The Career-learning NETWORK hihohiho

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) _________ handouts:print in fine colour/ copy in grey-scale DVT 5 Forward updated 5/5/06 TheCareer-learning NETWORK www.hihohiho.com

2. 2. what resources do students need? 3.how will students use the resources to learn? 1. what will students learn? first: be clear about what students need to learn; then: find or create resources which support that learning; so that you can: design activities engaging the resources to enable the learning. scheme questionsin the right order? being clear about this helps you, your students and all your stakeholders

3. inputs ‘what goes in?’ processes‘what goes on?’ outcomes ‘what comes out?’ resources students use what students do gains students make resources: time, space, settings, ideas, information and human- &-material help - learning nouns express this; processes: enquiring, sorting, probing, explaining, trying out - learning verbs express this; outcomes: what students understand, feel, and can do - adverbs like ‘clearly’, ‘effectively’ or ‘sustainably’ often express this. scheme dynamicsinputs-process-outcomes there are other ways of talking about outcomes - more on that later

4. students use students do students can setting it out like this helps you to: > plan a scheme of work; setting it outfor The Real Game’s - ‘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 > 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. > show the scheme to other people; > identify room for improvement. the middle column: last written, but often first read - because it says what will happen

5. students can… 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: > …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. learning outcomes are lists, living outcomes are stories

6. 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

7. 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 how far can you go with role? role learning: > what people do in one role affects what they do in another; > what they learn from one role can be used in another; > 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

8. life-role relevance means pointing students to living outcomes… where will you be? whowill you be with? what will you need to do? charity clubbing guidance info centre mall the net pub interview street study workplace colleague supplier customer friend guru manager neighbour official partner politician teacher decide enjoy explain fit in help learn look good meet negotiate solve survive be specific, be concrete for credibility Why the ‘where?’, ‘who?’ and ‘what?’ questions are useful: > at lesson start-up - point to ‘why this is important to you…’ > at follow-through - ask ‘how else can you use this learning?’ > at follow-up - wonder ‘what is this telling me about my students?’ without life-role related outcomes careers work is not working

9. how does this work out? in ‘The Dream’ Iife-role outcomes give you another way of looking at the third column… learning outcomes students can resources students need activitiesstudents do life-role outcms students 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. 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 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 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

10. peoplethoughts & feelings; settingscultures & conflicts; talkconversation & inner life; eventsbig-picture & up-close; meaningpurposes & points-of-view. 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’: > material worth adapting: real-life video, local & national cuttings, news bulletins; > people worth meeting: offering engaging and recognisable expertise and experience; > places worth going: with information and impressions of what is going on. this all resource-column support for your students, and your colleagues

11. presentation / demonstration / Q&A enquiry / e-learning / review-discussion role play / planning-discussion / project reporting / profiling / reflective-disc’n we ‘teach’ so that students… …receive …find …use …tell and students then… listen / watch / meet / consider look-up / investigate / calculate / survey map / prioritise / adapt / invent chart / narrate / set-down / act-out more on methodsboth teaching and learning using the range… …and the learning verbs method is a repertoire, which can be expanded: > face up to habits: too many worksheets and ‘pay-attention’ time - is that possible? > expand repertoires: how can the team usefully move on from these methods to something more active? > work with reality: learning for action requires active learning. process-column thinking, not about ‘traditional’ or ‘progressive’, but what works for what

12. 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 learning www.hihohiho.com/magazine/features/cafrlvnc.ppt 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 it’s been usefulif ‘no’ - you could tell Bill why at www.hihohiho.com