Investigative, Intuitive Learning

Progress Doubled

Integrated Solutions for Schools

Introduction

As a young teacher I soon realised that instruction has many fundamental shortcomings. I found some add-on options for Mathematics but no integrated alternative solution. As a result of a long practice-based process of development and testing I was able to successfully produce and introduce an integrated learning solution for all classes in Mathematics in the early secondary years of my school.

My integrated solutions are based on the main principles in Investigative, Intuitive Learning

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Currently my developments include integrated solutions for the Kindergarten and Primary years for 

• Mathematics
• Second language learning – example English
• Mother Tongue Language – example English Speaking/Reading/Writing
• The classroom situation

and, in addition, I have laid considerable foundations in

• Social studies e.g. history, geography
• Technology and Science

all of which also have relevance to at least the early Secondary years.

This form of Investigative, Intuitive Learning has many advantages including:

• Learning progress at least double that of instruction. (Syllabi, which are based on instruction and therefore not demanding, are easily overtaken.)

• Investment and running costs are considerably less and a small group size is not a prerequisite.

Time in itself is not an issue. The question is surely, “How can we spend the time effectively and productively?”

Easily the best solution of which I am aware is:

Investigative, Intuitive Learning.

How can this be realised?

Teachers need integrated solutions

and leadership and support to put the solutions into practice.

Now read on!

Investigative, Intuitive Learning
Main Principles and Developments

The Way Forward!

• Authorities
• Schools
• Individuals

New Project

Learning Resources

Directory and Reviews

Note:

There have been countless research projects investigating how to improve instruction but, to my knowledge, there are no research findings in support of instruction itself. On the contrary, for example, neurodidactic* research describes desirable qualities which are noticeably absent from instruction. Regrettably it appears that instruction remains the mainstay (and the fundamental cause) of the ineffective learning in schools.

* Neurodidactic – A term increasingly being used to represent the findings of neurological research which can be applied to educational practice.