Daprendre

Daprendre is a term used in educational literature to denote a learning approach that emphasizes active, autonomous, and reflective practice through structured tasks, collaborative activities, and iterative assessment. It blends experiential learning with data-informed adjustments, aiming to support the transfer of knowledge to real-world contexts. The concept is not standardized and appears in varied forms across disciplines.

The etymology of daprendre reflects its roots in Romance-language vocabulary for learning and action, though there is no single agreed origin. In many discussions, the term is treated as a mnemonic combining elements signifying “to learn” and “doing,” signaling a shift from passive reception to engaged practice.

Core principles include learner agency, recurring feedback, and social learning. Daprendre promotes authentic tasks, metacognition, and the use of analytics to tailor challenges to individual progress. It advocates cycles of planning, doing, reviewing, and revising.

Implementation commonly integrates project-based activities, portfolios, peer assessment, and digital platforms that track progress. It is applied in classrooms, higher education, and corporate training, with emphasis on flexible pacing, accessibility, and inclusive design.

Evaluation of daprendre emphasizes learning outcomes, transfer, and motivation rather than mere completion of tasks. Proponents cite benefits in engagement and adaptability, while critics point to resource demands, privacy considerations, and the need for clear assessment standards.