What? Learning activities provide substantive time and opportunity for learners to develop self-regulation skills. Learners know the learning intentions and associated success criteria in advance of the learning work and have the opportunity to plan their own work. Learners use feedback to improve their learning.
Why? Today’s complex world demands self-regulated thinkers and learners who can take responsibility for their lives, their work, and their ongoing learning.
In past times, teaching was often viewed as ‘telling’; teachers would organize and direct student learning, tell learners what to do and expect compliance.
Today, we recognise that this way of working produces dependency and compliance rather than self-regulation because learners’ abilities to think effectively, make decisions for themselves, and take ownership of their learning are diminished.
Self-regulation involves a range of skills that become increasingly sophisticated as they develop over time. Therefore, learning activities must provide substantive time and ongoing opportunities for learners to develop these, with visibility into clear learning intentions or goals and success criteria that learners can use to plan, monitor, and assess their own learning work.
In the most successful learning activities, learners receive and use feedback effectively to improve their learning and related work products.
How? The Startup Apprentice program has clear outcomes that are communicated to the students from the outset. After the initial idea, business model and minimum product is established, students work to complete self assigned tasks and report on their progress and difficulties each week, with their peers offering support and assistance.