Language for thinking and learning capabilities

The LF reserach team had a discussion about terminology. We decided that it is important to distinguish between the thinking and learning capabilities which learners use when in the process of an enquiry and the steps, or pedagogical framing of an enquiry by a teacher or learning facilitator. So we came up with these lists and invite comments. Each of these single words, or phrases can be ‘unpacked’ but the word itself serves a visual and semantic purpose so that the ones we actually choose to use and share should be the most accurate ‘window’ to the real purpose – or performance of the words. The first list are what learners enact and embody and the second list is more like a map of the terrain.

Thinking and Learning Capabilities

Choosing
Describing
Questioning
Storying
Mapping
Connecting
Reconciling
Validating
Applying

Eight steps – for framing pedagogy

PERSONAL CHOICE
OBSERVE AND DESCRIBE
GENERATE QUESTIONS
UNCOVER NARRATIVES
CREATE KNOWLEDGE MAP
CONNECT TO EXISTING KNOWLEDGE
RECONCILE WITH PURPOSE
CONDUCT ASSESSMENT EVENT
APPLY NEW KNOWLEDGE

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