Key principles of learning and teaching

Adult Literacy and Numeracy (ALN) Curriculum for Scotlandprinciples

Part One: Principles
 
4. Key principles of learning and teaching 
 
The research findings enable us to set out some key principles of learning and teaching for adult literacy and numeracy.
 
  1. Learning is a purposeful, goal-directed activity. Ongoing goal setting and self-assessment are central to effective learning.
  1. Purposeful learning builds on learners’ prior knowledge and experience to shape and construct new knowledge. It should always be remembered that those who have faced prejudice and discrimination based on gender, race, age, sexuality or disability may have internalised some of these negative ideas about their capacity to learn.
  1. Learning is a social activity embedded in a particular culture and context. Learning occurs through engaged participation in the activities of knowledge communities such as workplace colleagues or family members.
  1. Effective transfer of learning from one context to another requires that the learner understand not only the facts but the "big picture" - underlying principles, patterns and relationships - that is acquired through the application of knowledge.
  1. Knowing when and how to apply what has been learned (procedural knowledge) is central to expertise, and can be acquired only through practice.
  1. Teaching involves informed interpretations of, and responses to, learners' approaches to learning. Tutors should always be aware of the effect of prejudice and discrimination based on gender, race, age, sexuality or disability.
  1. Metacognitive strategies (knowledge about one's own thinking processes) can be taught. Through monitoring and assessing their own progress, learners can develop metacognitive awareness and strategies.
  1. Scaffolding instruction helps learners to develop their fluency, independence and range as they move from being a new learner to becoming an expert learner.

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