the learning journey model of teaching
TRANSCRIPT
The Learning Journey Model of Teaching.
What is it and why is it important?
Starting Task
Think of the topics/subjects/units that you have taught this year.
What was successful?Why was it?
What wasn’t successful?Why wasn’t it?
“I never claimed to know all of the answers but I have asked
most of the questions.”
Background Development…The Learning Journey approach was
formulated by trying to adapt the foundation stage teaching model to
the thematic approach while moving away from teaching Literacy as a stand alone subject. It centred
around formulating opportunities for L-I-N-K-E-D LEARNING.
A case study – The Confusing School Day!9.00 – Grammar & Punctuation (Scheme Base)
9.25 – The Journey to Jo’berg10.30 – Break
10.50 – Mental Maths (Scheme Base)11.10 – 3D Shape/Translation/Coordinates
12.15 – Lunch1.15 – Guided Reading (Scheme Base)
1.30 - Everyday life in Greece2.10 – Rivers3.00 - Home
7 Different areas in 1 day.
The initial construct is based around the idea that an ‘Outstanding’
curriculum must continually evolve.
It starts from the new curriculum put together by staff and generates new learning opportunities.
It is not about fitting old plans into a new
format.
Thematic planning put a proverbial blanket across half
terms. The Learning Journey splits terms into either 2,3 or 4 week (no longer) sections to ensure curriculum objective coverage. This creates the freedom to set
up Learning Journeys in different styles.
Educational Traditions…Religion
HistoryArt
Sport
ReadingListening
Science
MusicPlaces
Drama
NumberLanguage
What it could be?
LanguageNumber
Art Listening
Places History
Reading
Science
Music Drama
SportReligion
Essentials…Educational Branding – SELL IT.
Be Positive – BELIEVE IT.Promote and Inspire – ACT IT.
“Children have the right to the non-negotiables of the classroom environment.
They have the right to be safe, they have the right to learn and they have the right to be
happy.” – Dr Bill Rogers
The Learning Journey StructureWhat do we know?
What do we want to know?How can we do it?
DestinationsChoices – Risk taking
IndependenceGuidance
Destination FeedbackBaggage
Adaptable End ProductReview/Assess/Celebrate
The goal is to facilitate learning and not to direct it.
To create literacy partnerships with S&L, reading and writing opportunities
incorporated into task design.To slim down vast areas and target
specifics to enhance learning i.e. WWIITo promote a classroom of enquiry.
PlanningPlanning to be undertaken in 3 distinct stages…
1. Long Term (Yearly Plan) Format2. Medium Term (Week to week
planning) Format3. Resource Planning (Short term class
based resource i.e. ppt/keynote)
Areas 1 & 2 – Time provided…
Monitoring
Stand Alone Subjects…
No crowbarsSport
MathematicsReligion
Target Setting
Marking and feedbackImportance Relevance Purpose Pleasure
Suitcase/Baggage
RewardsIntegrated parallel year group reward
system that involves independent responsibility at relevant levels.
AssessmentNew curriculum – New levels