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Coupling interest-based learning with qualification-based learning. Hanin Hussain. Background. Who are we as a family? Who am I? Who is Deen ?. Background. Background. What I value about education at D1-UPT Encourages students to follow interests & passions
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Coupling interest-based learning with qualification-based learning Hanin Hussain
Background Who are we as a family? Who am I? Who is Deen?
Background • What I value about education at D1-UPT • Encourages students to follow interests & passions • Provides opportunities for creating new interests • Makes it normal for parents to work with child(ren) & LAs to set and support student goals, including qualification and interest goals • Provides environment that enables and fosters Deen’s social competence • Our family’s struggles • To make sense of the complexities and tensions in interest-based learning and qualification-based learning • To support Deen in the two types of learning in ways that are meaningful
What? Sharing a framework that has emerged in my on-going self-study research to support my son, Deen, in his education • focuses on coupling his interest-based learning with qualification-based learning • simple enough to understand and flexible enough to cater to different situations
Why share? • To generate thinking and conversations about tensions in following individual student interests and in striving for qualifications • To contribute to the collective learning and wisdom at D1-UPT merged school on how we, parents, can support our child(ren)’s learning and achievements
My research questions my role and the context • How can I, as a parent at D1-UPT merged school, support my son, Deen, in his learning in, through and about music and in achieving his qualification goals? • How can I do this in ways that are meaningful to Deen, to me, to my family, and to the school? my goal my criteria for success
The emergent framework • Assumption • both types of learning are important • Structure • I-B learning and Q-B learning as different phenomena that are inseparable • Processes focus on • making sense of Deen’s interest-based learning and qualifications-based learning • using one to influence the other in meaningful ways (coupling) Qualifications-based learning Interest-based learning
The emergent framework Qualifications-based learning Interest-based learning IBG goals QBG goals experiences experiences IBE QBE achievements IBA achievements QBA • 3 elements in each type of learning • Goals, experiences, achievements
Using the framework to tell a story … Qualifications-based learning Interest-based learning IBG goals QBG goals experiences experiences IBE QBE achievements IBA achievements QBA • … from Deen’s learning: • how we supported Deen to couple Achieved with Music events with business studies projects • started in 2013 and continuing in 2014
Achieved with Merit Music • History • She Bangs the Drums • Achieved with Music • Purpose • Opportunity to perform in front of live audience • NCEA assessments • L1, L2 & L3 music standards • As featured soloist in performances • As featured soloist in 2nd instrument • As member in an ensemble • Fundraising for Southern Jam Jazz Festival in Blenheim
Coupling Achieved With Music events with business studies 2013 IBE IBG Wanted to help organise AWM1 Organised AWM1 with others IBA Term 1, 2013
Coupling Achieved With Music events with business studies 2013 IBE QBG IBG Wanted to help organise AWM1 Wanted to organise AWM2 as part of business studies Organised AWM1 with others IBG IBA Term 1, 2013 BS3.5 QBA Term 2, 2013 Achieved L3 BS credit with excellence IBE Worked with Jackson, supported by Matt and George QBE Felt sense of achievement at success of event IBA
Coupling Achieved With Music events with business studies 2014 QBG IBG Focus on promoting AWM 2014 IBE Working with Matt, supported by George and me Presenting marketing plan as an Eng oral assessment L3 BS3.4 QBG Wants to create marketing plan for AWM 2014 as part of business studies QBE What achievement and what next? Term 1, 2014 QBA Term 2, 2013 Achieved L3 BS credit with excellence IBE Worked with Jackson, supported by Matt and George QBE Felt sense of achievement at success of event IBA
Reflections of learning • Deen’s learning • Picked up complexity thinking • More confident and adept at coupling his interests with his qualifications • Knows coupling IB and QB learning does involve more work • Does it because he sees value in it • Aware of the need to organise his work and his documents • Learning ways of documenting and organising
Reflections of learning • My learning • Learnt a lot about NZQA, NCEA, assessments, etc. • Big picture & details • Helps me to appreciate the challenges the LAs face when they try to support studnets to couple IB learning with QB learning • This way of supporting Deen in his learning also supports the LA in their role • Playing more with the idea of coupling IB learning with QB learning • Where will it go next?????
Reflections of learning • Family learning • More organised • Google Docs to document our individual & family goals • Google Calender to keep each other informed of what’s happening with us • Staying flexible • Daily family meetings/conversations/Skype • Pre-IEP meetings
Closing thoughts If we make visible and share more stories about students coupling IB learning with QB learning, then we will see this as a normal part of life at the school and learn from each other different ways of doing this.
