For more information, The Higher Expectation Framework (HEF) is an approach to thinking, planning and actioning for educators to use within an adult educational setting. It is an innovative and engaging model that creates a safe class environment where students feel empowered to step out of their comfort zone and become more engaged with the content. Underpinned by the Review, Connect, Extend, Apply (RCEA) instructional design, this framework can be applied to all aspects of teaching, from the initial planning of lessons to the facilitation of a Higher Expectation Classroom (HEC).

The framework assists educators in adult learning environments to ensure they are catering to adult learners in every step of the planning and teaching process. It is underpinned by Adult Learning Principles and Brain Based Learning Principles. In particular, the application of the HEC transforms the educational space to ensure that the classroom focus shifts from an instructor-lecture model to a student-centered dynamic that encourages active learning and deeper knowledge acquisition. This is seen within the classroom environment as it combines peer learning, engagement, active learning, collaboration and enthusiasm.  For more information, see the "framework details" link on this website.

This overall andragogical approach enhances meta-learning, encourages higher levels of student engagement, and increases participation where students take ownership of their personal learning. In addition, the HEF is a framework that is transferable across many discipline areas and educational facilities that cater to adult students. In addition, the RCEA process can also be used as a reflective guide for students and details on this can also be accessed on this website.

How does the Higher Expectation Framework benefit the educator and students?

---

This framework has been developed to:

• Assist educators in adult learning environments to ensure they are catering to adult learners through every step of the planning and teaching process
• Provide a guide to ensure consistency when implementing the Higher Expectation Framework in all areas of teaching
• Encourage educators to consider each element of the teaching process through deliberation of each category within the framework
• Transform classroom practice through PEACE – peer learning, engagement, active learning, collaboration and enthusiasm 

To make the best use of the framework, educators are encouraged to:

1. Use the framework as a guide – there are no requirements to address every category as each step can stand on its own, or be interwoven as a scaffolded process.
2. Use  professional integrity to ensure this framework is used according to the intention it was designed for
3. Consider how assessment will be designed to ensure students are demonstrating learning outcomes 
4. Understand how  Adult Learning Principles and Brain Based Learning Principles guide the application of the framework 
   

Theoretical Underpinning:

Adult Learning Principles – goal is to ensure that the needs of adult learners are recognised in each step of the process of teaching
(Knowles, 1984)

1. Need to know – adults need to see the importance of  what they are learning
   
2. Responsible for own learning – Adults like to be treated as autonomous learners with respect knowing they are capable of self directed learning
3. Value prior experiences – knowledge gained through life experiences brings a deeper foundational  knowledge
4. Readiness to learn – when adults make the decision to learn, they are mentally ready
5. Motivated to learn – when adults perceive that learning will help them to address their own problems, needs or concerns,  and ultimately improve their quality of life, they are more motivated to learn.
6. Intrinsically motivated – adults respond better to internal motivators than extrinsic factors.
   

 
Self-Efficacy Theory – goal is to develop and strengthen student's belief in self and belief in their capacity and ability to study
(Bandura,1997)

1.  Mastery  experiences – through successes, students are presented with authentic evidence that they have the capacity to succeed
2. Social Modelling – through building a sense of community and comradeship with classmates, students will draw strength and confidence watching others achieve and succeed
3. Social Persuasion – through receiving positive reinforcement through the spoken word and body language
4. Psychological arousal -  integrating positive psychology strategies to develop emotional and mental strength

 
Seven Principles for Good Practice – goal is to ensure that when teaching within the classroom environment, there is a positive and holistic approach to ensure excellence in practice 
(Chickering & Gamson, 1987)

1. Encourages contact between students and staff
2. Develops reciprocity and cooperation among students
3. Encourages active learning
4. Gives prompt feedback
5. Emphasises time on task
6. Communicates high expectations
7. Respects diverse talents and ways of knowing     

 
The Caines’ Brain/Mind Principles of Natural Learning (Caine, 2014) – goal is to intricately weave these principles into the overall process of designing and facilitating lessons by consciously considering how they can be applied through active processes.

1. All learning is physiological
2. The brain/mind is social
3. The search for meaning is innate
4. The search for meaning occurs through patterning
5. Emotions are critical to patterning
6. The brain/mind processes parts and wholes simultaneously
7. Learning involves both focused attention and peripheral perception
8. Learning always involves conscious and unconscious processes
9. Two approaches to memory: archiving isolated facts and making sense of experience
10. Learning is developmental
11. Complex learning is enhanced by challenge and inhibited by threat
12. Each brain is uniquely organised