The Leonardo Effect.

The concept of the Leonardo Effect is based on integrating a variety of subject areas together, in order to facilitate an interesting and enjoyable learning experience. Leonardo Unlimited Ltd offers a Service to help educators improve teaching strategies and remove barriers to learning by facilitating activities that are suitable for all children, including those with Additional Learning Needs (Leonardo Unlimited Ltd, 2011). The Leonardo Effect begun as a project based in Belfast, however the nineteen schools that participated in the piloting process came from Wales and Scotland as well as the Republic of Ireland (Hepburn 2008). In 2006, Ynystawe Primary School was included in the project and considered that the process of learning was more valuable that the actual outcome (Leading Platform Team, 2014). Leonardo Unlimited Ltd promotes a four-stage approach and claims that their interdisciplinary method improves learning across the curriculum (Leonardo Unlimited Ltd, 2011). These stages are called; Capture Children’s Imaginations, Development, Creation and Reflect and Communicate (Leonardo Unlimited Ltd, 2011).

 

 
Stage one empowers teachers to be creative with their teaching methods, inspire children and promote their engagement and self-motivated learning (Hickey and Robinson, 2013). Children use resources to research and plan learning which includes all decision making (Leonardo Unlimited Ltd, 2011). This teacher initiated learner-led experience contributes to education, because all involved are encouraged to be curious in the same way as Leonardo De Vinci (1452-1519). During Stage two, children are enabled to participate in deeper exploration, experience connections between areas within the curriculum and have the opportunity to reach their potentials (Bryn Gwalia, 2013). During Stage three which can involve visual, audible and kinaesthetic ways of learning (Walsh, 2011), education is not restricted when using the Leonardo effect and can lead to many creative ways of exploring knowledge and understanding.  During Stage four, children practice reflection and share information with other learners. Children can embark on new learning experiences based on further enquiry (Leonardo Unlimited Ltd, 2011a). Children’s curiosity is fuelled by independent learning whereby ideas and thinking can develop during the learning process in an active environment (Hepburn, 2008). In agreement with Freud (1989), Leonardo De Vinci’s independent thinking was likely to be the key to his creativity and enquiring mind-set and therefore learners should enjoy the freedom of developing their ideas. Extension of prior knowledge and learning by mistakes through child-led exploration, may support critical thinking skills, social skills and communication skills (Graig Infants, 2009).

 

It is believed that Leonardo De Vinci used his Fibonacci sequence to create the perfect features in his Mona Lisa (1503-1507)painting.

 

Due to experiences of the Leonardo Effect initiated at University, it becomes obvious that prior knowledge, interests and imagination come into play when exploring an open-subject. New ideas develop, powered by curiosity that drives the learner into areas of interest which may not resemble the initial subject focused upon. Deep thought is provoked and learners may challenge theirs or other’s thinking. 

The primary element fire was debated within a group and words that related to fire were written down on paper. A number of questions relating to those words considered and after debate, it was concluded that research would take place to inquire about Bonfire night. A  presentation was then prepared and presented. Further enquiry developed during the process which included interest in controversies about Guy Fawkes and on the impact Bonfire night might have on children’s creativity. Curriculum areas had been integrated together during the experience including; Science, English Language and Literature, Philosophical thought, IT, Art and Drama. I consider the Leonardo Effect to be an excellent method of educating learners because it supports the development of confidence and self-esteem. Children are equipped to be independent learners and are free to express their knowledge and ideas in different ways.

 

Words relating to fire.

 

 

Presentation on Guy Fawkes and Bonfire night.

 

References:

Bryn Gwalia (2013) The Leonardo Effect, http://www.bryngwalia.org/Our-Learning/The-Leonardo-effect.html (Accessed 09.12.14)

Freud, S (1989) Leonardo De Vinci and a memory of his childhood, USA: W.W. Norton and Company.

Graig Infants (2009) Graig Infants School – The Leonardo Effect, http://graiginfants.blogspot.co.uk/ (Accessed 09.12.14)

Hepburn, H. (2008) The Leonardo Effect takes flight, https://www.tes.co.uk/article.aspx?storycode=2571081 html (Accessed 09.12.14)

 

Hickey, I. and Robinson, D. (2013) The Leonardo Effect; Motivating children to achieve through interdisciplinary learning, London: Routledge.

 

Leading Platform Team (2014) The Leonardo Effect, https://swansea-edunet.gov.uk/en/schools/ynystawe/Pages/The_Leonardo_Effect.aspx (Accessed 09.12.14)

 

Leonardo Unlimited Ltd (2011) Leonardo Effect; Enabling children to reach their full learning potential, http://leonardoeffect.com/ (Accessed 09.12.14)

 

Walsh, B. E. (2011) VAK Self-Audit: Visual, Auditory, and Kinesthetic Communication and learning styles, Canada: Walsh Seminars Limited

 

Bibliography:

Crawford, A., Saul, E.W., Mathews. S. and Makinster, J. (2005) Teaching and learning strategies for the thinking classroom, NY: The International Debate Association.

 

Bryn Gwalia (2013) The Leonardo Effect, http://www.bryngwalia.org/Our-Learning/The-Leonardo-effect.html (Accessed 09.12.14)

 

Freud, S (1989) Leonardo De Vinci and a memory of his childhood, USA: W.W Norton and Company.
 

Graig Infants (2009) Graig Infants School – The Leonardo Effect, http://graiginfants.blogspot.co.uk/ (Accessed: 15.10.14)

 

Hepburn, H. (2008) The Leonardo Effect takes flight, https://www.tes.co.uk/article.aspx?storycode=2571081 html (Accessed: 15.10.14)

 

Hickey, I. and Robinson, D. (2013) The Leonardo Effect; Motivating children to achieve through interdisciplinary learning, London: Routledge.

 

Leading Platform Team (2014) The Leonardo Effect, https://swansea-edunet.gov.uk/en/schools/ynystawe/Pages/The_Leonardo_Effect.aspx (Accessed 09.12.14)

 
Leonardo Unlimited Ltd (2011) Leonardo Effect; Enabling children to reach their full learning potential, http://leonardoeffect.com/ ((Accessed: 15.10.14)

 

Radiowaves School Ltd (2012) The Leonardo Effect, https://www.makewav.es/story/367136/title/theleonardoeffect (Accessed: 15.10.14)

 

Singh, R.P. and Rana, G. (2004) Teaching strategies, New Delhi: Aph Publishing Cooperation.

 

Walsh, B. E. (2011) VAK Self-Audit: Visual, Auditory, and Kinesthetic Communication and learning styles, Canada: Walsh Seminars Limited.

 

Woods, P. (1990) Teacher skills and strategies, UK: The Falmer Press.