TTTL Cards
TTTL Cards
Experiential learning
This approach involves engaging learners in an authentic, first hand experience that
allows them to make discoveries and experiment, construct meaning and develop
understanding. It is sometimes referred to more loosely as ‘learning by doing’ or
‘active learning’.
Experiential learning is based on a constructivist theory of learning. The learner develops
a model of how the world works by relating new knowledge to existing knowledge.
The theory explains how mistakes lead to learning. Mistakes arise when we encounter
a new experience that does not fit with previous experience. This makes us check and
refine our understanding. The result is deep learning, rather than the shallow learning
that results when we learn by rote.
Experiential learning leads to affective (feeling), as well as cognitive (thinking) learning.
It can be a powerful approach for developing empathy and changing attitudes.
Go to the Quick start guide at http://excellence.qia.org.uk/teachingandlearning for more
information and for practical ideas to get going.
Multi-sensory learning
Multi-sensory learning
The use of co-operative learning has been extensively studied. It has been found
to improve information acquisition, higher-level thinking skills, interpersonal and
communication skills.
It can also encourage active citizenship and promote equality and diversity, for instance,
by breaking down barriers between learners.
Go to the Quick start guide at http://excellence.qia.org.uk/teachingandlearning for more
information and for practical ideas to get going.
Differentiation
Differentiation
Many models also make reference to accommodating the learning styles of learners.
This is subject to controversy, because current research throws into doubt many of the
instruments used to identify learning styles. It could also be argued that the ‘expert’
learner is one who adopts a learning style that suits the task at hand.
Go to the Quick start guide at http://excellence.qia.org.uk/teachingandlearning for more
information and for practical ideas to get going.
Embedding literacy, language and numeracy
Embedding literacy, language and numeracy
The Skills for Life Strategy Unit provides the following definition:
‘Embedded teaching and learning combines the development of literacy, language
and numeracy with vocational and other skills. The skills acquired provide learners
with the confidence, competence and motivation necessary for them to succeed in
qualifications, in life and in work.’ DfES, 2003.
Recent research found that embedded programmes led to a 16 per cent improvement
in retention and achievement of vocational qualifications.
Vocationally relevant resources that embed LLN are increasingly available, and vocational
specialists often collaborate and team teach with LLN specialists.
Go to the Quick start guide at http://excellence.qia.org.uk/teachingandlearning for more
information and for practical ideas to get going.
Assessment for learning
Assessment for learning
Assessment for learning is built into all successful learning activities. It involves
checking learning and generating feedback that informs subsequent learning.
At its most basic level, assessment for learning gives learners feedback on their
errors and provides opportunities for them to improve their work. This in itself has
a significant effect.
Assessment for learning becomes even richer when the learner and the teacher, tutor or
trainer are involved in a learning conversation that enables the learner to identify where
and how to focus their efforts, while it helps the teacher, tutor or trainer to review the
effectiveness of the learning.
Go to the Quick start guide at http://excellence.qia.org.uk/teachingandlearning for more
information and for practical ideas to get going.
Learning conversations
Learning conversations
This approach is based on a belief that the learner should be in the driving seat.
It provides a model for working in situations such as reviews, where it helps
learners to reflect on their progress and decide what to do next. It can also provide
a framework for dialogue between teacher and learner during the learning itself.
The purpose of the learning conversation is to:
• challenge and motivate learners
• keep the learner at the centre and work with their needs and priorities
• engage the learner in setting and reviewing targets
• enable the individual to become an ‘expert’ learner
• encourage the learner to reflect and to transfer skills.
There are two main ways to relate theory and practice. Both methods require
learners to reflect on their learning experience to be successful.
Many teachers, tutors and trainers use a mixture of the two approaches.
Go to the Quick start guide at http://excellence.qia.org.uk/teachingandlearning for more
information and for practical ideas to get going.
Using e-learning and technology
Using e-learning and technology
Technology offers learners exciting, innovative tools for active learning. These tools
can be used in the same way as they are used outside education: to research, to
communicate, to collaborate and to create.
The use of the internet, in particular, has the potential to allow the learner to take the
driving seat, searching out information and finding their own tools to facilitate learning.
Some educators make the case for harnessing the techniques of computer gaming
to engage and motivate learners. Others are concerned about overloading learners
or encouraging them to spend too much time individually in front of a screen.
Modelling places the learner in a situation where they are exposed to both subject
content and underpinning thinking, working under the guidance of an expert.
Teachers, tutors and trainers are also involved in modelling behaviours that they want
learners to adopt, for instance, through their own use of language and ways of relating
to others.