Active Learning
Active learning is an approach to learning and teaching which is an appropriate way for children to develop vital skills and knowledge and a positive attitude to learning, learning which engages and challenges children's thinking using real life and imaginary situations (SEED 2007).
Active learning is one way that schools are taking forward Curriculum for Excellence. Curriculum for Excellence 'brings the 3-5 and 5-14 curriculum guidelines together to ensure a smooth transition in what children learn and also how they learn.
This will mean extending the approaches which are used in Pre-school into the early years of Primary, emphasising the importance of opportunities for children to learn through purposeful well planned play' Ministerial Response to the Curriculum Review: 2004
Within Curriculum for Excellence there are four aspirations for every child aged 3 to 18.
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Successful Learners
Developing skills like literacy and numeracy through exploration and investigation.
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Confident Individuals
Satisfaction, resilience and dealing safely with risks.
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Responsible Citizens
Sharing, giving, respect and decision making.
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Effective Contributors
Problem solving, communicating, sustained talking and thinking.
From: Building the Curriculum 2:2007
Active learning recognises the importance of play as one of its elements. It allows children to develop positive attitudes to learning by using different learning strategies as they gain knowledge, conceptual understandings and skills.
Active learning involves three modes of learning.
Child initiated learning
This involves the provision of learning opportunities which young learners engage in independently and that have meaning and purpose for them. It is here that they consolidate learning and previously learned skills, often learning new things spontaneously.
Teacher initiated learning
This is planned by the teacher with open-ended outcomes to allow every young learner to respond individually and independently. It is here that they can consolidate skills and knowledge and transfer their learning to wider applications. It provides them with opportunities to develop theories and conceptual. Peer learning is encouraged.
Teacher directed learning
This involves teacher intensive activities arising from the planning of clear learning intentions. It is more directed
and is the focus of teacher time. It is here that new, planned learning is introduced and tried out for the first time. Adult/child interactions are of prime importance.
Throughout the year the balance between the three
modes will alter as young learners become more confident and competent. There will also be times of the year when curricular content, the development of skills and the knowledge and understanding being taught will require a different balance.
Teachers support the learning by:
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providing space, resources and time
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participating in learning
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gathering evidence of development and learning by observing, analysing and evaluating learning and teaching
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challenging and encouraging learners
Active Learning requires that:
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children are motivated and fully engaged in their learning
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play and learning are not separate
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imaginative contexts motivate learning across the curriculum
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high quality, interesting resources encourage curiosity, challenge, investigation and creativity
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opportunities are provided for children to develop a wide range of skills and knowledge through well planned, purposeful play
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There is an ethos of high aspirations, fun and enjoyment