Learning should apply to various unique contexts. For example, persuasiveness in the classroom connects with skilled salespersonship. We design learning to guide learners to display skill, knowledge, and understanding in multiple situations. As a rule, our curriculum assists learners to use learnings in various circumstances.
Real relational brings learners together. We design curriculum which aids in the process of relationship development. Students learn from teachers with whom they can relate. Students learn best in environments in which they experience safety and trust. Connections, safety, and trust fertilize learning for all.
When we say experimental, we do not mean the word in a strict scientific sense with test tubes and beakers. We mean, we use questions as a guiding light to solve problems and fertilize curiosity. We use questions to move learners from unknown to known. During experimentation, learners make mistakes, but each mistake leads learners closer to solutions. We encourage learners to grow from mistakes through reflection and revision. Experimentation is a foundation of our curricula.
Learners adapt to their situation. Since theIs the leading learner s/he should model adaptation during learning process. At certain points in the learning process, our curricular approach provides teachers with options. For example, in part of a unit of learning we call “Connection,” some call this the anticipatory set or introduction, We might provide multiple questions or multiple activity options. The choice on which question or activity to use relies on the teachers ability to adapt learning to his or her context. It is in this way we provide teachers with adaptive curricula.
The aim of transformative learning is to facilitate or guide learners toward maximizing their potential. We assume where students begin in a course should not be where they end. Our curricular resources aid in transformative learning.
Learning that influences one’s life is experiential. Experiences give a person insight or even changes one’s life. We dream up learning experiences seasoned with experiential engagements. Teachers possess different ways to communicate ideas to students. First, the teacher can “say it.” Second, s/he might “show it.” Third, the teacher may ensure students “experience it.” Each of these approaches play a part in sound unit / lesson design; however, experiential learning serves a foundation to learning itself. Experiential learning is sensory and invites the learner to live in different perspectives. Simulations or role playing are two examples of experiential learning.