Academic success is important but not sufficient to help us thrive. In this world of change, we need to develop the capability to apply our knowledge and skills effectively and creatively to new situations.
The education systems need to find new learner-centric approaches to augment knowledge with the lifelong learning skills.
Mastering lifelong learning skills helps us learn, work, and live better.
With them, we promote:
Our framework matches forward-thinking curricula on transferable skills, such as the IB ATL skills, the USA’s P21, Finland’s Transversal Competencies framework, Ireland’s Key Skills, Singapore’s Generic skills and Competencies and Australia’s General Capabilities.
GRownTH is an intuitive web-based engine to enable schools, educators, and learners develop 21st century approaches by using the power of experience, high order reflection, and artificial intelligence.
Develop lifelong learning skills through the completion of activities and projects.
Assess and track learners' progress, improving their own lifelong learning skills proficiency in the process.
Offer learner-centred insights that allow the educators to adapt their teaching approaches and strategies.
Learners work on activities and projects, either at home or in the classroom, individually or in teams.
Activities and projects may be assigned by the educator or self-initiated by the learner.
Educators may draw from a broad portfolio of activities or develop new ones, adapting them to local needs.
Learners rate the activities – they provide valuable feedback to the educators and become empowered in the process.
Activities are organised in skill clusters and skill practices, in line with international standards. The school can adapt them to include elements of their mission and values.
Activities pair a skill and a curricular subject – integrating the lifelong learning skills into current educational structures is easy and natural.
Reflection and self-regulation close the learning loop. They create a learner-centric environment in which students increase their self-awareness and learn quicker than they would with traditional instruction.
Building on its experiential component, each activity applies scaffolded reflection to help the learners truly practise high order thinking skills and acquire new knowledge.
Projects are more elaborated experiences. They help learners develop many lifelong learning skills. In evaluating the project, learners are assessed in all these dimensions.
GRownTH’s projects framework provides a roadmap and a set of tools to help the learners, and prompts them to put into practice specific skills to advance the project.
The framework and the skills will serve them in any academic, professional or personal undertaking.
Learners self-assess themselves as part of the experience. Educators evaluate the activities and the learners’ skills.
Educators keep track of the completed experiences, covered skills and performance at individual and group level. The information allows them to adapt strategies and plan for future activities.
Learners see their strengths and development needs, and can seek self-regulation strategies to get the most out of their potential.
Data captured as learners work on experiences and educators assess them can be analysed to gain insight into learning behaviours and teaching methods: observations such as differences in reflection time and depth by sex, age or socio-economic level; differences in comprehension levels across activities and groups; or correlations between relevant parameters, can be tremendously insightful and light-up new paths for development.
They also guide learners as they explore career opportunities that fit their interests, abilities and passions.