Long description

A learning movement table that illustrates how teachers are encouraged to move away from traditional assumptions about learning and learners, and towards understandings of effective teaching and learning that are underpinned by research. Between each pair of phrases is an arrow going from the first to the second. So teachers should move:

  • from ‘Knowledge is objective and external’ to ‘Knowledge is constructed and situated’;
  • from ‘Learning is a process of transmission from teacher to learner’ to ‘Learning is an active process of knowledge construction between people interacting’;
  • from ‘Learning is determined by innate biological abilities’ to ‘Learning depends on what is available to learn and the time available’;
  • from ‘Learners are passive in the learning process’ to ‘Learners are agents in the learning process’;
  • from ‘Learning happens in the mind’ to ‘Learning is minds-on and hands-on as students participate in learning activities’;
  • from ‘Learners are extrinsically motivated’ to ‘Learners are intrinsically motivated’;
  • from ‘Teacher are givers of knowledge’ to ‘Teacher are guides of learning’;
  • from ‘Learners receive knowledge; what they know does not influence new learning’ to ‘Learners are knowledgeable; what they know and have experienced matters’.