Learning Outside the Classroom: Developing the Teacher of the Future

1. York St John University Established 1840 Faculty of Education and Theology

2. What do we do?

3. Where do we do Learning Outside the Classroom? …..

4. To develop the teacher of the future …….

5. How?

6. Impact: developing an understanding of influence , considering… The national perspective The local perspective • Professional intent • Learning opportunities available outside the school building • Professional development • Learning different skills, and about the resources available • Reciprocal sharing of knowledge • Subject and curriculum knowledge • Developing skills through observation and reflection. • Education policy • ‘ LOTC adds much value to classroom learning...’ • Curriculum developments • ‘...spanning traditional subject boundaries...’ • School improvement • ‘ Raising achievement through direct experience .’ ‘

7. Impact at a personal level Trainee teachers Settings based mentors • Sharing and modelling effective learning and teaching. • Reflecting on good practice. • Personal and professional development for both mentoring staff and trainee teachers. • The development of generic mentoring skills. • Garnering new ideas from trainee teachers. • Additional adult support for the children. ‘

8. Evidence of impact on .... The trainee teacher The newly qualified teacher (1year into teaching) The recently qualified teacher ( 2+ years into teaching) The settings -based mentor • Trainee teachers helping with review of activities and artefacts. • Bringing youth and enthusiasm into the setting. • Giving a renewed vision of what makes learning fun and effective. • Increased confidence • Prepared to organise a visit • Knowledge and activities taken into the classroom. • Reference to experience during interviews helping with career development • Development of an enthusiasm for the subject and becoming a subject leader. • Realisation of how well children learn outside the classroom. • Awareness of opportunities and resources available in e.g museums. • Clearer understanding of the links between schools and settings to support each other. • Encouraging colleagues to take up the learning opportunities.

9. Evidence of impact on .... The student teacher The newly qualified teacher ( 1year into teaching) The recently qualified teacher ( 2+ years into teaching) The settings -based mentor “ I think I will be more confidentin teaching art and design and would very much like to organise a visit during my next school placement. I feel like I can take forward the knowledge and activities I participated in and use these in the classroom. “It opened my eyes to the opportunities and resources available in museums to make the curriculum come alive. After working with the setting I have an understanding of the links that can be made between schools and settings to support each other in teaching and learning and have introduced other teachers in my school to take up these opportunities” “I was able to refer to my experience in my setting during interviews which helped me gain a job. Taking part in SOTS has enabled me to develop an enthusiasm and love of history and to become subject leader. I was able to use my experiences to plan a variety of cross curricular lessons and made me realise how well children learn outside the classroom! ” “Having student teachers in our setting helps us look at our activities and artefacts with fresh eyes. They bring with them youth and enthusiasm and give us a renewed view of what makes learning fun ( and effective!)”

10. Personal and Professional Development

13. Developing pedagogy

14. 3rd year assignment... Developing a personal philosophy ‘Supporting children as learners: My personal philosophy’ “As a student wanting to enter the teaching profession, it is a prerequisite to have a personal philosophy for education. This intends to underline core beliefs and values which encapsulate me as a teacher.” Will

15. As a student wanting to enter the teaching profession, it is a prerequisite to have a personal philosophy for education. This intends to underline core beliefs and values which encapsulate me as a teacher. Mason (2008) corroborates this viewpoint, stating that educational philosophies should embrace values and ethics. Similarly, I believe a teaching philosophy enables teachers to remain focussed and acts as a reminder of why they chose to enter education. They underpin values and beliefs and can be used consciously and subconsciously to make decisions which impact upon the children in their care. The more clearly this philosophy can be articulated, the better they can use their values to guide their decision making. ...experiences which have contributed to informing my philosophy have been external placements (Settings other than school [SOTS])

16. Extracts from Will’s assignment • Another relevant past experiencewhich helped inform my personal philosophy was engaging in the university module of SOTS.I was placed at a ‘Living History Museum’, where children experience atmospheric learning and immersed themselves in a chosen topic. It was extremely informative as it allowed me to observe children in a constant state of excitement and engagement, and it demonstrated the value of memorable learning experiences. A well-documented report placed the child at the centre of the learning process (Plowden Report, 1967); whilst albeit slightly outdated, the principle is still relevant today (Sriprakash, 2012). This is what my philosophy aims to achieve: to facilitate the child in the learning process, and create exciting lessons with the children at the centre of them.   • Learning outside the Classroom’ is an initiative that I would like to explore in further depth. It corresponds with my original philosophy , but I believe it would enhance it, and demonstrate a willingness to broaden children’s horizons even further. Having researched the initiative, I think that learning outside the classroom is more than just enrichment, it is vital for children’s understanding of a subject. The impact it has is evident. Harlen & Qualter (2004) state it impacts children’s learning, their motivation to learn, their social skills and general attitude to school. Conversely, whilst albeit an older piece of research, Haberman (1991) argued teachers have constraints on their teaching, which impact upon inquiry-based learning outside of the classroom. Whilst I can appreciate this argument, it is becoming slightly archaic, as I believe that the new curriculum provides enough scope for teachers to tackle subjects in their own way.  

18. Developing career paths 16th November 2015 Hi JanThank you for organising the guest lecture today. I found this really inspirational and feel that ultimately this is somewhere I see my career going in the future. Are there any CPD/training/experience opportunities in this area that you are aware of?Also our SOTS placement have invited us back in February to deliver a programme we worked on in October. How do we go about booking this off as we would have to miss 1 session. Many thanksDan Breeze

19. Next steps.... Further development of international placement opportunities Collaboration with other Universities in the UK and internationally Further developments at programme level… Possible joint honours degree ?