The Super Six – holistic learning lens

How we see the world is how the world is – and so perception evolves from our view of things. Educationally, we can shape our perceptions to consider a broader view of learning by consciously considering key elements of holistic learning.  The Super Six frame allows us to consider intelligence as much more than recall.  It opens our minds to consider four domains and the over-arching umbrellas of our spiritual and social selves.
The four quadrants of EQ, IQ, PQ and XQ are not the only domains of intelligence.  We acknowledge there are more – including cultural and decisional.  But by using the Super Six lens – we start to broaden our understanding and coverage.
SuperSIX
How we teach should be intentionally holistic. Learning opportunities focus on teaching the whole child with the use of our planning framework, the Super Six .
Spiritual – Internal Self
The Spiritual self is our internal consciousness, which encompasses how we feel (EQ) and how we understand cognitively (IQ). Philosophical, spiritual and ethical teachings, and social interactions enrich our inner self.  The Spiritual Self is defined as our internal connection to the world, our inner self, and our universe based on our values, our beliefs, our attitudes and scruples.
EQ – Emotional Intelligence is developed by teaching awareness and self-control via personal challenges independently, in groups and by reviewing social stories.  We challenge learners to feel differently about something in order to increase an individual’s capacity to empathise, appreciate, respect and express.
IQ Cognitive Intelligence.  We teach to develop cognitive growth by teaching concepts, offering intellectual challenges: such as quizzes, puzzles, problems, stories.
PQ is Physical and involves sport, training, exercise, healthy living, and safety.  It establishes routines,  which develop into positive habits to develop physical and spatial capacity.  Play is an important aspect as is hands-on learning or what we term active engaged learning.  We want students to be doing and being.  These opportunities are about movement and challenges.
XQ is the Expressive domain.  By teaching drama, music, public speaking, poetry recitals, visual arts, debating, we develop a student’s capacity to express themselves publicly.  Teachers need to purposefully offer opportunities for students to communicate, interact and demonstrate collaboratively.
Social – the External Self
The Social self is an external display of how we want others to perceive us and how we think others want us to be: how we express our external connection with the world.  It involves opportunities for collaboration: to learn individually, in small groups and in large groups (selected purposefully).  The Social Self consists of PQ – our physical quadrant – (offering physical interactions, e.g. Sport), and XQ – an Expressive quadrant – (offering artistic opportunities, broadening the chance for externalising our thoughts).