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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. these ideas in

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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.

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

DVT

5

Forward

updated 5/5/06

TheCareer-learning NETWORK

www.hihohiho.com


2.

what resources do students need?

3.how will students use the resources to learn?

1.

what will students learn?

first: 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.

scheme questionsin the right order?

being clear about this helps you, your students and all your stakeholders


inputs

‘what goes in?’

processes‘what goes on?’

outcomes

‘what comes out?’

resources students use

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.

scheme dynamicsinputs-process-outcomes

there are other ways of talking about outcomes - more on that later


students use

students do

students can

setting it out like this helps you to:

> plan a scheme of work;

setting it outfor The Real Game’s - ‘The Dream’

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

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’, ‘life-style’, ‘ mortgage’, etc.

> 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


students can…

getting credibilityin the outcomes column

…achieve targeted

learning outcomes

…achieve anticipatedlife-role outcomes

knowledge: what can you now say?

attitudes: how do you now feel?

skills: what can you now do?

location: where will you then be?

relationship : who will you then be with?

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 relevancewhere? - 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 believer ‘boff’ celebrity

consumer criminal debtor friend

householder ‘joey’ ‘mush’ neighbour

partner parent pensioner ‘queen bee’

senior sister son volunteer

how far can you go with role?

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?

whowill you be with?

what

will you need to do?

charity clubbing

guidance

info centre mall

the net

pub interview

street

study workplace

colleague supplier

customer

friend guru

manager

neighbour official

partner

politician teacher

decide enjoy

explain

fit in help

learn

look good meet

negotiate

solve survive

be specific, be concrete for credibility

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? outcomes…in ‘The Dream’

Iife-role outcomes give you another way of looking at the third column…

learning outcomes

students can

resources

students need

activitiesstudents do

life-role outcms

students will

> identify an ‘ideal’ life style

> apply decision-making skills

> recognise and talk about what an adult needs

> define useful terms like ‘accommodation’, ‘estimate’, ‘leisure’, ‘life-style’, ‘ mortgage’, etc.

together... ‘meet’ the character & discuss what is challenging

in groups... ask ‘why some Qs are so hard?’

together... 1. compare ‘the hardest Qs’ 2. use ‘wrkng-lf-wrds’

individually... Say: ‘how I answer my big Q’; ‘what I most need to be sure of…’; ‘how I find out?’; add to fldr

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

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

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.

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


people outcomes…thoughts & feelings;

settingscultures & conflicts;

talkconversation & inner life;

eventsbig-picture & up-close;

meaningpurposes & points-of-view.

more on resourcesmaking the scheme relevant and credible

using the range…

…especially through narrative

contacts to call on;

material to buy or develop;

places to go;

time to allocate;

ideas to carry your work forward.

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


presentation / demonstration / Q&A outcomes…

enquiry / e-learning / review-discussion

role play / planning-discussion / project

reporting / profiling / reflective-disc’n

we ‘teach’ so that students…

…receive

…find

…use

…tell

and students then…

listen / watch / meet / consider

look-up / investigate / calculate / survey

map / prioritise / adapt / invent

chart / narrate / set-down / act-out

more on methodsboth teaching and learning

using the range…

…and the learning verbs

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


more help: outcomes…

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

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/noyes/noyes/noyes/noyes/noyes/no

if ‘yes’ - glad it’s been usefulif ‘no’ - you could tell Bill why at www.hihohiho.com


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