TPS Learning Model - Learning to go Places
At TPS we have been developing a learning model that outlines the basic process of learning and can be applied to any learning situation. There are four key phases to the model:
- TASK - a HOOK into what we are learning about, providing an authentic reason why to inquire into something;
- THINK - What do we already know about this? What do we think we might need to know?
- QUESTION - creating guiding questions, to find the information we need;
- FIND - finding information, validating: Is this true? Does it answer my question? Does it generate a new question/idea that we need to follow up on?
- TASK - applying our new knowledge to the task (learning experience).
This model is not linear, the learner can move between thinking, questioning, finding and back to refining the task and adding new questions etc as needed (best illustrated in the picture below). Also, interwoven in this process are the key competencies of a 21st Century learner, throughout the learning process all children at TPS are encouraged to be :
- team players;
- self managers and
How does this look in practice?
Looking at our "Hangi" learning experience as an example:
- TASK - As a school we are celebrating "Matariki" and are going to put down a hangi for everyone to share.
- THINK - Why do we have celebrations? How do we celebrate special events? How do other people/cultures celebrate special events? What do we know about Matariki? What do we know about a Hangi'? What do we need to know to celebrate Matariki? What do we need to know to have a Hangi? etc
- QUESTION - Here we are refining the THINK aspect of the model into questions that will guide our research.
- FIND - Locating information from a variety of sources. Which sources will depend on the age of the students, for example junior students might ask family what they know, and the class teacher may share a story or movie about a Hangi. Senior students may independently research on the internet, school library, ask family and have some guided learning with their teacher. In addition, students within the class/school may have signigficant prior knowledge to share.
- TASK - applying new knowledge to the celebration of Matariki and making a Hangi. Students may have been especially interested in the science aspect of how the hangi 'oven' works - they may be involved in the construction of the hangi. Another class may have been interested in how food is used in celebrations and may make different foods from the different countries that each class member is from to share on the hangi day. Another class may have been interested in Matariki and looked into the Maori new year and astronomy.
The authentic learning opportunities are many and students are guided through this inquiry by the teacher who will have specific learning intentions for the students within subject areas. For example in English, the teacher could be teaching procedural writing so the students might write the instructions for making a hangi.