The Living Consensus: Growing transformative learning environments for youth

Abstract or Summary

Tertiary education providers in New Zealand are experiencing an increase in youth enrolling in programmes of study. Many of these young learners experience difficulty transitioning from secondary school to these tertiary learning environments (Chan, 2013; Eraut, 2004; 2007). The literature describes these difficulties as mainly, fear of learning and a lack of confidence in their own learning abilities that have developed through previous learning experiences that have been viewed negatively by the learners (Chan, 2013). “The Living Consensus” conceptual framework was constructed in response to these difficulties described in the literature. This framework incorporates the ethics agreement, shared leadership, reflective practice, project teams and cultural inquiry strategies (the five key teaching and learning strategies), to develop a positive learning environment that supports the development of transferrable learning skills. This dissertation investigates the impact of The Living Consensus conceptual framework on learning environments and the development of transferrable learning skills for youth. Literature that considers each of the five key teaching and learning strategies that sit within the framework is discussed. The potential impact of the five strategies working together to help develop transferrable working and learning skills for youth is examined through the use of case studies. As a result of this investigation, it is recommended that teachers employ facilitative and collaborative teaching and learning strategies (such as the five discussed in this study) to support the development of positive learning environments and transferrable learning skills for youth.