Designing Teaching: Laurilliard's Learning Types
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Diana Laurillard's six learning types include acquisition, inquiry, production, practice, discussion, and collaboration, each emphasizing different methods of learning and engagement. Learners acquire understanding through prescribed content, develop through authentic activities, produce tangible outputs, adapt their actions based on feedback, critique ideas collaboratively, and participate in collaborative projects. These types highlight varied approaches to education aimed at enhancing conceptual understanding and skill development.
Designing Teaching: Laurilliard's Learning Types
- 1. Diana Laurilliard's Six Learning Types Type Example Why? 1 Acquisition Learners acquire understanding by engaging with lecturer’s prescribed content. 2 Inquiry Learner develops their understanding through activities that are close to the authentic practice 3 Production Learners produce a tangible output (for assessment) based on their understanding 4 Practice Learners adapt their actions to the task goal, and use the feedback to improve their next action 5 Discussion Learners undertake a reciprocal critique of ideas for the development of a more conceptual understanding 6 Collaboration Learners produce something with peers, which involves participation and negotiation
- 2. Diana Laurilliard's Six Learning Types Type Example Why? 1 Acquisition Lecturer asks learners to listen to a lecture or podcast, read from books or websites, or watch demos or videos Learners acquire understanding by engaging with lecturer’s prescribed content. 2 Inquiry Lecturer asks learners to explore, compare and critique the texts, documents and resources that reflect the concepts and ideas being taught Learner develops their understanding through activities that are close to the authentic practice 3 Production Lecturer asks learners to develop a presentation, performance, design, plan, or other artefact Learners produce a tangible output (for assessment) based on their understanding 4 Practice Lecturer asks learners to document and reflect on feedback from self- reflection, from peers, from the lecturer, or from the activity itself Learners adapt their actions to the task goal, and use the feedback to improve their next action 5 Discussion Lecturer asks learners to articulate their ideas and questions, and to challenge and respond to the ideas and questions from the lecturer, and/or from their peers. Learners undertake a reciprocal critique of ideas for the development of a more conceptual understanding 6 Collaboration Lecturer asks learners to collaborate embracing discussion, practice, and production, to build new understanding. Learners produce something with peers, which involves participation and negotiation