Learner is an excellent teacher: the importance of experiential self-regulatory learning to develop child potentials

Paper

Tutors are trying to ensure that young people are as independent as possible in the process of development and learning. However, at the same time we are aware of how strong we still are in the majority of the components of the individual's development. We can see an increase in the incompatibility and the dependent structure of the society in which the desire for knowledge is not common among students, and consequently the need for external regulation in the learning process has increased. What can teachers do? One important step is to extend the control over learning from an adult to a child or to a whole learning community. I present a way of project learning, which is fully conceived, administered, implemented and valued by pupils. Starting from the curriculum, they formulate learning objectives and plan an active path to their realization, including the time, content and methodological component. In the case of Integrated Learning in second grade, called "Learning with water", I present practical activities in an open learning environment, which enables more fun and authentic learning and the interdisciplinary winning the learning goals. Structured guided teaching replaces active learning, which is not linked to a static position of work or body.
The article clarifies the contribution of this kind of project work to the development of
individual's potentials through the processes of self-regulation of learning, self-evaluation and changing the role of the teacher. The teacher is involved in the learning community and participates as a learning subject. It is not important what is the topic, active cross-curricular learning is the key to promoting neural connections, a higher-quality work that simultaneously takes place at several levels (at the individual, group and community level), motivation of teachers and students for knowledge and learning process, interdisciplinary cooperation and evaluation, including procedural knowledge.
I consider the knowledge gained in this way as more permanent. Pupils are happy to return to their activities and include the acquired knowledge in further lessons. Therefore, the difference is recognized primarily in the quality of knowledge. It is about knowledge that is full of passion. Passion is the one that largely separates the (boring) school from (more interesting) free time. If we succeed to bring the elements of passion into the school process and to properly evaluate the changes in neurological, social and sociological factors of learning, we will made an invaluable step towards a happy school and lifelong learning and consequently happier society.