401-05 LEARNING AS A COMPLEX OF THREE PROCESSES

Community Learning Development Resource 401 – 05

 

LEARNING AS A COMPLEX OF THREE PROCESSES

 

SUMMARY

Using the three strand learning model to focus on the holistic capacity building by the learner . The emphasis not being on what the learner is learning – the Learning Input Process but how the learner feels about her/himself – the Learner Development Process.

 

 

THE LEARNER STRAND

LEARNER PROGRESS MARKERS

CAPACITY COACHING WORK

  • Contact

 

  • Communicating

 

  • Engaged in Learning

 

  • Enjoyment, success gained, comfortable

 

  • Growing awareness of engagement and success

 

  • Changing self-perception

(Can’t do to Can do)

 

  • Gaining self-confidence, self-esteem, self-image, etc.

 

  • Choosing to engage in learning

 

  • Gaining and improving  self-perception as learner

 

  • Valuing learning

 

  • Choosing and self-directing

 

  • Progression

 

  • Learner and learning independence

 

  

  • Learner centred

 

  • Trust and relationship building

 

  • Informal learning and non-formal learning – short experiences

 

  • Supporting the Comfort Zone

 

  • Support and encouragement

 

  • Accessing quick learning success and feedback

 

  • Non-formal assessment

 

  • Feedback – positive strokes

 

  • Individual learning records (ILRs) & individual learning plans (ILPs)

 

  • Recording and reflection

 

  • Monitoring, review and action planning

 

  • Negotiation

 

  • Support – progress and progression

 

  • Redundancy

 

The three process learning model – the nature of the Learner Development Process and hints about supporting  Individual Capacity Building

  • The Learner is at the core – may start without there being any identifiable learning content or agenda, but with a substantial social content
  • A learning engagement, with learning experiences and a learning journey
  • A variety of learning approaches and experiences being used as needed by the learner – Informal – Non-formal – Formal
  • Maintaining the learners’ comfort zone, whilst encouraging learning and learning progress
  • Individuality of learner and the importance of the supportive worker-learner relationship and methods
  • Learner centred assessment, evaluation and empowerment
  • Nurturing learner participation through the sharing of experiences and planning
  • Giving more consideration to the learner and their confidence, comfort and capacity, than to any learning agenda/curriculum
  • Being able to evidence, recognise, share and value those ‘soft’ learning outcomes, concerned with the personal development of the learner.