Great Recruitment Assessment Technology Environment

The 4D model is a selfsustaining one that taps into pupils’ and teachers’ intrinsic motivation

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Priming the environment and the curriculum for change is critical, especially in a legacy teaching landscape like the one we have in the UK.

It’s those growth-mindset orientated teachers who will be crucial for overseeing the transition from the ‘command and control’ pedagogy we currently have to a more decentralized ‘voluntary followership’ cohort of students who choose scaffolded pathways to agreed objectives. We can teach the skills these teachers require but we can’t change their mindset so recruitment by character is essential to creating the D4 model of education.

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The need for consistent assessment of cognitive and emotional progress is clear for the change management process. Learners need to know how they’re doing academically while having the capacity for selfreflection about their emotional wellbeing. 

Most importantly, the fragile learners who possess significant cognitive ability which is not manifesting itself in classroom performance will need support to develop insight into how to improve performance. 

It is critical that assessment measures take into account learners’ wellbeing as engagement with learning is one of the key drivers of progress in the self-directed concept which underpins the D4 model.

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For a variety of reasons, technology has unfortunately become synonymous with a place where we put stuff for children and a place where we chat to others in a remote location. 

But, let’s face it, we could have done a lot better than that. Think about the possibilities of an online environment where work is completed but the system adjusts the difficultly based on how the student is doing. Plus, it updates the leadership group and teachers to improve, support and help students to grow and develop in that area

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In the D4 context, ‘environment’ has a dual meaning. It is the allencompassing term for all four dimensions, but it is also the physical space where learners learn heuristically and begin to own their learning processes. 

Designed correctly, the spin-offs from a learning environment which allows learners to personalize their learning are multiple and manifest; Behaviour improves. Engagement improves. Intrinsic motivation improves. Wellbeing improves. Literacy improves. Teacher wellbeing improves. Retention improves. And because pupils and staff are working more intrinsically, the improvement curve is a selfperpetuating one, and that is the culture engendered by the transformative learning area. 

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