Students very often find aspects of SDL challenging. There is little wonder that this is the case given the day they start school they will generally be taught in a very directed way from the teacher. Lots of schools (and especially primary) will understand the concept of project work, which does go someway towards SDL. However, our model of SDL is critically different. We seek to engage students by asking them to expand the ‘big question’.
Using higher order thinking skills associated with blooms taxonomy of ranking questions from low order recall to higher order interoperating, synthesising and evaluating allows us to get to the part of learning that is hard but most rewarding. Our model does not seek to get students through tests, but nor does it suggest academic achievement is unimportant. We rather don’t look at learning as an either/or. By concentrating on the methods of thinking, evaluating and collaborating to consider ways of problem solving we actually heighten the chances for academic output.
If you visit our learning centre, you will see a selection of students working in partnership – in this environment, we cannot have students doing anything but achieving.