Higher order learning audit

Higher order learning processes lead to increased talents such as problem solving, confidence, judgement, insight, creativity, intrinsic motivation, deep learning and leadership. In any education process there is always a role for the commonly used lower order learning processes that focus on acquiring knowledge, analytical skills, procedures, techniques and practice. Tick the column that most accurately describes the extent to which higher order learning practices occur. Follow the instructions to find the percentage of higher learning potential being achieved by the education provider.

Very true

Fairly true

Untrue

Student led learning - learners guide their own learning

Very true

Fairly true

Untrue

Peer led team learning - learners work in self managing groups

Very true

Fairly true

Untrue

Problem based learning - learners seek to solve problems rather than apply ready-made solutions

Very true

Fairly true

Untrue

Discussions - learners contribute their ideas to the group or class

Very true

Fairly true

Untrue

Exploratory learning - learners explore possible solutions or insights rather than finding ’right’ answers

Very true

Fairly true

Untrue

Experiential learning - learning is practiced, not just theoretical

Very true

Fairly true

Untrue

Real world learning - learners engaged with real issues in the community or workplace

Very true

Fairly true

Untrue

Choice - learners make choices about what and how they will learn

Very true

Fairly true

Untrue

Learning processes are varied to suit learners with different learning modalities - those who learn by seeing, those who learn by hearing, and those who learn by doing

Very true

Fairly true

Untrue

Creativity is encouraged

Very true

Fairly true

Untrue

Learning is a stretch

Very true

Fairly true

Untrue

Learning is enjoyable

Very true

Fairly true

Untrue

Students are encouraged to express their own thoughts and conclusions with words like "I think"

Very true

Fairly true

Untrue

Learning is the main aim, assessment and qualifications are of secondary importance

Very true

Fairly true

Untrue

Most assessment is formative not summative - assessment occurs during the course to provide feedback to assist learning rather than at the end of the course to assess whether learning occurred.

Very true

Fairly true

Untrue

Constructive feedback - feedback focuses on providing learners with helpful directions on how to improve their performance rather than identify faults and omissions

Very true

Fairly true

Untrue

Assessment matches the real learning objectives rather than focusing on what is easy to measure (e.g. referencing)

Very true

Fairly true

Untrue

Teaching well is considered to be important to the staff and organisation

Very true

Fairly true

Untrue

Teachers are trained in how to teach well

Very true

Fairly true

Untrue

Teachers have a good theoretical and practical knowledge of their field

Very true

Fairly true

Untrue

Teachers are committed to assisting learners to grow as a whole person, not just in knowledge

Very true

Fairly true

Untrue

Teachers know and can pronounce their students’ names

Very true

Fairly true

Untrue

Teachers manage diversity well, providing respect, time and encouragement irrespective of ethnicity, gender, disability, culture, age, status, English skills or other characteristics

Very true

Fairly true

Untrue

Learners are treated as individuals, not just as a class

Very true

Fairly true

Untrue

Teachers encourage learners to use their personal strengths most often in the most ways, rather than focus on weaknesses

Very true

Fairly true

Untrue

Teachers use failures and errors as a useful stepping stone for learning

Very true

Fairly true

Untrue

Teachers are dedicated to the learning needs of their learners

Very true

Fairly true

Untrue

Teachers see learners as already having much to offer - much like a seed already has all the potential within it

Very true

Fairly true

Untrue

Teachers set high expectations

Very true

Fairly true

Untrue

Personal Development Skills

The learning process aims to develop confidence

Very true

Fairly true

Untrue

The learning process aims to develop resilience

Very true

Fairly true

Untrue

The learning process aims to develop team work skills

Very true

Fairly true

Untrue

The learning process and role modelling aim to develop interpersonal skills

Very true

Fairly true

Untrue

The learning process aims to develop decision making capacity

Very true

Fairly true

Untrue

The learning process aims to develop values

Very true

Fairly true

Untrue

The learning process aims to develop leadership skills

Very true

Fairly true

Untrue

The learning process aims to develop presentation skills

Very true

Fairly true

Untrue

Learners are encouraged to value their capacity to act on their judgement and limited knowledge, as much as they value developing their knowledge. Put another way, learners are not paralysed to act from not knowing enough.

Very true

Fairly true

Untrue

Learners are equipped to understand and meet the challenges of a future world, not a past world

Very true

Fairly true

Untrue

Learning is seen as serving a higher purpose than simply a qualification to get a job

Very true

Fairly true

Untrue

Education Organisation

The education organisation has a culture of seeking continuous improvement

Very true

Fairly true

Untrue

The education organisation has strong town and gown links - it is well linked to stakeholders

Very true

Fairly true

Untrue

The learning programme includes integrated curriculum - rather than learning being taught in subject silos, there are opportunities to put the learning into context by linking many strands of learning together

Very true

Fairly true

Untrue

The organisation has a positive, uplifting culture

Very true

Fairly true

Untrue

Teachers are valued

Very true

Fairly true

Untrue

Teachers have a reasonable workload - they are not burnt out

Very true

Fairly true

Untrue

Learners have a reasonable workload - they have time to grow personally, not just academically

Very true

Fairly true

Untrue

Campus life is a positive experience - learners and staff experience safety, respect and collegiality

Very true

Fairly true

Untrue

Graduates are valued by employers

Very true

Fairly true

Untrue

Graduates say their learning experience was an excellent one

Very true

Fairly true

Untrue