Approaches to Learning 

TASC Wheel 

This approach meets teacher standard 4 and 5. This approach is based on Vygotskies social learning theory (1978) and also Strenburg thinking skills and metacognition (1985).

  • hinking
  • ctively  (in a)
  • ocial
  • ontext

This approach is giving children the opportunity to use their thinking skills more, also that we can learn best from our failures and things do not always gone right first time. Learn from our mistakes  – Belle Wallace. 

What does TASC mean?

  • T – everyone can improve their thinking
  • A- we are best when we are actively involved in our learning
  • S – the ideas we think about can be shared socially
  • C – understand that context helps to know why and what we are learning

tasc-logo

Gather and organise
– consider the best way you can collar your ideas

Identify -think about the most important information and develop a list

Generate – record all their ideas

Decide and implement – choose how you are going to do it

Evaluate – judgements based on success criteria

Communicate – share your presentation

Learn from experience – lessons and skills to take forward

The wheel usually starts at “gather and organise” but it could also start at evaluate if the children are thinking about something they have recently done/ worked on. 

To understand this approach we had a task of using the wheel to promote the opening of a new zoo. From doing this I have understood more that the children have control over what they are thinking also it is a very social activity. 

Impacts of this approach is it may not be as beneficial to children who have little presentation skills. This can be overcome by teachers giving children particular jobs and grouping the children based on their needs.

This approach supports children to bridge the gap in the zone of proximal development  where children independtly learn. It also supports:

  • Ownership of learning – meeting ts2
  • It will help to stretch and expand the gifted and talented children
  • Inspire creativity
  • Cross curriculum problem solving and used in all subjects
  • Assessment for learning can be used throughout and children can assess themself
  • Can be used with all ages
  • Gives children a framework for thinking
  • Using lower and higher order thinking skills

Philosophy for children 

This approach supports children in thinking more about the community and social opportunities.

This approach was based on the theories of Vygotsky, Dewey, Socrates and Piaget. It is about the community and acting in a particular way towards this as well as questioning about a stimulus that is given by a facilitator.

Collaboration, Caringly, Collaboration and Critical are the ways in which children should approach learning and the community.

You are asked to think about this stimulus then write and categorise about your thoughts. Following this the children should question their thoughts and vote which are plausible then finally enquire their result.

The impacts of this approach are

  • Children thinking for themselves
  • Take sinks
  • Runs through out the curriculum

LEARNING OUTSIDE THE CLASSROOM 

The curriculum must offer – spiritual, cultural, mental, physical development. Also it should support them in understanding the world, as well as giving children opportunities to support children in later life. This can be supported in LOtC because children may not have opportunities outside of school therefore, if teachers can implement these experiences then his will support their development.

The cultural white paper offers reasons and benefits of children learning about culture.

Learning outside the classroom could support children in:

  • learning about culture
  • Identifying their identity
  • social skills
  • develop working as a team
  • children’s  wellbeing and health
  • academic development.

Some issues about LOtC include that teachers do not evaluate experiences before offering them to the children, therefore they may not be beneficial. This links to planning of learning experiences and linking them to the curriculum and objectives. Teachers should bring their skills to the visit/experience and have dialogue with the children about this. As well as this when LOtC, assessment of the children’s learning can be forgotten or not carried our effectively, therefore the teacher can not identify what the children have learn from the experience.

No experience is better than a poor quality experience

I agree with his statement because if children have a poor experience they may then start to create negative thoughts about this area. For example if children do not enjoy or learn from an art gallery visit then in the the future they may associate art galleries with negative opinions due to this experience. The experiences have to be motivational and interesting to engage the children so they can learn to their full potential.

Nature/Nurture 

Nature – What you are born with/ genetic code/ DNA

Nurture – The environment around you/ parenting/ friendships/ experiences

Nature/Nurture debate is an ongoing debate which enquires how children learn and their characteristics that define them. They both have an impact on children and some state that it is both that have an equal affect on children.

The environment and relationships can affect children who may be in your presence in a school, for example the peers children engage with in the classroom could effect their learning.

Even siblings/twins are not the same, even if their DNA is very similar they will not be the same person because different experiences occur to an individual.

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This is theories that will support the nature/nurture debate and what view they are more sided for.

Different experiences can be impacted by nature or nurture for example, sharing toys could be influences by nurture.

PILES can be affected by nature and nurture, for example a child may be emotional due to their parents characteristics (nature) whoever this may be because their friends are like that (nurture).

Nurture impact – children will only learn in a safe environment

I agree with this because if children do not feel safe in the environment they are in they may not feel challenged or safe to participate in the learning. Fr example they may not take risks or challenge themselves. 

Nature/Nurture supports me in ensuring the environment safe, relationships are secure and trustworthy, knowing about children’s home life, peer relationships are secure – no bullying. Also safeguarding children and ensuring their out of school time is safe and secure. As well as this it is important that the class teacher needs to know the children and their families. Listening to your pupils is important and learning about the children and being open to their learning.

To support children it is important to observe the children and interact with them and play close attention to their learning and interests.

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In relation to nature/nurture I feel that it is important to learn what children like and what their genetics are and up bring is like (nature) then  to ensure the environment they are in is secure and safe so they can feel confident to learn (nurture).

 

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