If the holistic nature of education provided by experiential learning and a project based approach are assumed, then the focus of education is on the interplay between a cohesive model of learning, and the individual learning it. Experiential learning places the emphasis on holistic learning that by its nature focusses also on the moral, spiritual, emotional and ethical aspects of learning and connects these to the individual; whilst project based learning provides a breadth and contextualisation of learning that encompasses the wider world learners inhabit. If these elements are to be properly grasped and embedded by learners, we must allow them to make progress at their own pace. These paces will differ across projects and aspects of learning for each individual and across cohorts. The age-related cohort model does not serve well when in counterpoint with child development (Navarro, Garcia-Rubio and Olivares 2015). The methodology of introducing a set curriculum for an age range therefore does not work well even in the current model and becomes surplus to requirements with the change in focus proposed here. Instead, learners should be grouped with developmental stages in mind; so that similar cultural, societal, personal, and social learnings can be experienced as groups to help contextualise and relate the learning to the individual and where they find themselves in their journey of understanding. This is not an alien concept; beyond the KS4 age range this is very common practise and continues throughout most people’s careers beyond education also, albeit in a less formalised more self-regulatory manner. This, then, is the context in which facilitation of learning should be provided. The facilitation is key, and this is the great strength of the project based approach; that all learners can access all projects at an appropriate level and with a particular focus of interest without discrimination, or the need to force learning; the discrete subject elements can all be contained, developed and differentiated within a single project, meaning that each learner has the capacity to develop their learning within their own sphere of interests and at their own pace without losing touch with any part of what were previously subjects. Indeed, by approaching learning in this fashion learners will progress more rapidly in areas they may struggle with discretely for two reasons;
- They can see the relevance of the learning to the rest of the project in which they are invested and,
- Because they are interested and engaged. No-one learns effectively if they do not care.
Learning at your own pace, in groups that are of the same or similar developmental levels instantly removes a great deal of the stigma attached to learning, and the barriers to learning that are faced by so many. The drive and competition to achieve is not one of demoralisation as learners are pitched against their peers, but one of internal growth and development, the drive for self-improvement that is the foundation of lifelong learning.
Accessing learning through interests and in context also drives individual engagement; being able to engage with a project through a creative lense might well enthuse a learner who otherwise would not be engaged, for instance, and where the mathematical, scientific or other elements (that when taught discretely would be beyond the ability, interest, or engagement of his learner) are seen as necessary to a creative project being successful will not only be engaged with but also enjoyed.
Beyond all these practical and reasonable arguments for being learner led, however, there is one fundamental that makes this element of learning so compelling; that education, above all, should be for the benefit of the learner. Without placing the learner needs and pace of learning at the heart of the process, how can anyone claim to be providing what that learner needs? It is a fundamental barrier to learning if a learner is unable to access the education provided; and if this education is not taught to the learners pace then that failing lies with the system of education and the education professionals, not the learner. The only way to remove this hurdle is to place the learner needs at the very centre of the process. To be learner led, then, is to be providing an education that removes barriers to learning and develops the best model for progress and betterment of each learner individually. This is by no means easy to do, but a learner’s individuality and prospects of success in life should not be seen as easy, nor should they be seen as elements of burden that can be ignored or marginalised by any system of education. Teaching without this in mind is irrelevant to the future of society and individual learners alike and therefore redundant.
References:
Navarro, J., Garcia-Rubio, J. and Olivares, P. (2015) The Relative Age Effect and Its Influence on Academic Performance. National Institute of Health. US National Library of Medicine.
Shevek Pring 