At GiGi, learner-led learning is based on the idea that learners are naturally curious about the world around them. By allowing learners to explore, you encourage them to become life-long learners and to take responsibility for their learning.

 

Instead of satisfying requirements and ticking off boxes, learners are – slowly and step-by-step - given a more central role in deciding how they will spend their time whereby learning can exist naturally and smoothly. It may make them more aware of their personal interests, strengths and weaknesses. It can also teach them about how they learn best (auditory, visual, kinesthetic). Their interest and excitement about a topic triggers learning and we adjust every learning experience accordingly on a minute, hourly or daily basis depending on where the learner (‘s mind) is in that moment.

 

Exploring the world is a natural activity and when learners trust themselves they develop confidence and a more positive self-image. This is particularly important for learners who struggle with specific learning challenmges and may experience discouragement and negative emotions in a traditional classroom setting.

 

Parents and facilitators work hand in hand to provide the right kind of support, including resources, encouragement and the structure learners need to make progress and achieve their goals in the hub and at home.

 

In a room of learners from different ages and levels of understanding, the facilitator becomes more of a moderator instead of an instructor, guiding the activities vs. dictating what will happen next.

 

How Learner-Led Learning at GiGi Works in short:

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• Focus on Learners’ Interests:

Facilitators observe learners’ fascinations and current interests to create meaningful learning experiences that spark deeper exploration and engagement.

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• Facilitated Environment:

Instead of rigid pre-set plans or set curriculum, facilitators create an environment with accessible materials and resources, allowing learners the freedom to explore and experiment.

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• Educator as Guide and facilitator:

Educators support and guide the learners, asking questions, offering new materials, and setting appropriate boundaries to ensure physical, emotional, and cognitive safety.

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• Emphasis on Play:

Play-based activities, such as art, role-playing, and construction, are central to learner-led learning, enabling learners to learn through discovery and their own creativity.

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Benefits of Learner-Led Education

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• Increased Engagement and Creativity:

Learners are more motivated to learn when they are pursuing their own interests, leading to greater engagement and a flourishing of creativity.

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• Development of Independence and Confidence:

By making their own choices, learners learn to take ownership of their learning, fostering confidence and autonomy. We often refer to this as: ‘self-regulating your learning’.

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• Stronger Social-Emotional Skills:

Learner-led learning encourages children to collaborate and communicate effectively as they pursue their individual goals together as part of a ‘second family’ without any sense of competition.

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• Enhanced Critical Thinking and Problem-Solving:

Learners are empowered to tackle challenges and make decisions independently, which develops their critical thinking skills.

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• Suitable for Diverse Learners:

This approach is beneficial for learners with learning and/ or behavioural challenges or learners that have experienced trauma, allowing them to learn at their own pace.

 

A tailor-made programme is designed for each unique learner; it’s a continuously adjusted programme whereby firstly a starting point for each skill or subject is agreed upon with all facilitators, parents and learner. A daily update on progress is given and a way forward is discussed at all times.

 

Parents are asked to keep this daily communication going and to initiate communication about the home situation and the feedback about the day spent at GiGi as well, in order to create the best tailored programme possible.

 

During the intake this programme will be established in broad terms, setting realistic and doable short-term goals with attention to long-term realistic expectations as well.

 

At GiGi we will always promote a gentle transition without asking too much from the learner initially. Learning and growth can only happen when a child is safe and happy at the hub and at home so that will always be our first priority.

 

Each person learns at its own individual speed and may learn a skill at a different age compared to ‘the average learner’. Therefore, we focus on the basic skills required for any further possible learning e.g. basic maths skills, reading, writing and reading comprehension. These skills are practiced within the frame of a learner’s general interest or the interest occurring that day or in a certain moment.

 

If these basic skills are achieved we look into subjects and or courses the child can do through either homeschooling programmes, available curricula and/ or courses offered through e.g. Udemy or Domestika.

 

Your child may be learning towards an IGCSE examination, a skill functionality test or an adjusted test (externally); depending on future schooling/ learning, possibilities/ availabilities and choices.

 

Not every child can achieve IGCSE or even university level. We can look at all possible options for your child’s future and set achievable and realistic goals for you and your child.

 

The world is changing rapidly and so are the choices to be made and schooling and/ or experience and skills required. We want each individual to reach its full potential through a realistic, adjustable and achievable learning journey in a peaceful calm and safe environment.