The Career-learning NETWORK

www.hihohiho.com

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.

DVT5

Forwardupdated 5/5/06

which way is forward?EARNING RESPECT FOR LEARNING

these ideas in relevance -

earning respect for learningfree 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 questionsin the right order?

first: be clear about what students need to learn;

1.what will students

learn?

2.what resources do

students need?

then: find or create resources which support that learning;

3.how will students use

the resources to learn?

so that you can: design activities engaging the resources toenable the learning.

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

scheme dynamicsinputs-process-outcomes

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

inputs‘what goes in?’

processes‘what goes on?’

outcomes‘what comes out?’

resources students use

resources: time, space, settings, ideas, information and human-&-material help - learning nouns express this;

what students do

processes: enquiring, sorting, probing, explaining, trying out - learning verbs express this;

gains students make

outcomes: what students understand, feel, and can do - adverbs like ‘clearly’, ‘effectively’ or ‘sustainably’ often express this.

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

the middle column: last written, but often first read - because it says what will happen

> show the scheme to other people;> identify room for improvement.

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 life3. list their own life ‘dreams’4. make each own montage of images5. take home to discuss with family6. 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.

students use students do students can

> plan a scheme of work;setting it out like this helps you to:

getting credibilityin the outcomes column

learning outcomes are lists, living outcomes are stories

…achieve targetedlearning 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?

students can…

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.

life-role relevancewhere? - with whom? - and for what?

what will I need to do? have my say / keep respect / deal with my feelings / cope with the pressure / be helpful

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

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

where will I be? a friend on the streets/ a daughter at home / a volunteer at a demonstration / a worker on a call-out

students can readily imagine…

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

careers work is for roles like ‘employee’ and ‘entrepreneur’ - but it is more

> what they learn from one role can be used in another;

> what they do not get from one role they seek in another.

> what people do in one role affects what they do in another;

role learning:

be specific, be concrete for credibility

> at follow-through - ask ‘how else can you use this learning?’

> at follow-up - wonder ‘what is this telling me about my students?’

charity clubbing

guidance

info centre mall

the net

pub interview

street

study workplace

colleague supplier

customer

friend guru

manager

neighbour official

partner

politician teacher> at lesson start-up - point to ‘why this is important to you…’

Why the ‘where?’, ‘who?’ and ‘what?’ questions are useful:

decide enjoy

explain

fit in help

learn

look good meet

negotiate

solve survive

life-role relevance means pointing students to living outcomes…

where will you be?

who will you be with?

what will you need to do?

without life-role related outcomes careers work is not working

how does this work out? in ‘The Dream’

fourth-column changes change everything

Video-story of soap ‘character’ in challenging talk about plansRG ‘wish-list’‘Working-life Words’ – list of definitionslearner folder60-80’ of class-timeteacher to manage ‘story’, worksheets and discussion

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

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.

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

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.

learning outcomesstudents can

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

resourcesstudents need

activitiesstudents do

life-role outcmsstudents 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.

more on resourcesmaking the scheme relevant and credible

this all resource-column support for your students, and your colleagues

using the range… …especially through narrative

> places worth going: with information and impressions of what is going on.

contacts to call on;

material to buy or develop;

places to go;

time to allocate;

ideas to carry your work forward.

> material worth adapting: real-life video, local & national cuttings, news bulletins;

start now on a ‘resource directory’:

> people worth meeting: offering engaging and recognisable expertise and experience;

people thoughts & feelings;

settings cultures & conflicts;

talk conversation & inner life;

events big-picture & up-close;

meaning purposes & points-of-view.

more on methodsboth teaching and learning

process-column thinking, not about ‘traditional’ or ‘progressive’, but what works for what

using the range… …and the learning verbs

> work with reality: learning for action requires active learning.

> face up to habits: too many worksheets and ‘pay-attention’ time - is that possible?

method is a repertoire, which can be expanded:

> expand repertoires: how can the team usefully move on from these methods to something more active?

and students then…

listen / watch / meet / consider

look-up / investigate / calculate / survey

map / prioritise / adapt / invent

chart / narrate / set-down / act-out

we ‘teach’ so that students…

…receive

…find

…use

…tell

presentation / demonstration / Q&A

enquiry / e-learning / review-discussion

role play / planning-discussion / project

reporting / profiling / reflective-disc’n

any hope here?

developing a scheme of work;improving an existing scheme;

covering all the factors for effectiveness;identifying credible outcomes;

using relevant resources;designing engaging methods.

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 learningwww.hihohiho.com/magazine/features/cafrlvnc.ppt

for…

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

yes/noyes/noyes/noyes/noyes/noyes/no