Learning - it takes skill(s) and imagination

There are many researchers and authors who have written extensively about learning and development. I'm not necessarily bringing anything new to this conversation, but what follows here is a statement of my beliefs and it is what drives me forward in my role as a lead learner.

All skills need to be taught. Kids don't automatically learn to say please and thank you, we have to teach them these things, and hopefully they become more proficient and adept at using them in new situations over time. I actually believe that this is true of all learning! But if we think there is an easy or direct path from instruction to mastery, then we have got it all wrong from the very beginning.

Learning requires the acquisition of new skill(s) and the development of the imagination, and so does instruction. Our teaching must require intentional planning of the steps and skills necessary to understand a new concept, but this is not just done directly if our goal is to gain a lasting and deep understanding. It must also be done in concert with and through the implementation of imaginative processes. This is important when we are considering the types of experiences we put kids through.

At our school, we have been focusing on daily routines that help students towards independence (and through making connections with others). But how exactly? This is my main question right now. How do we do this, and how do we know that it's having a positive impact? I will offer that it is through the use of specific strategies and tools, and by developing an imaginative mindset for learning. (I will have to unpack and explore this further in other posts, but there is a thread through my earlier posts from my classroom experiences). 

I believe that we need to further explore the structures, strategies and interactions that support the development of the imagination in learning. UDL, self-regulation programs like the Zones of Regulation, Daily 5 Literacy routines, Numeracy Cafe routines, executive functioning visual schedules, circle and calendar times...these are all examples of the good work that can support learning towards independence, but I believe we can go even deeper. 

If we ask ourselves not only what the goal is, but also what the specific steps are, then we can observe how this is working. This also opens our eyes to see how accessible learning is for all learners, and will help to lay down clear pathways for all learners towards a deeper understanding and development.

My hope as a lead learner is always that, although this may look slightly different in each classroom environment, there will be more consistency across a school, and therefore result in more collaborative conversations and planning for all learners. At our school specifically we say that teamwork, kindness and respect are the values that guide us in all our actions and decisions, and that "together we are stronger". I believe this to be very true, and all I will add to this is that when we change up our routines to make them better, we need to have grace for ourselves, and continue to have fun, take some risk and use our imaginations for the benefit of all.