From frontline teachers’ different implementations of Free Learning, a picture is emerging of an effective learning model (see Section IV, this volume). In the Free Learning model, students’ learning is placed at the heart of the curriculum and their interest and curiosity are the main drivers of learning. While some chapters in this book discuss how Free Learning works (from an operational perspective), and other chapters discuss why it works, anchoring it with theoretical underpinning, the current chapter provides a systemic reflection on practical issues that frontline practitioners may face when acquiring or promoting the skills for applying Free Learning. Specifically, Free Learning demands that teachers possess a high level of professional skills in order to apply the model effectively in classrooms. These prerequisite skills include (1) a deep understanding of the curriculum, (2) formative assessment literacy and (3) ICT readiness. It should be noted that Free Learning can be run without ICT. However, in practice, this is a likely requirement. This triad is referred to as ‘Free Learning Literacy’. Although the set of skills required for mobilising Free Learning may differ from other pedagogies or learning models, the practical concerns that teachers might have when enacting Free Learning are often the same as in those contexts where teaching innovations are introduced. The chapter closes by addressing these more generic, practical concerns. Copyright © 2022 selection and editorial matter, Ross Parker, David Coniam and Peter Falvey; individual chapters, the contributors.
|Title of host publication||Free learning: A student-directed pedagogy in Asia and beyond|
|Editors||Ross PARKER, David CONIAM, Peter FALVEY|
|Place of Publication||Oxon|
|ISBN (Print)||9780367714017, 9780367714024|
|Publication status||Published - Nov 2021|