Understanding the 3Ls framework© – part three – The Learning Journey

Let me introduce you to L number 3 – the Learning Journey!

How many times do you need to be told you’re not good at something to believe it?

How many people do you need to compare yourself too, to know you are not good enough?

What mark in a test tells you, you are a failure?

All of these are examples of situations which can affect a student’s learning journey. They can affect someone’s ability to love learning and enjoy being at school.

Generally, it’s not one event which knocks a student’s enjoyment of learning but a steady drip drip of the wrong messages. The more times the brain hears/sees/feels the same thing the more likely it will begin to believe it.

So, when a student comes to Connective-Learning it’s really important to us to discover that 3rd L, their learning journey.

If a student believes they are not good at something we want to find out why.

Have they been constantly told they are not good at it?

Are the people around them getting better marks than them?
Is anything less than 100% a failure?

Trust me I’ve heard all of these and more.

But these statements do not have to be the truth. The brain doesn’t have to believe them, and they don’t have to become your reality.

The sooner these statements are redefined and perhaps changed to more positive and realistic ones, the sooner a student will begin to flourish and enjoy their learning.

School has an amazing capacity to define your learning journey and not always in a positive way.

Imagine your natural learning preferences makes you a very creative person.

How do schools measure creativity?

What actually is creativity?

How would you know you are creative?

The oxford English dictionary defines it as

“The use of imagination or original ideas to create something; inventiveness.”

It sounds amazing, and every young child uses great imagination and ideas to play and learn. They are naturally curious and inventive. So, when do children stop becoming creative?

A person never stops being creative but the freedom to use this creativity in their learning is slowly restricted when they start school. Teachers have targets to hit, lessons to plan and are constantly measured by the achievements of their students. There is little time for creativity.

Often it is the most creative students that feel they just don’t fit in and that their natural creativity isn’t that brilliant. Helping students reconnect with their creativity, especially when it comes to their study skills, is a real privilege.

Our education system likes to tick boxes and we enjoy helping students work outside those boxes and perhaps reconnect to the ways they were born to learn.

Our brains are preprogramed to learn by what it sees, hears and feels. Pretty cool. If you watch a toddler learning to walk, they never stop and think they can’t do it or are they doing it the right way? Yes, they might get frustrated, but they keep trying until they are upright and walking.

The thought of failure never enters their minds. Once they can walk, they discover how to run and jump and climb everywhere. The joy of success is all over their faces and you share that joy with them.

Words, actions and feelings are so important to a student’s learning journey. These little events stayed buried in the brain and can influence us over time without really realising it.

That’s why explore the learning journey L3 with every student. We want to make sure that past negative experiences are identified and redefined in a positive way. Opening up the possibilities of great new learning experiences.

When a student understands their learning journey, banishes any limiting beliefs and knows their learning preferences, they are ready for the 4th L.

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