‘Stretch’ as a learning principle – continuing our Year 12 2024 profiles
One of the most important lessons we can learn is that that there is usually more within us than we realise, and when challenges stretch us, we have opportunity to realise that extra potential.
As a pedagogical approach, this notion of stretch is firmly located in the belief that every student, regardless of their current performance, ability or level of understanding, benefits from being stretched intellectually. Just as the by-products of stretch in the context of physical exercise are improved strength, conditioning, capacity and confidence, so the outcomes of stretch in learning are expansion in our repertoire of strategies for negotiating challenge, our mastery of new skills and our belief that we have what it takes to succeed academically.
I’ve recently seen this kind of learning approach described as the ‘stretch and challenge model’, but of course, it’s not new.
Early last century, Russian theorist Lev Vygotsky proposed the ‘zone of proximal development’ (ZPD) as a key construct in learning and development. Put simply, it’s the gap between a child’s current level of mastery and the level they are capable of reaching with tools and support provided by others with more knowledge and expertise. It’s this ‘gap zone’ that is the fertile place for learning – but it requires a child to stretch themselves to master the gap – and it requires a teacher to step in with tools and support when needed, but not before. Vygotsky believed that children grow into the intellectual life around them, and it is the role of parents and schools to provide not only a rich intellectual environment, but the experiences of stretch and the support to manage them.
Earlier this century, learning psychologist Carol Dweck coined the term ‘growth mindset’ to describe the attitudinal version of Vygotsky’s ZPD: the disposition to embrace challenge as exciting rather than threatening, as an opportunity to grow, rather than a task to fail.
At Trinity, these ideas are central to our learning approach: children must learn to stretch within low stakes environments that sometimes include failing; children must learn to manage feelings of uncertainty within the zone of proximal development because this is in fact the most fruitful learning space; children must learn to embrace challenge rather than retreating to the comfort of what is already mastered.
Our profiled alumnus this week is Luca Gillard, School Captain 2024. Luca personifies learning in the zone of proximal development. He sought multiple opportunities that undoubtedly stretched him, sometimes in ways that took deliberate commitment to master. Luca is one of 15 students in the class of ’24 who earned an ATAR greater than 99, but as he reflects on his journey through Trinity, it is the breadth of experiences and the opportunity for stretch that is really showcased. You can read his profile here.
