get

1
get original of the action-plan schedule
www.hihohiho.com/magazine/mkngtwork/cafactnpln.pdf
2
FIRING-UP STUDENTS FOR LEARNING why take this on
now

• to help you plan, taking account of contemporary
• gt challenge to elitism
• gt trust in experience
• gt fragmenting networks
• gt wider concepts of well-being
• gt reforming curriculum.

these ideas in careers education and guidance -
out of the box www.hihohiho.com - in the
underpinning this powerpoint at
www.hihohiho.com in the magazine(in
touch) _________ handoutsprint in fine colour/
copy in grey-scale
DVT 10a curriculum uploaded 01/09/07
3
cultural challenge
The great majority of young people are taking
advantage of the expanding opportunities that
changes in society and the economy are providing.
The internet, mobile phones, digital tv and
games consoles have transformed the way they use
their leisure time. Texting and chat-rooms are
for many an essential means of communication.
The web is todays newspaper, gossip column and
encyclopaedia all rolled into one. Youth
Matters
4
cultural challenge
elite claims to exclusive authority are suspect -
people have
The great majority of young people are taking
advantage of the expanding opportunities that
changes in society and the economy are providing.
The internet, mobile phones, digital tv and
games consoles have transformed the way they use
their leisure time. Texting and chat-rooms are
for many an essential means of communication.
The web is todays newspaper, gossip column and
encyclopaedia all rolled into one. Youth
Matters
gt more ways to find and exchange information
and impressions
gt self-propelled ways of making up your mind
about what needs to be done
gt multiplying enticements for cultural and
commercial agendas
gt local networks gossiping all of this into
peoples inner lives.
5
trust in experience
beliefs how things are
values what is worth doing
expectations who is in a position to do what
culture is a basis for action
6
trust in experience
learning for action favours experience
1. semantic facts, factors and trends - good
for assembling data intowhats- going-on
concepts
values what is worth doing
expectations who is in a position to do what
beliefs how things are
2. procedural models, practice and rehearsal
- good for rehearsing what-can-I-do-about-it
processes
3. episodic people, places, talk and events -
good for keeping in mind dont-forget-this
experiences.
where culture becomes a basis for action
7
fragmenting networks
how preferences are changing social networks
most preferences were near the centre
most preferences now in the long tail
8
fragmenting networks
how preferences are changing social networks
society is increasingly niches, enclaves and
like-with-like groups
gt post-coded and other proximate realities
gt long-tail celebrations of people-like-us
gt acting on attachment, allegiance and
resonance.
most preferences near the norm
most preferences in the long tail
9
wider concepts of well-being
1. enjoy and succeed - such as have a say in
what and how you learn
1. enjoy and succeed
2. stay safe and manage risks - such as develop
skills such as negotiation and assertiveness to
resist unhelpful pressure
2. stay safe and manage risks
3. maintain a healthy lifestyle - such as see
the consequences that some decisions might have
on their health and that of others
3. maintain a healthy lifestyle
4. form relationships and participate - such as
understand the multiple roles individuals play
4. form relationships and participate

• be ready for working life - such as understand
  the economy as an informed consumer of
  financial services.
• Youth Matters

1. be ready for working life

10
wider concepts of well-being
achievement and wealth are becoming just a part
of work-life balance
something do somewhere to go someone
to talk to
1. enjoy and succeed - for example have a say in
what and how you learn
- which is valued
2. stay safe and manage risks - for example
develop skills such as negotiation and
assertiveness to resist unhelpful pressure
- that is exciting
3. maintain a healthy lifestyle - for example
see the consequences that some decisions might
have on their health and that of others
4. form relationships and participate - for
example understand the multiple roles
individuals play

• be ready for working life - for example
  understand the economy as an informed
  consumer of financial services.
• Youth Matters

11
learning-for-life in a reforming curriculum
... we want to encourage schools to be
innovative in the way that they plan the school
timetable... qualifications and curriculum
authority
... to make pupils more enthusiastic about
learning.
and, so, the aims for every feature of
curriculum 1. successful learners - enjoy
learning, make progress and achieve
2. confident individuals - live safe, healthy and
fulfilling lives
3. responsible citizens - make a positive
contribution to society.
12
learning-for-life in a reforming curriculum
YM aims - and a changing world - require that we
change curriculum
... we want to encourage schools to be
innovative in the way that they plan the school
timetable... qualification and curriculum
authority
... to make pupils more enthusiastic about
learning.
well-being across the curriculum
and, so, the aims for every feature of
curriculum 1. successful learners - enjoy
learning, make progress and achieve
personal, social, health and economic education
education for citizenship
religious education
2. confident individuals - live safe, healthy and
fulfilling lives
personal well-being
civil well-being
spiritual well-being
economic well-being
3. responsible citizens - make a positive
contribution to society.
13
any hope here?
in planning for
yes/noyes/noyes/noyes/noyes/no
cultural challenges to elitism trust in
experience-based learning fragmenting social
networks widening concepts for well-being a
reforming curriculum
if yes - glad its been usefulif no - you
could tell Bill why at www.hihohiho.com
get an account of cultural
change www.hihohiho.com/underpinning/cafcult
ure.pdf an account of learning from
experience www..hihohiho.com/underpinning/caf
futures.pdf a run-down on the QCA review
www.hihohiho.com/magazine/features/cafreview
.html this PowerPoint www.hihohiho.com/m
agazine/features/cafchange.ppt help
colleagues paste these urls into an e-mail.
14
ideas for action follows shortly
15
FIRING-UP STUDENTS FOR LEARNING ideas for action

• to help you push at the boundaries for
• gt using local knowledge
• gt strengthening credibility
• gt re-structuring timetable
• gt engaging learning-for-action
• gt probing narratives.

these ideas in LiRRiC life-role relevance in
curriculum - at www.hihohiho.com - in moving
on this PowerPoint at www.hihohiho.com in
the magazine(in touch) _________ handoutspri
nt in fine colour/ copy in grey-scale
DVT 10b curriculum uploaded 01/09/07
16
local planning
The information needed appropriately to
formulate targets is held by the people in
schools - rather than in government departments.
To evade that reality is to undermine the
authority and morale of those engaged in the
activities which are being planned. The State
and the Market (abstracted)
17
local planning
neighbourhood cultures, economics and
life-attitudes are linked
The information needed appropriately to
formulate targets is held by the people in
schools - rather than in government departments.
To evade that reality is to undermine the
authority and morale of those engaged in the
activities which are being planned. The State
and the Market (abstracted)
neighbourhood appreciations
need-voice-and-choice personalisation should
take account of internalised cultures
18
life-role credibility
personal, economic, civil and spiritual
well-being means learning for lifes roles
daughter / friend / lover / consumer / debtor
job-seeker / employee / entrepreneur / investor
voter / activist / neighbour / volunteer
believer / disciple / worshipper / guru
19
life-role credibility
learning for well-being leads to a
where-in-my-life usefulness
personal, economic, civil and spiritual
well-being means learning for lifes roles
friend
job-seeker
activist
daughter / friend / lover / consumer / debtor
where?
street
meeting
interview
job-seeker / employee / entrepreneur / investor
with whom?
mates
activists
official
voter / activist / neighbour / volunteer
for what?
looking-good
letting-go
researching
believer / disciple / worshipper / guru
20
restructuring the box
specialisms
applied academic
long-block set aside
21
restructuring the box
learning-for-life links subject to subject and
all to lifes tasks
specialisms
applied academic
long-block set aside
add-on space
shared space
wholly-owned space
regular
as-and-when
as needed
specialist
cross-curricular
off-the-edge
a subject
subject-based
task-based
available resources
scattered resources
dedicated resources
subject-based
infused
integrated
22
engaging learning verbs
gt enabling process - students learn how to
learn
gt ensuring progression - students move forward
from basic to useful learning
gt getting transfer-of-learning - students have
multiple links for using the learning in their
lives
gt working across boundaries - students link
learning to both expertise and experience.
23
engaging learning verbs
learning-to-learn takes control of process -
different from content
sense
getting enough to go on
gt enabling process - students learn how to
learn
sift
sorting into useful order
gt ensuring progression - students move forward
from basic to useful learning
focus
fixing on what needs probing
gt getting transfer-of-learning - students have
multiple links for using the learning in their
lives
understand
linking effects to causes
gt working across boundaries - students link
learning to both expertise and experience.
24
probing narrative
25
probing narrative
experience, like all learning, requires scrutiny
narrative
analysis
gt knowledge
...sequence...
...other people...
gt concepts
...point-of-view...
...turning-point...
gt methods
learning from experience is usefully set down as
a story
26
any hope here?
in planning for
yes/noyes/noyes/noyes/noyes/no
using local knowledge strengthening
credibility re-structuring timetable engaging
learning-for-action probing narratives
if yes - glad its been usefulif no - you
could tell Bill why at www.hihohiho.com
get a run-down on the QCA review
www.hihohiho.com/magazine/features/cafrevie
w.html proposals to QCA on life-role
relevance www.hihohiho.com/moving
on/cafqca.pdf this PowerPoint www.hihoh
iho.com/magazine/features/cafchange.ppt
help colleagues paste these urls into an e-mail
27
group-work processes follow shortly
28
name of group action we have in mind why
this is a good idea who else - in school and
community - should be involved
talk to us
29
from comment/suggestion/offer