Ecolint Definition of High Quality Learning and Teaching
At Ecolint, we see ourselves as a community of learners encompassing both children and adults. We recognize the capacity of each individual to engage in a meaningful and personally challenging learning journey.
Our emphasis is, first and foremost, on the learning process itself. We believe that a profound understanding of the conditions necessary for deep learning leads naturally to high quality teaching. Consequently, our classroom practice is based on ten evidence-based principles of learning drawn from a wide range of current research in education, cognitive and social psychology and neurobiology, all of which contribute to deepen our understanding of how human beings acquire and retain knowledge to make meaning of their world.
Ecolint school leaders monitor developments in education research to ensure that these principles remain up-to-date and valid. These principles are at the core of all that we do in each of the curricular frameworks offered in our schools.
Ecolint’s Ten Principles of Learning:
- Learning occurs at various levels of complexity.
- Solving meaningful problems and transferring knowledge across domains contributes to deep learning.
- Attention is a filter that must be captured.
- Making mistakes is a normal, inevitable and even fertile part of learning. Making mistakes, however, must be recognised by the learner so that those mistakes can be leveraged by the learner to promote new learning. Making mistakes should not be seen negatively as this creates stress, an inhibitor to learning.
- Building understanding is enhanced through a culture of thinking.
- Cognitive overload causes inefficient, ineffective learning.
- Learning occurs in a space where objectives are just beyond but not too far from the learner
- Learning progresses more productively with effective feedback
- Affectively and socially healthy environments promote learning.
- All learning is personal.