Learning PAthway & Processes

The last part of our Language of Learning is the Sunnyhills Learning Pathway. Although this process may have been traditionally used to describe “Inquiry Learning” or topic studies we believe no matter what the learning context or curriculum, we believe learning takes this pathway. Inquiry is a process that can find a home within a specific discipline but can also help students think across disciplines

This pathway is a four step process for our learners:

1: Get Thinking - During the “Get thinking” stage of the learners inquiry the learners should be exposed to lots of different experiences and ideas to challenge them to think and wonder, activate interest and raise questions about the world around them. The ignition stage requires considered planning from the teacher in order to engage the learners and activate their curiosities. Our learners will pose thoughtful questions and be ready to develop new understandings. The learners wonderings, an initial snapshot of their level of understanding around the key concepts of the Big Idea, will be recorded at this stage. The learners will begin to develop questions about the Big Idea, and these questions will form the key direction of their Inquiry. It is crucial that this stage is fun, exciting and stimulates a thirst for learning and the need to find out more.

2: Explore - This stage is where the learners begin to find out more about the Big Idea, and start to explore their own personal questions and wonderings through research, experimentation, experiences, collaboration and communication. This is where they consolidate their prior knowledge and collect information. They will then sift, sort and classify information deciding on its relevance. This stage may provoke more questions to gather deeper understandings and is primarily student driven. The learners still need to be explicitly taught the skills of researching, experimenting, recording, triangulating and cross checking information, predicting and critical thinking in order to ensure the quality of exploration.

3: Make Meaning & Connections - This stage is where learners build upon the knowledge they have already gathered. The skills of analysing and synthesising, interpreting and organising are key. Learners will link ideas, identify patterns and relationships and investigate any gaps in understanding to create new concepts and pathways of thinking. They begin to test their assumptions and ideas in order to prove or disprove their understandings. Our goal is for students to start shaping, creating or sharing something that demonstrates their understanding of the subject matter.

4: Share & Shine - This stage is about presenting, explaining, sharing and celebrating both the final product and the learning journey. The learners wonderings, are revisited and compared with their new understandings. As well as new knowledge it is also important to reflect on the skills and strategies used to gather, analyse and use information. Likewise it is important for students to reflect on their thinking (metacognition) and identify the thinking skills they explored throughout their inquiry. This stage is also about children taking follow up action or instigating change as a result of their findings.

Our GEMS Learning Pathway underpins our teaching and learning at Sunnyhills School. Get Thinking, Exploring, Making Meaning and Connections and then Sharing and Shining occur in all curriculum areas. Our concept curriculum is part of a three year cycle. The key understandings and skills are developed through different contexts to ensure students receive a wide range of authentic learning opportunities throughout their time at school. There will be opportunities for actual experiences through EOTC, visiting experts, links to community events, cultural events, environmental experiences and social action.

Learning Processes Explained

Inquiry Learning

Inquiry based learning is a constructivist approach where students have ownership of their learning, It starts with with exploration and questioning and leads into deeper questions, issues, problems or ideas. It involves exploring, gathering information and making meaning and connecting, making decisions, generating solutions, justifying conclusions and taking action.

Experimental Learning

The Experimental Learning process allows for the development of learning opportunities through experimentation, utilising the scientific method as its basis for quality, robust learning to occur. While having its roots in the science curriculum, it is also used in other areas. Learners have the control to proceed in a sequential manner that tests prior knowledge. Research has shown that learning is enhanced by a hands-on approach, questioning and discussion. Experimental learning helps to make connections for the student to make sense of the world.

Explicit Teaching

Explicit instruction is the deliberate act of teaching to address an identified need. It includes modelling and explanation of sills, strategies and knowledge, and discussion of why and when they are useful. It is directed towards specific outcomes, enabling students to build on existing knowledge, skills and strategies, and how to apply these in new contexts. Students need opportunities and time to practise and consolidate their new learning. Meaningful feedback and guidance toward next learning steps are important components of the process.

Problem Solving

The learning environment will provide opportunities for students to actively engage in solving problems. A positive mindset, where failing is an integral part of the process, is promoted. Risk taking is encouraged.

Authentic Learning

Authentic Learning places the student in the centre of the learning and is related to their needs or interests. They are involved in researching, designing, planning, creating and critically evaluating solutions to real life issues. Students are able to make links between prior experiences and current and future learning. The teacher’s role is to facilitate and guide. Authentic learning is interwoven with other learning processes.

The Teachable Moment

The teachable moment is an unplanned opportunity that arises with students. A flexible teacher, using a formative approach, takes advantage of a spontaneous event as a learning opportunity. The teachable moment can be a digression or temporary sidetrack that inadvertently captures the students’ interest. This can also be a time when a student is most receptive to learning due to their interest and responses. It is interwoven with other learning processes.

Learning skills in our pathway

At each stage of our learning pathway through either a structured, guided or open inquiry approach our learners develop the following skills:

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