![]() Teachers can only encourage or discourage the development the students ability to learn how to learn in each of these three domains. Students therefore develop learning confidence, and learning competence, in different domains. Again, as students mature, the teachers again can work towards being a counselor, where they encourage the student to take responsibility for their own learning. It is therefore necessary for students to be reflective and identify their areas of improvement. Then students often show a favoritism in this domain of learning and leave behind the confidence and competence in another domain. It is clear from my experience that often a student may develop an early or natural confidence in one of these domains. Bloom and colleagues outline three different domains in which learning can take place: Clearly, we must develop students learning abilities in all of these domains. Students can develop learning confidence, and learning competence, in 3 different domains. Rule 4: Learning to learn takes place within 3 domains of learning The correct perspective presented by Rolf Arnold is to see the teacher, rather, as a learning counselor – who guides and directs students to learn for themselves. Rule 3: Leave the children alone, but give them guidance to help them find their own path Those students that have relied on “hand-holding” and “spoon-feeding” throughout their education experience are less likely to develop the skills necessary to become independent-lifelong learners quite simply, because they have never learned how to learn. Once a student learns to learn for themselves, and develop a confidence in their own learning, they can enjoy the learning process. ![]() The sooner a student can learn without a teacher holding their hand the better. Rule 2: The most important thing to learn in schools is learning how to learn Is this a familiar story in your experience in education? Moreover, facts are useless for living unless you have developed the skills to use them, and also have developed the skills to obtain more facts as and when you need them. But these facts come in one ear and go out the other (in time). If we forget what we are learning why bother learning in the first place?Ī classic perspective by some teachers is to see the students’ heads as empty vessels where the teachers will pour information into. Most knowledge “learned” in schools and universities is forgotten soon after the exam. So why have some adults learned to hate learning? Why do some adults neglect learning? Why do some adults turn their nose up at learning, and say it is just not for me? This is normal, but this is not natural! This blog is about my insights and thoughts that I had whilst reading some excellent literature on adult education, whilst concurrently thinking about my own experiences as a teacher. ![]()
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