‘Give a man a fish and you feed him for a day. Teach a man to fish and you feed him for a lifetime.’
Designing for Learning‘Designing for Learning’ is the generic name that we give to our events.
It is not a model, programme or initiative. It is a dynamic which attempts to integrate best pedagogical practice with relevant and current learning theory and research. During training, participants are introduced to tools and strategies which support the development of the Five Key Concepts of 'Designing for Learning':
*Thanks to David Powell for the term ‘edu-tainer’. Brilliant! |
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The Five Key Concepts provide a wealth of opportunity to infuse the following throughout our events. Although they are holistically integrated, we focus in on certain aspects according to need or requirements of individuals or organisations. Effective design and delivery that includes a focus on both process and product, coupled with the time and space created for meaningful reflection, ensures that relevant issues are addressed in detail and professional dialogue has direction and authenticity. Please contact us for further information about bespoke design.
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Effective and Collaborative Learning Communities
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Independence and Interdependence
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Problem-Based Learning and Experiential Learning
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Attitudes, Skills and Knowledge
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The Process of Learning and Reflection
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Breadth, Depth, Challenge and Application
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Sustainable Impact and Transformational Change
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Creating, Sharing and Embedding Vision and Values
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Formative Assessment,
Quality Experiences and Outcomes |
Indivisibility of Principles - Learning, Leadership and Integrity
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‘Designing for Learning’ is grounded in values which:
'Designing for Learning' is the consolidation and sharing of good practice from real settings in the UK and the USA. It is embedded in learning theory, supported by current thinking and research, yet encourages all practitioners to engage in innovative and creative practice. 'Designing for Learning' is not about using a formulaic, recipe approach. It is a dynamic that encourages reflection, creativity and a focus on the complexities of the learning process. The principles will be the same, but how 'Designing for Learning' evolves in individual settings may be very different.
As educators and leaders, we experienced using and embedding the approaches and principles of 'Designing for Learning' in real schools, real classrooms and with real students, staff members and the wider school community, before deciding to form 'Single Steps Learning'. Therefore, all of our anecdotes are authentic and offered with a sense of honest realism.
- promote the development of independence and interdependence
- engage learners (of any age) with the process of learning
- provide personalisation and choice within structure
- recognise the importance of achieving a standards-focused environment
'Designing for Learning' is the consolidation and sharing of good practice from real settings in the UK and the USA. It is embedded in learning theory, supported by current thinking and research, yet encourages all practitioners to engage in innovative and creative practice. 'Designing for Learning' is not about using a formulaic, recipe approach. It is a dynamic that encourages reflection, creativity and a focus on the complexities of the learning process. The principles will be the same, but how 'Designing for Learning' evolves in individual settings may be very different.
As educators and leaders, we experienced using and embedding the approaches and principles of 'Designing for Learning' in real schools, real classrooms and with real students, staff members and the wider school community, before deciding to form 'Single Steps Learning'. Therefore, all of our anecdotes are authentic and offered with a sense of honest realism.
