Module 1 Teachers: The Learning Experience and Evaluating Impact 2Module 1. Teachers: The Learning Experience and Evaluating Impact Module 1 | Session 1 By the end of the session, you will: be aware of how powerful Learning Outside the Classroom can be in raising standards of achievement in schools be able to analyse the value of individual learning experiences outside the classroom (ease of organisation versus impact on learning) have identified at least three valuable learning experiences that you can provide within your curriculum area be familiar with the process of planning the learning experience. 3 Module 1 | Session 1 You will do this by: discussing the skills, knowledge and attributes that learning outside the classroom can help develop developing ideas for introducing learning outside the classroom in your curriculum area prioritising planning tasks and discussing how to give ownership of planning to the young people. Module 1. Teachers: The Learning Experience and Evaluating Impact 4 Module 1 | Session 1 How can Learning Outside the Classroom raise achievement of young people? Skills Knowledge Attributes Module 1. Teachers: The Learning Experience and Evaluating Impact 5 Module 1 | Session 1 Venn diagram Skills Knowledge Attributes Skills KnowledgeAttributes Module 1. Teachers: The Learning Experience and Evaluating Impact 6 Module 1 | Session 1 Module 1. Teachers: The Learning Experience and Evaluating Impact 7 Module 1 | Session 1 Ease versus impact matrix Low High LowHigh Ease Impact Module 1. Teachers: The Learning Experience and Evaluating Impact 8 Module 1 | Session 1 By the end of the session, you will: be aware of how powerful Learning Outside the Classroom can be in raising standards of achievement in schools be able to analyse the value of individual Learning Outside the Classroom learning experiences (ease of organisation versus impact on learning) have identified at least three valuable learning experiences that you can provide within your curriculum area be familiar with the process of planning the learning experience. Module 1. Teachers: The Learning Experience and Evaluating Impact 9 Module 1 | Session 1 You will do this by: discussing the skills, knowledge and attributes that Learning Outside the Classroom can help develop developing ideas for introducing Learning Outside the Classroom in your curriculum area prioritising planning tasks and discussing how to give ownership of planning to the young people. Module 1. Teachers: The Learning Experience and Evaluating Impact 10 Module 1 | Session 2 Icon A4 | A magnifying glass Module 1. Teachers: The Learning Experience and Evaluating Impact 11 Module 1 | Session 2 Icon A5 | A school garden Module 1. Teachers: The Learning Experience and Evaluating Impact 12 Module 1 | Session 2 Icon C5 | A town centre Module 1. Teachers: The Learning Experience and Evaluating Impact 13 Module 1 | Session 2 Icon C2 | A museum Module 1. Teachers: The Learning Experience and Evaluating Impact 14 Module 1 | Session 2 Icon F2 | A hill walk Module 1. Teachers: The Learning Experience and Evaluating Impact 15 Module 1 | Session 2 By the end of the session, you will: be able to analyse an activity for risk and for benefit to the young people be aware of different supervision styles and how each style can benefit/hinder learning. Module 1. Teachers: The Learning Experience and Evaluating Impact 16 Module 1 | Session 2 You will do this by: assessing different types of activity with regard to their risks and benefits taking part in a simple outdoor activity to experience different supervision styles. Module 1. Teachers: The Learning Experience and Evaluating Impact 17 Module 1 | Session 2 Risks Module 1. Teachers: The Learning Experience and Evaluating Impact 18 Module 1 | Session 2 Benefits Module 1. Teachers: The Learning Experience and Evaluating Impact 19 Module 1 | Session 2 Risks versus Benefits matrix Low High LowHigh Benefits Risks Module 1. Teachers: The Learning Experience and Evaluating Impact 20 Module 1 | Session 2 By the end of the session, you will: be able to analyse an activity for risk and for benefit to the young people be aware of different supervision styles and how each style can benefit/hinder learning. Module 1. Teachers: The Learning Experience and Evaluating Impact 21 Module 1 | Session 3 Module 1. Teachers: The Learning Experience and Evaluating Impact 22 Module 1 | Session 3 By the end of the session, you will: be aware of different learning styles and preferences when planning a learning outside the classroom activity be in a position to plan a learning outside the classroom experience that maximises young peoples learning recognise that learning outside the classroom experiences can meet many curriculum opportunities. Module 1. Teachers: The Learning Experience and Evaluating Impact 23 Module 1 | Session 3 You will do this by: looking at which learning outside the classroom activities you wish that you could have participated in as a young person looking at a selection of learning outside the classroom activities and applying the best practice to your curriculum area. Module 1. Teachers: The Learning Experience and Evaluating Impact 24 Module 1 | Session 3 Do you have all the cards you wanted? What interests you most about your favourite card? Did everybody in the group fight over the same card(s)? Was there one card in particular that interested everybody? Is everybody happy all of the time, some of the time or never? Are you stuck with a card that doesnt interest you at all or makes you fearful? How would you feel about taking part in that activity? Could being forced to do it improve your learning? Module 1. Teachers: The Learning Experience and Evaluating Impact 25 Module 1 | Session 3 Consider different learning styles when thinking of activities: Visual (seeing) Audio (hearing) Kinaesthetic (moving, doing, touching) Include activities that will interest and inspire as many young people as possible: Physical skills, thinking skills and teamwork skills Include activities that use a variety of groupings: Individual, pairs, small group and whole group Module 1. Teachers: The Learning Experience and Evaluating Impact 26 Module 1 | Session 3 By the end of the session, you will: be aware of different learning styles and preferences when planning a learning outside the classroom activity be in a position to plan a day of learning outside the classroom that maximises young peoples learning. Module 1. Teachers: The Learning Experience and Evaluating Impact 27 Module 1 | Session 4 Below is part of a poem written by a 17-year-old after an adventure team-building activity: Ten people together and yet still apart Coming together to make a start Each person so different Each keen to shine How do I share and bring what is mine? To lead and to follow at the same time What will happen when things go wrong? Will they support me and keep me strong? Well aim for success, pulling as one, But pull too hard, and itll not be fun. (unnattributed) Module 1. Teachers: The Learning Experience and Evaluating Impact 28 Module 1 | Session 4 By the end of the session, you will: be able to assess a variety of different follow-up activities for effective learning be able to select the best follow-up activities for specific Learning Outside the Classroom activities. Module 1. Teachers: The Learning Experience and Evaluating Impact 29 Module 1 | Session 4 You will do this by: working in groups to consider which follow-up activities are more effective for which Learning Outside the Classroom experiences producing one or more follow-up activities for your curriculum area/age group sharing your thoughts and ideas looking at real-life situations and discussing what could be done differently. Module 1. Teachers: The Learning Experience and Evaluating Impact 30 Module 1 | Session 4 Diamond 9 grid Module 1. Teachers: The Learning Experience and Evaluating Impact 31 Module 1 | Session 4 Consider different learning styles when thinking of activities: Visual (seeing) Audio (hearing) Kinaesthetic (moving, doing, touching) Include activities that will interest and inspire as many young people as possible: Physical skills, thinking skills and teamwork skills Include activities that use a variety of groupings: Individual, pairs, small group and whole group Module 1. Teachers: The Learning Experience and Evaluating Impact 32 Module 1 | Session 4 Module 1. Teachers: The Learning Experience and Evaluating Impact 33 Module 1 | Session 4 She lives at home with her mother, who has a disability that makes household chores difficult for her. Olivia has to do some of the cleaning and washing herself. (Any errors in Olivias original letter have been corrected.) Dear Aunt Agatha I am six and have been at school for a bit. Mostly, it is good and I love reading and writing. Phonics are cool. We do tons of stuff outside and I like it when we look at the plants and trees and when we learn about the environment. The thing is that my mum cant move easily and she gets cross if I get dirty at school. It hurts her hands when she has to clean my shoes. I try to stay clean, but it is not easy. I dont want to ask for an apron because I want to be the same as my friends. What should I do? Olivia A | Olivia is six and in Reception Module 1. Teachers: The Learning Experience and Evaluating Impact 34 Module 1 | Session 4 He is about to go on a trip to France. His dad lost his job last year and money is tight. He is worried about several aspects of the trip. Dear Aunt Agatha I am going on a trip to France next week with my school. I dont want to go, but I cant let my mum and dad down because they have had to save really hard for me to go. The problem is that everyone is talking about how much money they are going to take and what clothes they are going to wear for the disco on the last night of the trip. I dont want to ask my dad for more money, but I know that we will have one shopping day to buy souvenirs. One kid is even talking about taking his Mums credit card so he can buy her some cigarettes. I think that I might pretend to be ill on the last night so that I dont have to go to the disco my clothes arent cool enough. Everyone else is going to have their designer gear on and some people are taking their heelys. Resh B | Resh is in Key Stage 3 Module 1. Teachers: The Learning Experience and Evaluating Impact 35 Module 1 | Session 4 As part of the first week, all sixth formers had to participate in team building exercises. C | Mi-Ha has just joined the sixth form Dear Aunt Agatha I think I am going to jack in school. I have just gone into the sixth form and I thought that I was there to learn. I really love my A Levels and I want to do well in them that means that I will have to study hard and do lots of work. So why did the dumb school make me do a load of supposed team building exercises? All they did was make me look stupid and uncoordinated. I hate doing physical stuff. If I had wanted to do PE, I would have taken it as an option. I am terrified of heights and we had to do a course climbing around in trees. I know it was safe and we had safety harnesses, but I was so scared that I cried. I froze completely and couldnt keep going. My (supposed) team were all shouting at me. They started off trying to be nice but in the end they realised that we were going to lose and started getting frustrated with me. In the end, the trainer had to lower me down to the ground on my harness and everyone cheered. I am sure that they are all talking about me in the common room. If I want to get my A Levels, I have to put up with this for the next two years. Mi-Ha Module 1. Teachers: The Learning Experience and Evaluating Impact 36 Module 1 | Session 4 and has been in trouble in the past, both in school and in the local area. He is trying really hard to put this behind him. D | Daniel is in Year 6 Dear Aunt Agatha Last week we did a visit to the shops near our school. I didnt want to go because the man from the newsagents wont let me in his shop since I once stole a chocolate bar. I know I should never have done it, but it was a dare and it was just the once. Ive told him I wont do it again, but he just says that I am trouble. Everyone in our group had to do a task and my group voted for me to go in the newsagents and ask some questions. I bottled it and ran away. I missed the rest of the day at school and am now in big trouble. I cant tell the teachers why I ran away because I dont want them to know that I did stealing. Daniel Module 1. Teachers: The Learning Experience and Evaluating Impact 37 Module 1 | Session 4 She loves history when it is brought to life, but has behavioural problems and finds it hard to keep still and listen for a long time. E | Phoebe is studying World War II in history Dear Aunt Agatha We went on a trip to a museum yesterday with our school. At the beginning of the tour a woman gave a talk about the war. It was dead boring and went on for ages. I didnt want to listen to it and started moving about. A teacher stood right near me, but that didnt stop me being bored. In the end I got in trouble and was taken out. That meant that I missed out on some of the answers to the questions on the worksheet, so I got bad marks. The teacher was mad at me for showing up the school, so he wouldnt help me. Then we had to look round at the artefacts. I had been looking forward to that, but I was mad because I couldnt do the worksheet and I normally get good marks in history. So I walked through as quickly as I could and said that it was all boring. I used to like my history teacher, but he is really cross with me and says that I let him down when he has always tried really hard to make sure that history is interesting. Phoebe Module 1. Teachers: The Learning Experience and Evaluating Impact 38 Module 1 | Session 4 By the end of the session, you will: be able to assess a variety of different follow-up activities for effective learning be able to select the best follow-up activities for specific Learning Outside the Classroom activities. Module 1. Teachers: The Learning Experience and Evaluating Impact