Learning Environment

        When we design any instruction, we need to base it on some framework or a clear intention. For learning or education, the only bases can be a growing understanding of how human brain learns. For only then would we also focus on a goal but also on what is blocking the person to arrive at it and what can be done to help him or her? This is why we have (Iborganization, n.d.) ATL skills (Attitude to Learning) as an integral part in some schools since if the right attitude is not cultivated, learning of any domain would be hard. ATL skills are a great way to design lessons with an integration of skill development. For example, if I want students to discover the relationship between experimental and theoretical probability, I can organize an experiment in collaborative groups in such a way that each group is self sustained. If there is a group that is shaky, I can be with them and support their learning.

        From (Gagne, Briggs & Wager, 1992), the guideline that I liked is about the use of alternative instructional strategies such as role playing or other involving experiences. The behaviour goal for me has been to have the learners drive their own learning (Kochar, 2010). Hence the strategies I used focused on developing independence of thinking and behaviour which I modeled using flip the class or collaborative groups (Kochar, 2010). I depended heavily on task sheets with clear instructions and developed a sustained practice of gently pushing students towards an attitude of independence of learning. I also used a number of brain based instructional principles such as (a) bite size learning, (b) continuous review, (c) asking questions and (d) regular self work, to name a few (Rosenshine, 2012).

        But of course none of this would have been possible without a learning environment. The environments where I was able to do most of the work in a design thinking way had some key features such as (a) openness to experiments, (b) nonjudgmental approach, (c) plethora of resources, (d) intentional management and (e) a niche set of schools. However in my work as a teacher trainer, I have seen several teachers create the learning environment without these factors too. So my conclusion is that the teacher attitude is the learning environment.



References

1. Gagne, R. M., Briggs, L. J., & Wager, W. W. (1992). Principles of instructional design. https://www.hcs64.com/files/Principles%20of%20instructional%20design.pdf

2. Iborganization. (n.d.). International education. Retrieved from https://www.ibo.org/ (Use it all the time for reference

3. Kochar, M. (2010). User driven learning in mathematics. Academia.edu - Share research. https://www.academia.edu/1563753/User_Driven_Learning_in_Mathematics

4. Rosenshine, B. (2012). Principles of instruction: Research-based strategies that all teachers should know. https://www.aft.org/sites/default/files/periodicals/Rosenshine.pdf