2. The How of Learning

Dimensions of Learning: Developed by Marzano and team (Thompson, 1999)

1. Positive Attitudes & perceptions

2. Acquire and integrate knowledge

3. Extend and refine knowledge

4. Use knowledge meaningfully

5. Productive habits of mind

Self Directed Learning:

Consistent with principles of learning and adult learning.

Intentional learning:

Clear outcome /objective allows you to plan and align learning to match intended with actual. Thus enhances to direct focused path of learning to desired outcome.

Practical:

Positive environment: High emotion intensifies learning. However relaxed positive states enhance choice and ability to consciously learn, supporting self -directed and intentional learning.

Clear intention, objective and plan: So here it is important to distinguish between learning, skill acquisition and training in order to plan for desired outcome. Also to stay on track. There is so much for us to potentially learning it is increasingly important to be discretionary with regards to what we learn. Unlearning is not always easy. Also take note of comments under repetition.

Design your life by deciding what you will learn, why, where and how.

Scaffolding: step by step- process. Steps need to be big enough to be a challenge and engage, yet not so big as to overwhelm and break. This is 'dynamic tension'.

Repetition: - the old practice practice practice, this strengthens neural pathway creating fast thinking, habitual behaviours whether it is thoughts or actions (knowledge or skill)

(Contrast slow thinking which requires will power and takes more energy, conscious effort and is required for challenging assumptions and creating change)

Increase conscious learning for selected 'fast thinking' 'automatic responses' and exposure to role models to support that learning.

Also increase energy levels to strengthen ability for slow thinking and conscious responding (look after yourself) This is 'will power'. Training in self in

When we take into account that our subconscious mind makes decisions 'before' we are aware of the decision (fast thinking and German scientist Dr.John-Dylan Haynes work demonstrating our mind has made a decision before we are aware of it) it becomes clear why our true freedom in in our slow thinking intentional habit building practices, what we condition our mind/fast thinking to be. Thus it is very important to use our slow thinking and intentional practice to create and where necessary for our goals, to go through the discomfort of recreating, the actions we want to take. This is expanded on by neuroplastcity which covers how we can reprogram neural pathways even when the 'normal' section of the brain has been damaged beyond repair.

Assess and Adapt: is what we have learnt and automatically using serving us? Assess, intentionally observe what you do, reflect and consider is it giving you the outcome you desire. Is it serving you? If not adapting is critical. Find a new approach, new practice. You could do this via trial and error, however the fastest way is to consider what others have done before you. What can you learn from their experiences and outcomes? Still it is important to remember you are not them, you may need to make adjustments so it works more effectively for you and your needs.

Unlearning: many of us have learnt things that are now embedded in our fast thinking, subconscious mind. If these are not serving us then it is important to adapt, some unlearning is quite easy to adjust, others are very strongly embedded and methods of unlearning are required. Some great methods include NLP, kinesiology, tapping, hypnosis. It is important that you find a practitioner that has matching values to yourself. You may also find that some of these practices you can manage without a practitioner....

Attitudinal:

Patiences and persistence: this is incredibly important. Part of learning is the transition from not knowing to knowing. When developing new neural pathways some discomfort may be experienced. This is actually a good sign keep with it and you will be surprised suddenly it will click and away you go.

Tolerance for ambiguity and discomfort: hand in hand with the above there is a difference between discomfort of building a new skill, ability, new insights and learning and pain of potential damage. It is quite unfortunate this hasn't been distinguished as it is a key skill. It is not wise to push into pain of damage however being able to observe and sit with the discomfort of unfamiliar is of great value.

Willing to make mistakes: (be wrong) Ahh how else do we learn?

Focus direction: - know where you want to go, what is in your best interest, relate to values for increased alignment (reduces double binds and internal conflict and thus stress)

Acknowledge Process:

Open to change: - this is about unlearning what is no longer serving your best interest

Children learn best when they feel secure, observe constructive interactions to model and natural processes to explore, their natural curiosity is aroused such that they are engaged in discovery and problem solving, ask questions, take risks, feel acknowledged and recognised, plus have the opportunity to practice and develop their acquired skills.

http://www.cmu.edu/teaching/principles/learning.html

http://www.innovation.gov.au/Skills/LiteracyAndNumeracy/AustralianCoreSkillsFramework/MacroSkills/Pages/Learning.aspx

Kaufmann, J. (2013) The first 20 Hours: How to learn anything...fast. London: Pearson.

Thompson, M. (1999) An Evaluation of the Implementation of The Dimensions of Learning Program in an Australian Independent Boys School International Education Journal Vol.1 (1) 45-60 Retrieved from http://ehlt.flinders.edu.au/education/iej/articles/v1n1/thompson/Thompson.pdf (on dimensions of learning)