Learning About Learning
Glossary
This glossary explains terms used in Learning about Learning. It is not intended to be exhaustive in educational terms, nor does it include an explanation of every word used in the documents and movies. Instead, it seeks to clarify meanings in order to remove potential barriers to understanding and help the reader to appreciate the messages intended more fully.
Keyword search
| Feedback | The process of providing a structured response, with information about work in terms of strengths and aspects for improvement. Feedback can be written or oral. However, the aim is to bridge the gap between present performance and desired goal, and is instrumental in moving towards next steps in learning. Feedback will only be effective in moving learning forward if it provides constructive advice and learners are allowed the opportunity to read it and act on it. |
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| Felder-Silverman learning style | A learning styles model that contrasts different learning characteristics or orientations. Learners may be to a greater or lesser extent: Sensing learners or Intuitive Visual learners or Verbal learners Inductive learners or Deductive learners Active learners or Reflective learners Sequential learners or Global learners. |
| Flow | The perfect learning state that enables the brain to engage fully with a learning activity. According to the psychologist Mihaly Csikszentmihaly, this is achieved when the challenge is equal to the level of skills and the learner receives continuous feedback on his or her performance. |
| Formative assessment | Assessment which focuses on the gap between present performance and desired goal. To be formative, the information gathered must be used to adapt the teaching or the learning to meet the needs of the learner. In the 5-14 national assessment guidance, this type of activity is called 'assessment as part of teaching'. In the AifL - Assessment is for learning programme, it is called 'assessment for learning'. |
| Formative use of summative assessment | Summative assessments, such as end-of-unit tests, used formatively with an emphasis on using the information gathered to support the learner in future learning, for example in identifying next steps in learning revealed in the test. |
| Frontal lobe | The specialised region of the brain thought to be associated with planning, problem solving and some movements. |