Exploring Learning

From Brain-Based Learning to Heutagogy: Designing Agency With Care How do we design learning that develops agency without assuming learners are already fully independent? In my research this week, I found myself returning to the same question: how do we design learning that supports agency without assuming that learners are already fully self-directed or self-determined? The readings move from brain-based learning, to the space between pedagogy and andragogy, to the history of andragogy, and finally to heutagogy. Taken together, they challenge the idea that teaching and learning models can be neatly organised by age or stage. Instead, I see that they suggest effective learning design depends on context, readiness, purpose, motivation, and the kind of support learners need to grow. Jang et al. (2022) provide a useful starting point, reminding me that learning design needs to be grounded in how learning actually occurs. Their review of brain-based learning research highlights the import...

One of the most common barriers I hear when supporting teams in curriculum planning is that decisions cannot be made until everyone is in the same room at the same time. The assumption underlying this is understandable: collaboration means being together, and we value the perspectives all our team members bring. But in a busy school environment, where multiple staff commitments often collide, waiting for perfect attendance is not only unrealistic, it is professionally paralysing. More importantly, it prevents us from doing what matters most: ensuring that students experience coherent, challenging, and conceptually aligned learning. Over the past few weeks, I have found myself returning to the same observation again and again. While many teams are strengthening their Stage 1 planning, identifying the conceptual understandings, knowledge, and skills from our updated written curriculum, there is a noticeable disconnect when they move into Stage 2. Sometimes this is even omitted, and they...