

Learning – indeed, informal, authentic and lifelong training – can be “started” with almost anything.
This way, this is obviously not a comprehensive list. Nor do I suggest that these are the “best” starting points or that they would be in your classroom in any case. There are just too many variables.
What I hope to achieve with this post is to help you start to think about what “causes” training – and more substantially where and how it happens.
What causes learning?
In the real world, learning never stops, but it is not always clear that it is happening.
Or at least we think about it differently than we think about learning in the classroom. Consider observation or event – a small child who looks at, for example, that more children play sports. This modeling of physical behavior by bigger children serves both motivation (why) and information (how) to promote training in a younger child.
Similarly, everything from “event” (touching a hot stove) to conversation to reflection on something that has recently happened can act as a “starting point” for learning. Metaphorically and literally failure is a wonderful starting point for a framework right in the human minds “unsuccessful”.
Of a granulated lesson and activity level, the starting point is usually an academic standard used to form The purpose of the lesson Sometimes called a goal of learning or a goal. Collectively, these terms function as intended the results of the trainingS
See also What is a themed unit?
The above approach, driven by the teacher, still has considerable flexibility. Such an approach can still be oriented towards the student, differentiated, open and driven (partly) by requesting students. This said that “bottom up” approaches to training such as self-study, study based on studies, personalized training and (well done), project-based training offers new opportunities-new “start points” for the learning process itself.
And with new starting points, new roles are coming to all “parts” of the learning process, including teachers, students, questions, evaluation, feedback, goal and audience, ranking, quality standards and more. For example, learning often “begins” with an activity created by a teacher based on a training standard (in itself built -in intentionally sequence). In the beginning, the role of the student is passive as they get direction and try to make sense of the given task or activity.
Depending on the design of the lesson, then they may or may not become more active and engaged in the learning process, but even if this happens, they are often “engaged” in the performance of the task or activity “good”-they, they, in the best scenario, and try to do “good work” according to the conditions for quality and criteria offered by the assignment.
If, instead, the training process started with an authentic problem that the student seriously wanted to solve, but there was no knowledge or skills to do so, it is immediately clear how everything changes from the roles of the teacher and the student to the design of activities, the demands of knowledge, the procedural sequence and others. Notice that not all alternatives to traditional planning of lessons are feasible in each classroom or for every “lesson” or “unit”. The hope is to provide you with a few ideas to start thinking about how you plan lessons and units and how the design is built into them – how much even a simple starting point can affect everything.
Also, the potential really opens when you consider the form of how you plan in addition to the starting point of the learning process itself. For example, each of the output points below can be used in a traditional model of planning lessons. It is not necessary to use a request -oriented learning in a project -based training model to encourage personalized education in an open model oriented to the student. The starting point “with question”, for example, can be used in a brain attack at the beginning of a lesson that helps students create their understanding of concept – immigration factors, economic models, understanding of cognitive biases, etc.
Keep in mind that the very training starts with a person or place or question does not mean that it cannot be used to promote the mastery of academic content in the same way that project based on the project can lead to improved academic results (not just “cool projects”).
1. With a person
This can be a student – a personal need for theirs, for example. Something from the home or classroom. This can also be an academic need – a deficit of knowledge or skills or the ability to improve an existing gift or talent. But the learning that begins with a person should not be the student at all. They may be their friends or families. This can also be a historical figure, a person who is of interest today, etc.
Learning, which begins with a person-specific person with specific requirements and attachments and opportunities for knowledge-is in nature a person oriented to the student and authentic.
2. With a place
Everywhere is a placeS
And by placeI do not mean a big city or some landmark. Thehe places I want to say that they are smaller -less than geography or topography and more for meaning and scale. This may be a waste creek that needs cleaning or garden that is planned and planted.
Or may be more metaphorically place– Put a physical location, but one whose meaning depends on an experience or event – a place where a husband and spouse met or where the baby took their first steps. Or it may be more big – a family home or a community with unique needs, opportunities, attachments, stories, inheritance and past, present and future.
See also What is the technique for forming the question?
3. With a question
They can be academic or authentic, knowledge -based or wisdom (as appropriate for age), probably open by closed, may be effective at times (see Types of questions about critical thinking) created by teachers or created by students, important or trivial, etc.
4. With circumstance (Historical, current, future opportunities, etc.)
Any true or fictional circumstance or scenario can provide an authentic starting point for learning. Examples? Climate change, population growth, propaganda spread and war are opportunities. This also should not be “negative”. The circumstance can simply be a family with a new baby or student who just gets his driver’s license and thus has new knowledge and skills needs.
5. With a family or public need
This overlaps a lot with a person and place, but it allows you to really emphasize your family and/or community – to become more detailed in your brain attack and planning lessons by looking at the unique nature of specific families and communities and how training can support them and how they can support and nourish education in a child.
6. With a research study (his quotes, conclusions, premises, methodology, etc.))
Research is a wonderful starting point for learning, if for another reason other than as a product or team of knowledge, it is initiated by the need to know or understand. The reason for studying something in an official way with formal methodologies and unique rooms and conclusions.
7. With a problem
This is the idea of challenging -based training, which is often manifested as a form of project based on projects.
See also What are the types of projects based on projects?
8. With a model
Each thing It can function as a model. A book, a building, a river, a man, a movie, a game, an idea or a concept – all these are things with characteristics that are studied and learned from – from here and apply them there. I wrote a little more about this in The definition of combined trainingS
To make it clear, I do not mean anything close to plagiarism. In the same way that so many contemporary hero stories occupy – brazen or not – from the Odysseus of Homer or the epic of Gilgamesh, a building or a rural landscape can be studied and used as an inspiration for understanding, knowing and doing.
Birds were explored for their flight method and in the end aircraft were invented. There were many bad video games that had an interesting veneer – a character or gample mechanic, for example, and often these “victories” were carried as lessons and used “better” in future video games. The idea of pixels inspired Minecraft and so many games similar to Minecraft.
Concepts such as the water cycle or food chain or our animal classification system have ideas in IT, which are obviously effective and thus make wonderful starting points for learning.
9. With technology
This one is similar to number 8, but is more focused on specific technologies -more waller panels or computer microchips or iPad or power plants can be used as models for examination. In this way, students learn from genius in everyone.
10. With previous work, projects, writing, ideas, etc.
The student can review past projects, writing, activities, etc., and use them – whether they were poor or sterling – as learning opportunities. Restart, review, refine, review and improve.
11. With a specific deficit of skill or knowledge
If the student has a specific deficit of skills or knowledge – something he needs to know or be able to do – this makes a very obvious and practical starting point for the learning process and is one of the most commonly used in education. He is also a catalyst for very informal training. If the child wants to be able to ride a bike or hit baseball, everyone starts with skills deficits and is overcome by creating new knowledge (acquisition of knowledge) and practice (skills acquisition).
See also Adjusting the deficit in critical thinking
12. With a specific skill or power of knowledge or talent
Like number 11, the learning process here begins with a specific student, but instead of the right deficit, strength, talent or “gift” is used. This may/often lead to an improvement in this power, but may also require the application or transfer of that force. This can be a student who can sing, using this gift to create art/music, serve a community (eg, sing to the elderly in a nursing home) or make new friends.
12 ways to start the training process 12 seats to start your planning 12 alternatives to start planning with standard 12 start points to provide authentic training