Individual learning

"Schools are being encouraged to develop more flexible curriculum pathways, particularly from the age of 14, to provide an education that matches the talents and aspirations of individuals." - Schools for the future. DfES. (2002)

 

Flexibility in education also requires individualization. Talent-oriented education focuses on the talents of each learner, and is therefore adapted to each individual. This creates the need for individual counseling and guidance. Specific programs may be designed, or peer groups (according to the age) are formed consisting of students at the same level.


Individual learning

Update: A New World of Learning! (NWoL)

Observation on the changing social and technological context of education.

These days, well into the 21st Century, many countries around the world are questioning their existing educational system: does the traditional 19th century model still suffice and if not, how can we be more economically performant in a globalizing world and yet preserve local culture? In many pedagogical circles one can hear voices about a thorough educational reform. More creativity and more practice are needed for students to enter their new professional lives equipped with the appropriate knowledge and skills. Our social context has changed. School is becoming a meeting place where not only learning activities take place. The internet is becoming ever more embedded in everyday life. Technology is evolving faster and faster. Whiteboards are now interactive and computers are at the center of many experiences, both social and educational ones. VANERUM is a global company.

   NWoL (new world of learning)

Read the New World of Learning Book

 

Classroom arrangement

"A range of activities and ways of working need to be accommodated to suit a flexible learning style. This includes working individually or in small groups and taking part in whole group discussions or presentations (by pupils or teacher). The needs of different users mustbe considered." - Schools for the future. DfES. (2002)



Flexibility in education also implies flexibility in the classroom. The arrangement of classrooms is constantly changing. And especially the arrangement of the pupils' desks. In many classrooms, the so-called phenomenon of the "theme corners" can be encountered. There is a narrative corner, a computer area, a working area, a music corner... Interestingly, these corners often do not change over the years throughout the period that a teacher is using the same room. Only the space between the corners, usually one packed with benches and chairs, more or less directed towards the board, could be reconfigured. The arrangement may change according to the signals given by the students, because of a special activity taking place,...


NWOL1

Outdoor-indoor

"The school is flexible in terms of the layout, and ofinteraction between outdoor and indoor activities.School buildings are exciting when the outdoor becomesindoor and vice versa. This can for example be achieved by studying on the benches in a garden or planting treesinside the school building to discuss their morphology. " - Gertjan Meijer, advisor, M3V 



Many teachers state they would love to teach outdoors, but do not have the capabilities. Teaching outside is perceived as an intense experience, as a break from the daily grind. It is a chance to do things that would be impossible inside. Walking around freely, picking up things, feeling, smelling, sitting, standing, ... "The outdoor" is a rich environment, very stimulating and very different than the "indoors". Inside is dull, often too hot or too cold, it means sitting still and listening ... No, no, it is much more fun outside ...


Outdoor-indoor

Context matters

"Eduction is not about teaching people, it's about people learning. Now we're going back to something we used to do, which is learning by doing, rather than learning just by listening." - JP Rangaswami. (2010)



The school of the future is an active school. A school where you can learn by doing. Where you can develop practical experiences. Where you learn skills that will be of use in the real world.

One of the most explicit ideas about innovation in education is experiential learning. This comes in many forms and sizes, from a nursery to higher education. The idea is that by imitating real situations as closely as possible, students gain experiences they can apply directly in future practice. In secondary education, this may involve a project in which students set up a small business.


Context matters