This document discusses moving away from one-way, knowledge-based learning towards two-way, skills-focused learning. It advocates for group activities that validate individual contributions, lesson plans that develop skills rather than just teach knowledge, and non-evaluative feedback over evaluative judgments. It also acknowledges criticisms of this approach that it could be unfocused, difficult to evaluate, and inappropriate for some subjects.

1. Who is Learning Too

2. Breaking down the wall that inhibits
learning

3. The aim: Two-way rather
than one-way communication

4. Creating a Learning Environment
Group
Activities that
validate
individual
contributions

5. Lesson Plans or
schemes of work
that promote the
development of
SKILLS rather
than the
acquisition of
KNOWLEDGE

6. Encouraging non-
evaluative rather
than evaluative
judgments: there
might not
necessarily be one
‘right’ answer to
a question …
Which would certainly confuse Sherlock Holmes

7. What is “critical
thinking?”

8. CRITICISMS OF
THIS APPROACH
TO LEARNING:
• Unfocused
• Difficult to Evaluate
or to Grade
• Inappropriate to the
Subject of Study
• Learners Don’t Learn
Anything

9. Times Higher Educational
Supplement, May 13, 2011
At least a third and perhaps up to half of all
university courses in the UK are loss-making, and
many teaching-led universities have departments
with no "meaningful existence" that are being
kept afloat by profits from other areas.
London Metropolitan University's controversial
decision to cut its courses by 70 per cent, closing
down departments such as history, philosophy,
performing arts and Caribbean studies, as it
prepares for the new funding environment.

10. What About Turkey?
Firms see a real
need for foreign
language skills,
analytical skills,
social,
behavioural and
communications
skills.
World Bank Survey of Turkish
Universities, June 2010

11. Reshaping the Learning Agenda
Learners need to know WHY are doing a particular
course or scheme of work, and how it will contribute
to developing their SKILLS

12. Learning is a Collaborative Process involving
Educators and Learners Alike

13. Educators (Teachers) need to
develop the same skills as their
learners:
•Language Skills
•Social Skills
•Analytical Skills

14. LEARNING HAPPENS ANYWHERE AT
ANY TIME
WE LEARN IN INDIVIDUAL WAYS

15. The Classroom as a site for SHARING
learning experiences, not IMPOSING them
on others

16. Join Hands,
Work
Together,
Learn Together