Part 5: The one and only learning theory that counts is …

The way forward in overcoming the “one way”  or benefiting from “other ways”.

one way x 2 sign

How can learners deal with the one way if schools and teachers are unable to?

To put this into an action statement rather than a question we could say “How to not only survive your education but how to thrive during the experience” .  Commenting on how things are is one thing, asking questions another. The first in enlightening but not always helpful, the second is a little more proactive and starts us moving towards a solution.  Asking questions is part of having an open mind-set and of being creative.  I like the idea of finding solutions, of solving problems, and there are known and proven strategies for doing so. Looking at learning as a problem is a good way of finding an alternative to the one way world of education.

Think of a time when as a student you enjoyed a lesson, enjoyed learning something. What was it about that lesson that left you with such an impression that it lasted long after the lesson ended?

My bet is that it’s a lot about the teacher and the way they taught.  You probably found it “fun” but do any of these tally with what you were thinking?

  • The lesson interested you
  • You felt motivated to learn
  • The teacher was passionate about the topic
  • The pace and way of teaching suited you
  • Mistakes were allowed not punished
  • The teacher was helpful and patient
  • You found it easy
  • The lesson went by very quickly

What really happened in that lesson was that your learning needs were being met.  Based on the work of William Glasser and my experience I believe that we have four learning needs and when these are being met we find it easier to engage in learning. I encourage teachers to “Please Be Child Friendly”, a mnemonic for the four learning needs PBCF. P is for power, giving students a voice. B is for creating a sense of belonging. C is for offering choices. F is for creating fun through learning.  These are common needs and it is easy for the teacher to plan to meet these needs (see other posts inc: but what about our learning preferences, how we like to learn. How easy is it for the one way to meet what can be rather individual preferences? The short answer is it isn’t!


Our learning preferences tend to develop because we favour them. This is because we feel comfortable in ourselves when we learn in this way, we are relaxed and not stressed.  Unless we have the tools to understand and manage learning anxiety, stress and challenge then we tend to withdraw. It is like pulling your hand back from the fire when it gets too close and feels the intensity of the heat.  If we were to employ a strategy, if we were to wear a glove we would be able to hold our hand closer or for longer without the same level of discomfort.  Preferences also change and are prone to influence from a number of quarters too.

personalised learning environment

The problems we face as learners is that we are not in control of the school learning environment, the teacher is. Teachers create learning environments that motivate and engage learners – well most of them do, most of the time. When they do it’s memorable.  When it is not we are bored, restless, disengaged and finding learning hard. It is not reasonable though to expect teachers to teach in a way that meets several learning preferences at the same time. We saw the folly of this when teachers were asked to plan and deliver lessons to meet different learning styles when this was the new “one way”.  The result is learners with fixed mind-sets (I can only learn like this) and stressed teachers trying to spin several plates at the same time. Let me be clear I am not supporting the “one way “, what I am recommending is that teachers are encouraged  to teach in a way that meets learning needs (essential) and that tolerates learning preferences but is as individual to them as their learner’s preferences are. There are a number of benefits to this approach, as I shall explain.

What learners are in control of is their learning preferences and how they respond to them in the learning environment. Learning how to respond positively in different learning environments is very useful. First however we have to distinguish those things that are our preferences. This may be easier than we think.  Consider which lessons you like, which subjects and which teachers. If we remove the learning needs elements (PBCF) from the equation then there will be an element of your learning preferences present in each favoured environment.  Preferences may include the ability to work in a group, to discuss ideas, to work independently, to receive guidance or being encouraged to take risks. Whatever they are you like them to be present in a learning environment.  When they are not you feel uncomfortable and engagement and motivation are harder to achieve. You will also probably assume you cannot learn in that subject or with that teacher.

Carol Dweck [i] (Growth Mind-set) and Guy Claxton[ii] (Building Learning Power) are two educational thinkers who have taken steps to break the link between our ability to learn and a fixed trait, that of intelligence.  Albert  Bandura [iii], also the subject of an article by ace-d (see: ) says “Given the same environmental conditions, persons who have developed skills for accomplishing many options and are adept at regulating their own motivation and behaviour are more successful in their pursuits than those who have limited means of personal agency.”  So it is within ourself that we can turn to find the skills, attributes, attitudes, and behaviours to manage our learning environment to meet our learning preferences but we can also change our preferences or at least find ways of preventing them from limiting our ability to learn.

The benefit of experiencing “other ways” is that it can both encourage and support us in developing those skills, attributes, attitudes and behaviours identified through Learning Intelligence that are essential in managing our own learning. A student who experiences more than way of teaching, more than one way of learning is more likely, with the right support from the teacher or parent or mentor, to develop ways of overcoming learning limitations by exposure to them. Those who just face the “one way” may do well in such environments so long as their learning needs are being met along with their learning preferences but this is limiting for as soon as they move outside of this zone they are lost. They do not possess the skills to deal with such experiences. This applies to the compliant learners [iv]as well as those who regarded as “gifted and talented” within the school environment and context.

The impact on the learner of the “one way” is significant. Consider a scenario where the learner is struggling and how the teacher is able (allowed) to respond  within the constraints of a prescribed model.  If the teacher models learning as prescribed then the implication for the learner self-image is that they are unable to learn that subject or topic. The logic may be flawed, the result of an inexperienced learner but then many learners are not experienced at learning, only being taught.

My view and recommendation is that:

  • schools should ensure that learning needs (PBCF) are being addressed and
  • that teachers are teaching to their strengths and in a way that is organised and supports their passion for their subject.  It is essential that that passion is tangible to the learner.
  • ensure learners understand their learning preferences and that these are neither fixed or where absent barriers to learning only challenges to overcome.
  • we should work hard at promoting the skills, attitudes, attributes and behaviours identified through Learning Intelligence that ultimately enable the learner to manage their own learning environment.

We must also remember that the school is but one learning environment and that there are others both traditional (parents and peers) as well as those that are present on the internet (YouTube, Khan Academy, MOOC’s etc). If we do not assist the learner to learn in the environment we create then we risk them either learning outside of it (without guidance) or not learning at all.

What we need to do to combat the one way is to promote and develop Learning Intelligence in our schools.

Below is the collective list of the skills, attributes, attitudes and behaviours that form LQ. All can be developed given the desire to do so.

diagram of LQ and SAAB

Link to part 1 of this series of articles on learning theory.





[iv] Is Compliance a Learning Disability?


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About 4c3d

"4c3d" (AcEd) is the abbreviation for Advocating Creativity in education, a company I set up to challenge how we think about and deliver education. The blog champions my concept of Learning intelligence, how we manage our learning environment to meet our learning needs.

5 responses to “Part 5: The one and only learning theory that counts is …”

  1. Abdul Rauf says :

    good directed effort in promoting education and making it more fesible


  2. Dr. Chae says :

    Student voice should be a cornerstone in the learning environment. Too often, we forget to engage them in a way that makes the learning meaningful. It’s my hope that educators will continue to move toward more student-centered learning that includes active student feedback and incorporation into the curriculum development process.


    • 4c3d says :

      My hope too Dr Chae but just in case we need to “arm” and prepare learners by helping them develop their learning intelligence. If we can then we get life long learners able to learn in any environment they find themselves in and despite what education may do to them!


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