The Career-learning NETWORK

1
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) _________ handoutsprint
in fine colour/ copy in grey-scale
DVT 5 Forward updated 5/5/06
The Career-learning NETWORK www.hihohiho.com
2
scheme questionsin the right order?
being clear about this helps you, your students
and all your stakeholders
3
scheme dynamicsinputs-process-outcomes
there are other ways of talking about outcomes -
more on that later
4
setting it outfor The Real Games - 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
gt identify an ideal life style gt apply
decision-making skills gt recognise and talk about
what an adult needs gt define useful terms like
accommodation, estimate, leisure,
life-style, mortgage, etc.
gt show the scheme to other people
gt identify room for improvement.
the middle column last written, but often first
read - because it says what will happen
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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
gt learning for role reminds students of their
lives
gt so their lives will remind them of the
learning
gt which is necessary for both credibility and
transfer-of-learning.
learning outcomes are lists, living outcomes are
stories
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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
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how far can you go with role?
role learning
gt what people do in one role affects what they do
in another
gt what they learn from one role can be used in
another
gt 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
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be specific, be concrete for credibility
Why the where?, who? and what? questions
are useful
gt at lesson start-up - point to why this is
important to you
gt at follow-through - ask how else can you use
this learning?
gt at follow-up - wonder what is this telling me
about my students?
without life-role related outcomes careers work
is not working
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how does this work out? in The Dream
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
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
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
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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
gt material worth adapting real-life video,
local national cuttings, news bulletins
gt people worth meeting offering engaging and
recognisable expertise and experience
gt places worth going with information and
impressions of what is going on.
this all resource-column support for your
students, and your colleagues
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more on methodsboth teaching and learning
using the range
and the learning verbs
method is a repertoire, which can be expanded
gt face up to habits too many worksheets and
pay-attention time - is that possible?
gt expand repertoires how can the team usefully
move on from these methods to something more
active?
gt work with reality learning for action requires
active learning.
process-column thinking, not about traditional
or progressive, but what works for what
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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 its been usefulif no - you
could tell Bill why at www.hihohiho.com