40 Engaging Brain-Based Tools for the Classroom by Michael A Scaddan

Author:Michael A Scaddan
Language: eng
Format: epub
ISBN: e9781634507837
Publisher: Skyhorse Publishing
Published: 2016-03-16T00:00:00+00:00

PART III

Promoting Understanding

A MODEL FOR A “LEARN TO LEARN” FRAMEWORK

As we understand ourselves, so we can understand others (Burns, 1993). Much of what the traditional education system covers does little to assist with self-knowledge (Scaddan, 2002). Self-knowledge is vital so that individuals can learn to motivate themselves, rather than asking the question, “Why should I?” (Harmin, 1998)

This developmental process should not be left to chance (Gordon, 1995). I believe that a sequential, schoolwide program is best; but if that cannot happen, the process can take place in an individual classroom (Jensen, 2006).

The classroom teacher cannot provide all the opportunities to cater for individual learning styles and learning needs. Instead, a program needs to be developed in which students acquire self-knowledge and are then encouraged and obliged to use this knowledge to assist their own learning, while at the same time developing responsibilities so that the rights of other learners are not compromised (Costa & Kallick, 2000; Prashnig, 1996, 1998).

This is higher-level thinking in action.

Here is an overview of the program developed at Te Puna School, with more detail provided in the tools that follow. It is designed to be sequential, but overlaps to cater for new students entering at later grades.

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