Transcript Document

which way is forward?
EARNING RESPECT FOR LEARNING
to help you to …
 develop a scheme of work;
 improve an existing scheme;
 cover all the factors for
effectiveness;
 identify credible outcomes;
 use relevant resources;
 design engaging methods.
DVT
5
Forward
updated 5/5/06
The Career-learning NETWORK
www.hihohiho.com
these ideas in
relevance - earning
respect for learning
free at
www.hihohiho.com in ‘the magazine’
(making it work booklets)
this PowerPoint at
the same url in ‘the magazine’
(in touch)
_________
handouts:
print in fine colour/
copy in grey-scale
scheme questions
in the right order?
2.
what resources do
students need?
first:
3.
how will students use
the resources to
learn?
1.
what will students
learn?
be clear about what students need to learn;
then:
find or create resources which support that
learning;
so that you can: design activities engaging the resources to
enable the learning.
being clear about this helps you, your students and all your stakeholders
scheme dynamics
inputs-process-outcomes
inputs
‘what goes in?’
resources
students use
processes
‘what goes on?’
outcomes
‘what comes out?’
what
students do
gains
students make
resources:
time, space, settings, ideas, information and human&-material help - learning nouns express this;
processes:
enquiring, sorting, probing, explaining, trying
out - learning verbs express this;
outcomes:
what students understand, feel, and can do - adverbs
like ‘clearly’, ‘effectively’ or ‘sustainably’ often
express this.
there are other ways of talking about outcomes - more on that later
setting it out
for The Real Game’s - ‘The Dream’
students use
RG ‘wish-list’ - with
images of
accommodation,
transport, goods, leisure
- and estimates of costs
learner folder with
places for listing jobs and an ‘ideal job’
teacher to manage
discussion and
worksheets
30-40’ of class-time
students do
students can
1. discuss how people
spend money
2. discuss how work and
helps in life
3. list their own life
‘dreams’
4. make each own
montage of images
5. take home to discuss
with family
6. put the montage in
personal folder
> identify an ‘ideal’ life
style
> apply decision-making
skills
> recognise and talk
about what an adult
needs
> define useful terms
like ‘accommodation’,
‘estimate’, ‘leisure’, ‘lifestyle’, ‘ mortgage’, etc.
setting it out like this helps you to:
> plan a scheme of work;
> show the scheme to other people;
> identify room for improvement.
the middle column: last written, but often first read - because it says what will happen
getting credibility
in the outcomes column
students can…
…achieve targeted
learning outcomes
…achieve anticipated
life-role outcomes
knowledge: what can you now say?
location: where will you then be?
attitudes: how do you now feel?
relationship : who will you then be with?
skills: what can you now do?
task: what will you then be taking on?
why we need to think twice about outcomes - not just targets but role-related:
> …learning for role reminds students of their lives…
> …so their lives will remind them of the learning…
> …which is necessary for both credibility and transfer-of-learning.
learning outcomes are lists, living outcomes are stories
life-role relevance
where? - with whom? - and for what?
every career decision, transition and moving occurs in role…
…in a student role, but also a family, a neighbourhood, a voluntary or work role...
…role conjures graphic images of being somewhere, with somebody, doing something
students can readily imagine…
where will I be?
a friend on the streets/ a daughter at home / a
volunteer at a demonstration / a worker on a call-out
who else will be there?
a worker with a customer / a mother with her son / a
friend with his mates / a volunteer with a client
what will I need to do?
have my say / keep respect / deal with my
feelings / cope with the pressure / be helpful
without standards learning would be lacking, without relevance it would be futile
how far can you go
with role?
careers work mean working with how many of these life roles?…
activist
consumer
criminal
householder
partner
debtor
‘joey’
parent
senior
‘boff’
believer
friend
‘mush’
pensioner
sister
celebrity
son
neighbour
‘queen bee’
volunteer
role learning:
> what people do in one role affects what they do in another;
> what they learn from one role can be used in another;
> what they do not get from one role they seek in another.
careers work is for roles like ‘employee’ and ‘entrepreneur’ - but it is more
be specific, be concrete
for credibility
life-role relevance means pointing students to living outcomes…
where
will you be?
charity
clubbing
who
will you be with?
colleague
guidance
info centre
friend
the net
interview
guru
neighbour
fit in
politician
help
learn
official
look good
partner
workplace
enjoy
explain
manager
street
study
decide
customer
mall
pub
supplier
what
will you need to do?
meet
negotiate
teacher
solve
survive
Why the ‘where?’, ‘who?’ and ‘what?’ questions are useful:
> at lesson start-up - point to ‘why this is important to you…’
> at follow-through - ask ‘how else can you use this learning?’
> at follow-up - wonder ‘what is this telling me about my students?’
without life-role related outcomes careers work is not working
how does this work out?
in ‘The Dream’
Iife-role outcomes give you another way of looking at the third column…
learning outcomes
students can
> identify an ‘ideal’
life style
> apply decisionmaking skills
> recognise and talk
about what an adult
needs
> define useful terms
like ‘accommodation’,
‘estimate’, ‘leisure’,
‘life-style’, ‘
mortgage’, etc.
resources
students need
Video-story of soap
‘character’ in
challenging talk about
plans
RG ‘wish-list’
‘Working-life Words’ –
list of definitions
learner folder
60-80’ of class-time
teacher to manage
‘story’, worksheets and
discussion
activities
students do
together... ‘meet’ the
character
& discuss
1. discuss how
people
what
challenging
spendismoney;
2.
discuss how
work
in groups...
ask ‘why
and
in life;
somehelps
Qs are
so hard?’
3. list their own life
together... 1. compare
‘dreams’;
‘the hardest Qs’
4. make each own
2. use ‘wrkng-lf-wrds’
montage of images;
individually...
5. take home Say:
to ‘how
I
answerwith
my big
Q’;
discuss
family;
‘what
most
need to
6. put Ithe
montage
in
be
sure
of…’;
‘how
I
personal folder.
find out?’; add to fldr
life-role outcms
students will
this is where
...in the pub and on
the street...
this is with who
...friends you know
well will ask you about
your plans...
this is what
...you need to keep
respect by saying
what you want, why,
and how you can be so
sure
setting it out like this helps you to:
first:
be clear about the learning outcomes;
then:
anticipate life-role outcomes for your students;
so you can:
work from there to resources, and then to activities.
fourth-column changes change everything
more on resources
making the scheme relevant and credible
using the range…
…especially through narrative
contacts to call on;
people
thoughts & feelings;
material to buy or develop;
settings cultures & conflicts;
places
to go;
talk
conversation & inner life;
time
to allocate;
events
big-picture & up-close;
ideas
to carry your work forward.
meaning purposes & points-of-view.
start now on a ‘resource directory’:
> material worth adapting:
real-life video, local & national
cuttings, news bulletins;
> people worth meeting:
offering engaging and recognisable
expertise and experience;
> places worth going:
with information and impressions
of what is going on.
this all resource-column support for your students, and your colleagues
more on methods
both teaching and learning
using the range…
we ‘teach’ so that students…
…and the learning verbs
and students then…
…receive presentation / demonstration / Q&A
listen / watch / meet / consider
…find
enquiry / e-learning / review-discussion
look-up / investigate / calculate / survey
…use
role play / planning-discussion / project
map / prioritise / adapt / invent
…tell
reporting / profiling / reflective-disc’n
chart / narrate / set-down / act-out
method is a repertoire, which can be expanded:
> face up to habits:
too many worksheets and ‘pay-attention’ time is that possible?
> expand repertoires: how can the team usefully move on from these
methods to something more active?
> work with reality:
learning for action requires active
learning.
process-column thinking, not about ‘traditional’ or ‘progressive’, but what works for what
any hope here?
for…
developing a scheme of work;
improving an existing scheme;
covering all the factors for effectiveness;
identifying credible outcomes;
using relevant resources;
designing engaging methods.
yes/no
yes/no
yes/no
yes/no
yes/no
yes/no
if ‘yes’ - glad it’s been useful
if ‘no’ - you could tell Bill why at www.hihohiho.com
more help:
more practice on life-role relevance in curriculum
www.hihohiho.com/magazine/mkngtwork/PRApdfs/cafcur1.pdf
more ideas on using of narrative methods
www.hihohiho.com/underpinning/cafbiog.pdf
this PowerPoint on earning respect for learning
www.hihohiho.com/magazine/features/cafrlvnc.ppt