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Learning/Behaviour Models (LBMs) - Overview
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Learning/Behaviour Models (LBMs) are published and widely used models that frame our thinking, offer insights, identify interventions and organize our strategies to address, guide, assess or promote aspects of human development, education or learning. LBMs are often based on selected behaviour or learning theories and often underpin selected multi-component approaches (MCAs) or multi-intervention programs (MIPs). Examples of LBMs include Social & Emotional Learning, Health Literacy, Life Skills, Global Citizenship, Character/Moral Education, Critical Thinking, Resilience, Human Rights, Education for Sustainable Development, Peace Education, Religious Education. Indigenous worldviews, Eastern philosophies and others. Usually, these LBM’s are anchored in a core subject within the school curriculum (e.g. Education for Sustainable Development in Science, Global Citizenship in Social Studies, Health & Life Skills in Health, etc.) but almost always that can be taught and learned across the core subjects and outside of the classroom. There are also LBMs that have been developed specifically within the education sector. These include LBMs such as experiential or project-based learning, flipped-learning and others.
This summary was first posted in January 2021 as a "first draft" . We encourage readers to submit comments or suggested edits by posting a comment on the Mini-blog & Discussion Page for this section or posting a comment below:. Text
This summary was first posted in June 2012. Currently it has been posted as an "excerpt/adaptation", "first draft" or "revised draft" and "first or revised edition" version..We encourage readers to submit comments or suggested edits by posting a comment on the Mini-blog & Discussion Page for this section or posting a comment below: Due to the length of Handbook Sections (similar to a book chapter) prepared for this web site and knowledge exchange program, we post these documents as separate documents. Click on this web link to access the draft or completed version on this topic. Come back to this page to post any comments or suggestions.
This summary was first posted in June 2012. Currently it has been posted as an "excerpt/adaptation", "first draft" or "revised draft" and "first or revised edition" version..We encourage readers to submit comments or suggested edits by posting a comment on the Mini-blog & Discussion Page for this section or posting a comment below: Bibliography/Toolbox on
Key research, reports and resources on this topic are highlighted below. Many of the topics in this web site also have extensive bibliographies/toolboxes (BTs) published as separate documents. Click on this web link to access the full version of our Bibliography/Toolbox on this topic. These lists use our outline for these collections that we have developed over several years of curating these materials.
The following additional resources are posted on this web site or published by other credible sources. Please send any suggested additions to info@internationalschoolhealth.org |
Common Topics or Terms
For updates and reader comments on this section, go to our Mini-Blog on Common Topics & Terms The number of summaries completed or drafted in this section are listed below: - How to Develop a Multi-Intervention Program (MIP) - Macro & Specific Policies - HPSD Instruction & Extended Education - School Health & Other Services - Psycho-social Environment & Supports - Physical Environment and Resources
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Writers, contributors, editors and presenters of the knowledge in these summaries include: