“Tell me and I’ll forget; show me and I may remember; let me do it and I’ll understand.” Chinese proverb This really is one of my favourite quotes in how it illustrates a key truth about learning in a nutshell that we can all understand. It’s in the doing that we can make connections, apply our learning and get results in cognitive and practical harmony. Haven’t we all experienced the frustration of standing idly by watching, as someone tries to teach us something that they can do so easily, yet we are struggling to learn because we are not yet allowed to ‘have a go’? For me it was learning to plait my hair as a child. Oh how I loved pretty French and plain plaits but couldn’t ever seem to do my own without getting into a terribly painful tangle and bundle of ugly knots that inevitably required me to cut large chunks out of my hair to rectify! In fact one day my mum had to pop a mixing bowl on my head and trim all around giving me a bob cut to go to school with the next day because we didn’t have the time or money to have a ‘proper’ hair cut – I was mortified and even more determined to learn how to plait for when my hair eventually grew back again! My friends had described how to do it with words but I forgot, they even showed me by doing them for me in my own hair or theirs, but I didn’t quite remember or apply it correctly on my own. Then a mini miracle happened in domestic science weeks later one day as we were learning how to make bread and one of the patterns was a plait…oh the elation as I could see what I was doing without getting tired arms. I was told what to do, shown what to do but most importantly I was given the time space and practical bits and bobs [the bread dough] to have a go, do it for myself and apply my knowledge, even rehearse it as I discovered what to do and practised it time and time again reinforcing and consolidating my knowledge, [pain free] with bread so that when I rushed to the girls' toilets before home time, I could do a plait in my own hair by looking in the mirror and feeling/seeing what was the right technique to do. It was only in the doing, or the active learning, that I was able to truly understand the weaving process whereby each one of the three sections of hair needed to take turns being the centre one as the others were entwined with care once from the left and once from the right. Having already written a paragraph on this anecdote alone, you can see what a memorable learning moment this was for me and what an advocate I am of active learning as a result! So the power of active learning comes from personal initiative and drive in what one wants and desires to find out about and do. If we look at this anecdote and apply it to the EYFS Active Learning section on page 6 we can easily see that yes I was motivated because it was something I wanted to do therefore being child-initiated learning. My motivation came from seeing my friends' pretty plaits and ribbons and the social activity of playing with one another’s hair at playtimes because it felt good, looked good, made you feel and look different and was great when role playing ‘hairdressers’ and mums and daughters. I certainly persisted when challenges occurred such as knots, tangles and embarrassing hair cuts. I bounced back determined to learn and overcome such difficulties, though I did not know quite how, the self belief was there in that my friends and family could do it and helped and supported me as I struggled to. Wow was I proud when I accomplished it with bread and just couldn’t wait to apply that new found knowledge to my own hair and then that of my friends [when I won their trust back after all the tangles!]. I didn’t need external reward or praise [though I was fortunate in getting it and this did please me and help me to brim with pride just like when you first learn to do your laces] because my being able to do my own plaits was enough. I had met the challenge and enjoyed it for its own sake – no reward stickers necessary – you can even catch me now on a hot summer’s day looking like a rather proud Pocahontas as plaiting is something I still love to do even now as an adult. Let’s look at some of the benefits of active learning now: Children are more likely to access their own prior knowledge, building on what they already know, which is a key to learning. Children are more likely to find personally meaningful problem solving solutions or interpretations. Children are likely to receive more frequent and more immediate feedback which is meaningful and relevant to them at the time and therefore more memorable and rewarding. The need to produce/resolve/overcome something as an active learner, supports and encourages the learner to retrieve information from memory rather than simply recognising a correct statement of fact or truth – they can also test things out for themselves. Children increase their self-confidence, self esteem, have a positive self image and more self-reliance or independence. For most learners, it is more motivating to be active than passive. Children develop their own motivations when you give reasons and talk about learning, rather than just directing. An activity, task or challenge that you have done yourself or as part of a group is more highly valued as the child/children have personal input and ownership. Children’s conceptions of knowledge change, which in turn has implications for cognitive development. The learning curve is erratic not smooth. Children who work together on active learning tasks learn to work with other people of different abilities, backgrounds, culture, ethnicity and attitudes. Children learn strategies for learning itself by observing others thus equipping themselves with problem solving skills and more varied ideas and options. “You can teach a student a lesson for a day; but if you can teach him to learn by creating curiosity, he will continue the learning process as long as he lives.” Clay P. Bedford Children act on their natural desire to explore as they ask and search for answers to questions about materials, events, people experiences and ideas that arouse their curiosity. They solve problems that stand in the way of their goals and they generate strategies which help them to overcome barriers and challenges threatening to stop them in their tracks. Making mistakes, trying and testing things out in a safe environment where mistakes are seen as a vital part of the learning process that can help you grow in knowledge and ability rather than being something to be ashamed of, is an important part of active learning. As a wise man once said, “If people did not do silly things, nothing intelligent would ever get done.” Ludwig Wittgenstein Whilst another said, “Aim for success, not perfection. Never give up your right to be wrong, because then you will lose the ability to learn new things and move forward with your life. Remember that fear always lurks behind perfectionism.” David M. Burns Don’t you sometimes feel like the more you know, the more you realise just how much you don’t know and just how much more there is to learn about? I have always been incredibly humbled by the humility of some of the most intelligent and intellectual people I have ever met because there is a complete lack of arrogance about them despite all their impressive qualifications and all that they know. They continue to be very active learners in their own right, never belittle others in their ignorance but humbly seek to share, discuss, debate and impart knowledge wisely. It reminds me of a more humorous quote that, “Education is a progressive discovery of our own ignorance.” Will Durant Active learning is by no means a new construct in education. Historically, active learning was most likely the first form of education used in a hunter/gatherer society, where the youngest members of society learned to survive while watching and mimicking their elders. One of the earliest documented forms of active learning, the Socratic Method, occurred in ancient Greece, and is attributed to Socrates. Throughout the centuries other educational philosophers such as Rosseau (1762), Dewey (1933), Piaget (1951), and Kolb (1984) have advocated for learning through play, practical hands-on and sensory experiences to promote complex intellectual constructs and abstract reasoning. In the last several decades, active learning has not only become apparent in early years settings but it has also been promoted in higher education settings, where students have often been found to struggle with focusing on lectures and lose attention during the duration of a class. In one study, Johnson, Johnson, & Smith (1991) surmised that when students were passive recipients during lectures, the acquisition of facts took precedence over the development of higher cognitive processes, such as reflecting, analysing, synthesising, and evaluating. In early years, practitioners support children in the development of such skills through sustained shared thinking and scaffolding learning by getting alongside children and building upon what they already know. One of my favourite quotes, highlighting how children do not differentiate between their play and what adults consider to be ‘hard work’, is when Anne Mead states perceptively that: ‘When observing young children…adults often think they are like butterflies, flitting from area to area. That may be true some of the time. However, when integrated learning is taking place, another metaphor might be more appropriate; that of bees which gather nectar to integrate something of significance.’ Thus illustrating the importance and efficacy of active learning in that through movement, action and tangible experiences children can make connections, apply their learning and knowledge in new ways often experiencing awe and wonder when outside discovering nature’s miracles. Active learning includes a variety of teaching methods such as small group discussion, cooperative learning, role play, hands-on projects, and sensitive practitioner-led open ended questioning. Practitioners should advocate active learning techniques which include the visual, auditory and kinaesthetic aspects of learning. By allowing children to be involved in their own learning practitioners are encouraging them to take greater responsibility for their own education. In the active learning enabling environment, a practitioner’s role is to talk less and facilitate more, by setting up irresistible situations and experiences that allow children to be fully immersed and engrossed in the activity/challenge/experience with their peers, whilst simultaneously socially constructing a deeper understanding of their knowledge and understanding of the world as they share challenging, delightful, brain straining experiences which help them to make connections and add further knowledge to that which they already bring. “Do not train children to learning by force and harshness, but direct them to it by what amuses their minds, so that you may be better able to discover with accuracy the peculiar bent of the genius of each.” Plato Strategies that promote active learning tend to have five common elements. These include: active involvement beyond mere listening more emphasis on the process and development of skills and less on the end product or imparting of information a deeper involvement in higher order thinking skills genuine involvement in activities, such as exploration and investigation, reading, discussing & questioning, writing and recording for those who are able an emphasis on students’ exploration of values and attitudes (Bonwell & Eison, 1991). As learning is social, it is often generated through dialogue with others and in reflection with others; therefore it is good practice to have communication friendly spaces inside and outside that encourage children to chat and communicate with one another. In young children, learning is also facilitated through their observations of others’ actions and the subsequent replication of the behaviours observed/modelled. Therefore it is important to be a good role model. You can never underestimate just how much children observe and copy you as a practitioner. Steiner philosophy and practice prioritises all adults being involved in purposeful activity that is worthy to be modelled and copied by children and practitioners ask themselves and reflect upon whether or not they are worthy to be copied and modelled. Learning can be augmented through a range of experiences throughout one’s lifetime, and involves a number of individuals, ranging from parents, siblings, peers, teachers and others who serve in coaching and mentoring roles. As the old African proverb says, “It takes a village to raise a child.” Learning is a lifelong and natural process, part of human nature. When children are offered many opportunities to actively engage and interact with real objects [such as treasure baskets], participate in social activities [parties, weddings, celebrations & festivals], and reflect on their discoveries, deeper more meaningful and on the whole one would hope very enjoyable, learning occurs. Failure to learn is a result of exclusion from participation, low self esteem, self image or self confidence which is why personal social and emotional development is key. It underpins everything and is at the heart of the EYFS when we think about and implement key persons, transitions, positive behaviour management policies and apply our knowledge and understanding of the all important theory of attachment. When children are happy active participants in the processes of learning rather than unhappy passive recipients of imparted knowledge, learning is optimised and children can achieve above and beyond their potential, setting up positive attitudes towards learning and discovery for the rest of their lives. Most importantly, active learning produces tremendous cognitive benefits through increased engagement, better retention, deeper understanding, and development of thinking and application skills. At all educational levels, not just in early years [though that’s where it must start], active learning promotes high levels of social development, general knowledge, and practical proficiency. Additionally, the complex changes in our society coupled with the circumstances of a new global economy require individuals who can multi-task, work collaboratively with others, think critically and reflectively, and problem solve. As practitioners we are shaping young minds and setting up positive attitudes towards learning for life, so that children can achieve their full potential and be happy, well rounded people benefiting society in whatever ways they are skilled to do or are passionate about. We cannot know or underestimate the value, influence and impact we have and should be ever mindful of this privilege when interacting with the precious children in our care. “A teacher affects eternity; he can never tell where his influence stops.” Henry B Adams An inspirational quote and photo depicting active learning in the puddles of a car park next to a much loved nursery I once supported, to finish! It doesn’t have to be expensive, no resources required, enjoying spontaneity just lots of love, laughter, enthusiasm, time and zest for life required! Wishing you much happiness, joy and a genuine love of learning in your active learning enabling environments today, tomorrow and beyond….. References Bonwell, C.C. & Eison, J.A. (1991). Active learning; Creating excitement in the classroom. ERIC Digest. Dewey, J. (1938). Experience and education. New York: Touchstone. Kolb, D.A. (1984). Experiential learning: Experience as the source of learning and development. Engelwood Cliffs, NJ: Prentice Hall. Mead, Anne (2008). Like Bees not Butterflies, London A&C Black Publishers Limited Piaget, J. (1951). Play, dreams and imitation in childhood. New York: Routledge and Kegan Paul. Suggested Further Reading Like Bees not Butterflies edited by Sally Featherstone & Phil Featherstone [iSBN: 978-1-906029-76-0]. Paperback published by A & C Black www.acblack.com The Fabulous Early Years Foundation Stage by Terry Gould [iSBN: 978-1-4081-4069-7]. Paperback published by A & C Black www.acblack.com Making the Most of Outdoor Learning by Linda Thornton and Pat Brunton [iSBN: 978-1-4081-3729-1]. Paperback published by A & C Black www.acblack.com How Children Learn books 1 & 2 by Linda Pound [iSBN: 1-90475-09-9 & 978-1-904575-37-4] Paperbacks published by Step Forward Publishing www.practicalpreschool.com Effective Practice in Outdoor Learning by Terry Gould [iSBN: 978-1-4081-4562-3]. Paperback published by A & C Black www.acblack.com The Cleverness of Boys by Sally Featherstone and Ros Bayley [iSBN: 978-1-4081-1468-1]. Paperback published by A & C Black www.acblack.com
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