How & Why: Empowered Learning Spaces

10 Thinking Patterns of Empowered Learners

1. I have choices.
2. I know my learning goals.
3. I know what tools are available to me.
4. I trust that my teacher is listening to me and is trying to help me.
5. My actions have an impact on me and the people around me.
6. I am comfortable with how my mind works.
7. I will be able to do this, even if I can't do it now.
8. I want to try this, even if I might make mistakes.
9. When I feel anxious or frustrated, I know when to put those feelings aside and when to listen to them and ask for help.
10. My work is important. 

Why "empowered"?

The world needs empowered minds. Technology and mankind's increasing interconnectedness are increasingly placing the burden of responsibility in the hands of children and young adults. 

Empowered minds see problems and have the ability to create solutions. Their solutions create real change in their world. We are seeing evidence of this youth power in political and cultural movements around the globe at this very moment.

The bar we use to measure achievement is rising. Universities and companies are looking for people with developed, empowered mindsets because those individuals are more likely to thrive.

At the Lab...

How do we empower?

There are many ways to empower children, but for this post, we will focus on pedagogy (theories of teaching practice), specifically experiential learning. The phrase "empowered learning" is often used interchangeably with "experiential learning", and experiential learning is a big deal in education.

Effective experiential learning is multidisciplinary and holistic. Learners gain new knowledge and skills through active learning activities while developing their ability to connect those experiences to abstract concepts. Learning is not limited according to subject or skill focus because authentic learning requires flexing many skills and applying many areas of knowledge.

Mini Lesson: Experiential Learning Cycle

One of the most well-known theories defining experiential learning was published (1984) by David A. Kolb, an American educational theorist. He believed that new knowledge was gained in the processing of new experiences.

Kolb outlined a universal, four step process for experiential learning. Each step was necessary, though he claimed that most learners preferred focusing attention on certain steps over others.

1. DO: Concrete Experience

• "I tried something new!"
• "I remember something that I have seen or done!"

2. OBSERVE: Reflective Observation

• "What happened?"
• "This experience is interesting because it is different from what I thought would happen!"
• "This new information does not match what I know and understand. How strange!"

3. THINK: Abstract Conceptualization 

• "My understanding of this has changed!"
• "What is the new concept or information that I needed?"
• "This is the explanation for why or how that happened!"

4. PLAN & TRY: Active Experimentation 

• "I need to check that my new understanding is correct!"
• "I have more questions now that I want to answer!"
• "How should I test my new knowledge?"

Image Source (and also an excellent guide to the experiential learning cycle)

How do you make an empowered space?

It is absolutely not enough to place a kid in the active role of their own learning. Though the environment may look chaotic, empowered learning spaces are deeply structured. Kids need a safe, clearly defined classroom environment if they are going to take risks and really engage with complex learning processes.

Here is Learning Lab Kobe's Checklist of Essentials for an Empowered Learning Space.

Learning Lab Kobe's Essentials for an Empowered Learning Space

1. Clearly Stated Learning Goals: "I know what is expected of me."
2. Learner Choice: "I have choices that make this project mine."
3. Learner Ownership of the Learning Space: "I know where to find the things I need."
4. Dedication to Change: "There is always something more I can do."
5. Active Acknowledgement of Failure: "It doesn't work, but it's ok."
6. Guided Reflection: " I know what I want to try next."
7. Increasing Responsibility: "I can do more things."
8. Trust: "I know that my work helps me."

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