Why dedicate yourself to introducing and promoting a way of thinking about, and going about, teaching and learning?
I was asked this question and have been asking myself the same thing as I struggle to make a significant impact on teaching and learning through the promotion and adoption of my concept of “learning Intelligence”. After a career teaching and seven years of reflection, research and developing a vocabulary and narrative for what works in teaching and learning I need to answer this question in order to continue to justify my efforts and to remain motivated. Motivation often comes from recognising the goal or benefits; here is my attempt at that challenge, of having a reason to continue.
- The “one way” of learning does not work for everyone. Putting aside SEND challenges not all learners thrive in the school environment.
- There are a lot of people who go through education and form the wrong impression about their abilities and about their ability to learn. As a result, there is a significant amount of talent that may never be discovered.
- Learners who are unable to engage in the learning present challenges for teachers and often dealing with these challenges impact the learning of others and the classroom dynamics, or teacher/learner relationships.
- The school has a lifelong impact on us and influences our careers and opportunities. To “fail” at school leaves a deep and lasting scar.
- There is a need for a narrative that brings together what we know or think about learning in a meaningful and coherent way and gives us the flexibility to challenge the “one way”.
- The benefits of the LQ approach are significant and build self-esteem in learners.
- There are a significant number of teachers who could benefit from adopting the LQ approach to teaching and learning.
- LQ promotes seeing learning as a problem-solving activity and develops life-long learners able to face new learning challenges with minimal support.
- I want to make a positive difference to teaching and learning.
Through the Teach Meets at which I have presented and my workshops with teachers it is clear not all teachers see the issue of underachievement as a significant one to address. Perhaps many are happy to believe the mantel learners wear based on past performances and work within it. I would argue that to do so we accept labels as definitive and unchangeable. Underachievement is not solely based within the group those who fail to “perform” it is also within the group who adopt compliance as a strategy to cope with the learning environment in which they find themselves. This group I find often do not possess the skills, attitudes, attributes or behaviours to manage their environment to meet their needs. They respond poorly to target setting without these needs being addressed, needs that are often overlooked as we race to achieve those targets.
Finally, I am reminded of a sobering truth.
It is no good having an answer if nobody is asking the question!
Let me know what you think. Should I continue to promote the concept of LQ and learners needs and if so how?
If you would like to get in touch to find out more about my work or perhaps engage me to challenge you and your staff about teaching and learning then click the link below.
The two aspects of Learning Intelligence, “LQ”
e-learning and Learning Intelligence
In my list of skills for Learning Intelligence (LQ) I listed “e-learning” and I have been intent on dissecting the term in order to develop a clear understanding of the activities involved in the process. There is no doubt that the technologies and information available through e-learning can significantly impact the learning environment but what does it involve as far as the learner is concerned? This is my first attempt at answering that question and is work in progress. I would encourage you to leave a comment if you think there are some aspects missing or if you think that those that are there need refining.
My list of skills (and possibly behaviours) associated with e-learning:
- How to carry out effective online searches
- Ready to accept and able to adapt emerging technologies
- How to use social media responsibly and effectively to build support and learning networks
- How to take images and make videos that are professional looking
- How to evaluate websites and online tools for credibility
- How to post on social media whilst managing one’s digital footprint
- How to produce professional looking documents and graphics
- Proficient in the production of resources through online collaboration and review
Seeking your views
So there you have it. What would you add or change and why?
If you would rather not leave a comment but still wish to make a contribution then please contact me directly at firstname.lastname@example.org
This post has led to the identified and described 7 e-learning skills listed in the article published on 10th January 2015. You can see it here. My thanks to those who contributed to the development of the 7 skills of e-learning skills of Learning Intelligence.
What has an ability to manage your learning environment and a world record sprinter got in common?
When Usain made his way onto the world stage, first as a junior and then professionally, he was not the “traditional” shape of a sprinter. When we look back pre Bolt sprinters were short, well built, muscular, powerful athletes not like the tall, lean Usain. There were mechanical problems to overcome in his running style to get his tall 6 feet 5 inch frame off the line and down the track making use of his long legs which cut the number of strides down from 45 to 40 for 100 metres. Even so, size is not enough and Usain needs to maintain a level of fitness in order for his body to work at maximum efficiency. Usain has been able to adapt to his environment overcoming what may have initially been seen as limitations rather than advantages.
What if we changed the environment?
Usain Bolt is the fastest man on earth at the moment but that is just one environment and one that is particularly engineered having a flat surface and designed for running fast on. I wonder if he would be the fastest in space or immersed in water, two totally different environments. Would he be able to adapt to these environments and maintain his position as the fastest man in space or in water?
Usain Bolt defied conventional wisdom when it came to the mechanics of running. Somebody had a vision of how things could change, how doing things differently could lead to doing things better. The next generation of fast men will be modeled on what we have learnt from studying Usain and his way of adapting to the challenges he faced in becoming the fastest man on earth. How does this fit in with learning?
Learners face a similar challenge in adapting to their learning environments. To be the best you can be requires not only effort but also being aware of your needs in a way that allows you to maximise the advantages you have got and adapt in a way that minimises the limitations you face. There are a number of skills and attributes that can be practiced to help develop your LQ and hence your success in learning. Figure 2 shows some of the elements that impact on being able to manage your learning environment to meet your needs.
If you would like to learn more about how LQ can help you or the learners you manage then please get in touch. Developing LQ is one of the workshops now available along with the effective management of learning needs.
Contact: email@example.com for more information.