Your Experiences of Slow Education

Please tell us about your experiences of using or developing ‘Slow’ approaches to teaching and learning. How have you managed to create time for really absorbed, reflective learning processes, in which the learner is empowered to learn at their own pace, and towards ‘targets’ that have real purpose and relevance?

You can leave your thoughts in the comments section below or e-mail me on contactsloweducation@googlemail.com

I look forward to hearing from you!

Many thanks,

Joe Harrison

3 comments for “Your Experiences of Slow Education

  1. October 14, 2012 at 2:51 pm

    I am picturing a baby or toddler whose parent understands that this child will do his best learning as he putters around his home. Lucky child, not being rushed off to classes or daycare. Able to open cupboards, pull out a drawer, climb on a couch, glance through a book, try balancing a toy on top of another toy, walk around carrying something. Following a parent around who also isn’t hurrying – and for the child to have time to be watching…always watching and copying.

    This is slow education – the learning takes time, requires repeated trial and error, and follows the child’s curiosity.

    I teach parenting in Calgary, Canada. I have an increasingly difficult time helping rushed new parents understand and provide this kind of learning environment for their baby.

    I think about offering a course called “Using your Maternity Leave to Educate your child.” Parents would be drawn to come, thinking I’m going to talk about flashcards, but would soon learn that it’s slow eduction I’m talking about.

  2. November 21, 2012 at 9:12 pm

    One way to slow learning and enhance the outcomes is to link art and science together to study specific topics. The students act as junior scientists and artists in an age-appropriate manner to investigate and communicate, rather than learning facts and copying teachers’ skill sets.
    The key point is that it takes children time to bring all their ideas to fruition and this enhances their learning and their understanding of how to learn.
    We call this approach The Leonardo Effect and it has been mapped closely to the Scottish Curriculum for Excellence.

    • poppy phillips
      February 24, 2013 at 9:45 am

      I’d be interested to hear more on the science/art initiative Ivor – as an art teacher who struggles with the rudiments of science I’d be excited to explore some practical cross curricular work – could you cite some examples that have been particularly effective in order to give a flavour of what the work entails?

Leave a Reply

Your email address will not be published. Required fields are marked *