot stove) can serve as a ‘starting point’ for learning to reflect something that has recently happened. Metaphorically and literally, failure is a great starting point for learning to make the person feel ‘failure’ properly.
At a grainy lesson and activity level, the starting point is usually an academic value that is used to form a The purpose of the lesson Sometimes called learning goal or goal. Collectively, these terms serve all purposes The result of learning.
See more What is a thematic unit?
The top teacher-driven, ‘top down’ approach still has significant flexibility. Such a method can still be student-centered, different, open, and driven by student search (in part). It states that ‘bottom-up’ learning methods such as self-directed learning, search-based learning, personalized learning, and (well done), project-based learning all offer new opportunities – new ‘starting points’ for the learning process.
And with the new starting points comes new roles for all ‘parts’ of the learning process, including teachers, students, questions, assessments, learning responses, motives and audiences, grading, standards for quality and more. For example, learning often ‘begins’ with an activity created by a teacher based on the value of learning (embedding a deliberate sequence in itself). In the beginning, the role of the student becomes inactive as they receive instruction and try to understand the given task or activity.
Depending on the design of the lesson, they may then be more active and may or may not be engaged in the learning process but even if that happens, they are often ‘engaged’ to get the job done ভালো that is, in the best case, and assignment. (Usually made by the teacher) to try to do a ‘good job’ according to the quality terms and criteria offered by.
If, instead, the learning process begins with an authentic problem that the student sincerely wanted to solve but lacked the knowledge or skills to do, then it immediately becomes clear how everything from teacher and student roles to activity design, knowledge needs, methodologies Changes. Order, and more. Note that not all alternatives to the following traditional lesson plans are possible for each classroom or for each ‘lesson’ or ‘unit’. We hope to give you some ideas on how to plan your lessons and units and how the embedded design is important – even a simple starting point can affect everything.
Also, considering the form of how you are planning, in addition to the starting point of the learning process, the possibilities are really open. For example, any of the following starting points can be used in a traditional lesson plan model. There is no need to use search-driven learning in a project-based learning model to promote personalized learning in an open-ended, student-centered model. For example, the starting point ‘with a question’ may be used in an intelligence session at the beginning of a lesson to help students build their understanding of an idea-immigration cause, economic model, cognitive biases, and more.
Note that just starting learning with one person or place or question does not mean that it cannot be used to improve the mastery of academic content. ).
1. With a person
It could be a student তাদের for example their personal needs. Something from home or classroom. It can also be an academic requirement – a lack of knowledge or skills or an opportunity to develop existing gifts or talents. But you don’t have to be a student to learn to start with one person. It could be their friend or family. It could be a historical figure, a person of interest today, and so on.
Education that begins with a person – a specific person with specific knowledge needs and affections and needs and opportunities – is inherently human, student-centered, and authentic.
2. With a place
One everywhere Place.
And by Place, I don’t mean a big city or famous landmark. The Place I mean small – less about geography or geography and more about money and scale. It could be a creek with garbage that needs cleaning or a garden needs to be planned and planted.
Or it could be more of a metaphor Place– Still a physical position but one whose meaning depends on an experience or event – a place where husband and wife have met or where a child has taken his first steps. Or it could be larger – a family home or community with unique needs, opportunities, affections, stories, legacies and past, present and future.
See more What is the strategy of question formation?
3. With a question
These can be academic or authentic, knowledge-based or wisdom-based (as age-appropriate), and may be effective when closed and open-ended (see Types of questions for critical thinking), Teacher-created or student-created, important or trivial, etc.
4. With a situation (Historical, present, future prospects, etc.)
Any real or imagined situation or scenario can provide an authentic starting point for learning. Example? Climate change, population growth, propaganda and war are all possibilities. It doesn’t have to be ‘negative’. A situation can only be the family of a new child or a student who has just got their driving license and thus needs new knowledge and skills.
5. With the needs of a family or community
It overlaps quite a bit with individuals and places but allows you to emphasize family and / or community – to become more grainy in your thinking and lesson plans considering the unique nature of specific families and communities and how learning can support them. And how they can support and nurture a child’s learning.
6. With a research study (its citations, conclusions, premises, methods, etc.)
Research is a wonderful starting point for learning if for any other reason, as part of a product or knowledge, it is started by the need to know or understand. A reason to study something in a formal way, including formal procedures and unique premises and conclusions.
7. With a problem
This is the concept behind challenge-based learning that often manifests itself as a form of project-based learning.
See more What are the types of project-based learning?
8. With a model
Any Things Can act as a model. A book, a building, a river, a person, a movie, a game, an idea or concept – all these feature things that are studied and learned – ‘steal’ in the sense that you can take ideas, lessons, features Etc., apply from here and there. I wrote a little more about this Definition of Combination Learning.
Frankly, I don’t want to say anything about theft. A building or a rural landscape can be studied and used as an inspiration to understand, know and do, just as the stories of many modern heroes have been borrowed from Homer’s Odyssey or the epic Gilgamesh বা intentionally or unintentionally.
Birds were studied for their flight patterns and, finally, airplanes were invented. There are many bad video games that had an interesting aspect – a character or gameplay mechanic, for example, and often these ‘wins’ are carried as lessons and used as ‘good’ in future video games. The concept of pixels has inspired games like Minecraft and many Minecraft.
Concepts like our system for the water cycle or the food chain or the taxonomy of animals contain concepts that are clearly effective and therefore create wonderful starting points for learning.
9. Including technology
It is similar to the number 8 but focuses more on specific technologies – solar panels or computers can be used as microchips or iPads or power plant study models. Thus, students are learning from talent.
10. Including previous work, project, writing, ideas etc.
A student can revisit past projects, writing, activities, etc. and use them তারা whether they are poor or sterling হিসেবে as learning opportunities. Reboot, revisit, refine, modify, and improve.
11. With a certain skill or knowledge deficit
If a student lacks a certain skill or knowledge – something they need to know or be able to do – it creates a very clear and practical starting point for the learning process and is one of the most used in education. It is a catalyst for many non-formal education. If a child wants to be able to ride a bike or hit a baseball, they all start with a lack of skills and end up building new knowledge (knowledge acquisition) and practice (skill acquisition).
See more Correcting deficiencies in critical thinking
12. With a certain skill or knowledge power or talent
Like number 11, the learning process here begins with a specific student but instead of the exact deficit, a strength, talent or ‘gift’ is used. It can / often improves that energy but it may require the application or transfer of that energy. It could be a student using that gift to create art / music, to serve a community (e.g., to sing to adults in a nursing home) or to make new friends.
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