I offer potential development 3-hour sessions for learners.
The target group is learners from grade 5 to 12. leaners must be in the same phase.
For more information on potential development: http://www.learningdesigns.co.za/life-coaching/thinking-tools.html
Potential development is driven by learning, not by teaching. This does not mean Potential development ignores teaching, to the contrary, it puts a number of new spins on teaching. The main spin is that the role of the teacher changes from being mainly a leader to primarily being a follower. Potential development proponents depart from the understanding that learners learn from what they do and not from what teachers do. Teacher individualize learning by focusing on one learner at a time, knowing, that as in a normal discussion, the rest of the group are silently but actively involved. They realize the human mind is designed to buy into processes and not into content. It is therefore guaranteed that the other learners will browsing through their brains to find links to support or go against the theme being discussed. This guides the teacher to closely observe the other learners to identify their next discussion partner.
Potential development goes hand in hand with insight and problem-solving where learners are actively involved in thinking within social contexts, which normally cause different levels of productive noise as learners argue and discuss. In this way, a high premium is placed on team efforts. In such team settings, teachers are guided by the Potential development principle that each learner must contribute towards the process and the achievements. This is opposed to content driven teaching which is characterized by unproductive silence in the class and solitary struggling and memorizing sessions thereafter.
Potential development implies learning management and not learner management. This approach time and time again surprises teachers on how it subsequently provides tools to manage learners. Not managing by means of authority and control, but managing by means of learner buy-in.
Learner buy-in is achieved by recognizing individual learners and their efforts, while the focus is on what learners already understand, can do and is able to do. Teaching is therefor started by determining what the learners already know and then enable them find links on which new knowledge can be built upon. Over and above the teacher asking scaffold questions, learners are encouraged to formulate their own questions and then enable them to establish the answers themselves.
Potential development shies away from starting teaching from the premise that learners don’t know and can’t do and then provide information and solutions. Such teachers do not see learners a clean slate on which they must engrave meaningful information and the deeper the engraving, the more successful teachers regard themselves.
Potential development does away with labeling learners based on what they are not able to do and then put them through study courses. Therefore, Potential development starts with what learners known and can do and then progress to what they don’t know and can’t do yet. Learners are not viewed as clean slates, their prior knowledge is acknowledged and employed. Teachers regard it as their responsibility to enable learners to browse and scan through their brains to enable them to expose, recognize, value and utilize their prior knowledge.
Potential development relies on learners’ strengths enabling them to dart into multi-dimensional learning experiences There are no winning recipes to teach learners. Each learning setting takes place in a unique context and is non-repeatable.
Potential development is led by dynamic continuous assessment and followed by providing thinking scaffolds to accelerate thinking and for that matter learning. Therefore, according to the principles of Potential development, learning is a multifaceted contextualized process where the emphasis is on the process where learners are guided towards achievements.
These videos of an Afrikaans group demonstrating how fast learners learn to think: