Facilitating Powerful Learning Experiences

collaborative learning

What are the most important factors for parents and teachers to be aware of that influence a child’s education and learning? Why do certain educational methods and designs lead to powerful learning while other approaches tend to result in student boredom, stress or failure?

While in graduate school I worked with the Accelerated Schools Project (1989-1992), a whole school transformation program developed by Hank LevinWendy Hopfenberg and their project team at Stanford University. At that time we came up with a simplified model for facilitating student-centered teaching and learning based on observations and interviews with teachers who were highly successful at motivating whole classrooms of students in innovative ways.

It’s a model that is in line with research in the fields of developmental, social and cognitive psychology, as well as the ideas of educators such as John DeweyJean PiagetJames ComerJerome BrunerBenjamin BloomLev VygotskyBarbara Rogoff and Maria Montessori.

Traditionally, teachers are taught to think in terms of Curriculum, Instruction and Assessment. They are expected to align their teaching with standardized tests and exams. The problem with this paradigm is that it isn’t student-centered, and so leaves out many important factors that influence how children grow and develop, how they think and feel about their learning experiences.

Based upon our interviews and observations of successful teachers working with at-risk populations we concluded that when adults are trying to keep the learner’s perspective in mind it can be helpful to think in terms of the “How, What and Contexts of Learning.”


“How” concerns the methods and activities children participate in, whether it be creative projects, reading, games, contests, debates, role-playing, social events, singing, dancing, real world simulations, teacher-directed instruction, test-taking practice, rote memorization, creative collaboration and other ways learners are building their skills and engaging the world.

“What” is learned can be knowledge or skills but also includes beliefs students develop about themselves (I am competent/not competent) and subject matter (math is interesting/boring) as well as feelings (I love/hate reading) and ideas about meaning (The reason I study science to learn about the world vs. to get a high test score).

Finally, “Context” refers to all environmental factors that children encounter, which can either support or inhibit learning. This would include places visited outside the classroom, guest speakers, going to see a play, technologies and materials, room settings, how time is arranged, gang violence in a community, high-stakes testing pressures, financial resources, social relationships between learners and their peers, teachers, parents and others in the world around them.

What we observed is that parents, teachers and school communities are better able to create powerful learning experiences for children and teenagers when these 3 dimensions of learning are given careful attention and kept in mind.

~Christopher Chase~
(Admin) The Art of Learning


About Christopher Chase

Co-creator and Admin of the Facebook pages "Tao & Zen" "Art of Learning" & "Creative Systems Thinking." Majored in Studio Art at SUNY, Oneonta. Graduated in 1993 from the Child & Adolescent Development program at Stanford University's School of Education. Since 1994, have been teaching at Seinan Gakuin University, in Fukuoka, Japan.
This entry was posted in Learner-centered education and tagged , , , . Bookmark the permalink.

15 Responses to Facilitating Powerful Learning Experiences

  1. I believe passionately in student-centered learning, any learning situation that simulates what people do in real life. I believe in working toward mastery (particularly in necessary skills) rather than testing which, particularly in skill classes.

  2. (hit post too soon) testing which, particularly in skill classes, is irrelevant. In writing, for example, every kid knows HOW to write an essay by the end of 10th grade. That’s a lot different from actually mastering that art of writing a good essay.

    • I totally agree Martha. To develop skills and mastery the most important thing is to enjoy doing something so that you put in the practice time. My art and reading skills exist caused I loved to draw and loved to read. I got high marks in English class and art but it was my enjoyment and self-directed practice that was key. I think this is true for most important skills, the person needs to love doing it and just to practice. Instruction can be helpful, but skills come from passion and engagement.

  3. Pingback: Standardizing Education – Common Core’s Hidden Agenda | Creative by Nature

  4. Pingback: Standardizing Education – The Real Common Core Agenda | Creative by Nature

  5. too much in reform focuses on methods—the elephant sitting in the classroom is Learning Culture. This big boy can be tackled effectively without permission from downtown or the federal government. goo.gl/rsF0yv

  6. Pingback: Challenging the Cold War Pedagogy of Common Core | Creative by Nature

  7. Pingback: Why Opting Out from PARCC is Important | Creative by Nature

  8. Pingback: Accountability & Test Scores – The Black Hole of Ed Reform | Creative by Nature

  9. Pingback: Invest in Children, Not Testing. It’s That Simple. | Creative by Nature

  10. Pingback: Understanding How Our Brains Learn | Creative by Nature

  11. Pingback: Factory Model Education “Reforms” Were Designed for Product Testing, Not Children | Creative by Nature

  12. Pingback: Learning the meaning of Facilitation

Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out /  Change )

Facebook photo

You are commenting using your Facebook account. Log Out /  Change )

Connecting to %s