• Share
  • Email
  • Embed
  • Like
  • Save
  • Private Content
Conference May 10
 

Conference May 10

on

  • 564 views

Case Study of Settings Other Than Schools by Jan Spencer

Case Study of Settings Other Than Schools by Jan Spencer
Partnership Development Manager at York St John University

Statistics

Views

Total Views
564
Views on SlideShare
564
Embed Views
0

Actions

Likes
0
Downloads
0
Comments
0

0 Embeds 0

No embeds

Accessibility

Categories

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment
  • Welcome Colleague from MLA? Recognised nationally as a model of good practice. Programme developed as an outcome of LOTc manifesto
  • Three year hons degree with QTS status. Second year module: becoming a teacher . ( bit about rationale of SE2?) Year 1 : 1QTG40 : Awareness of Teaching and Learning Year 2 : 2QTG40 : Becoming a Teacher Next year Year 3 : 3QTG40 : The Emerging Professional
  • Assessed throughout. Mentors assigned and trained , a popular part of the programme. Annual evaluation event. Mentors also invited this year to assessed presentations. Link tutors visit during second week which takes place after 2 nd school experience to moderate and support QA
  • all trainee teachers must meet 33 QTS standards through school experience and university modules. These are the standards which relate to outside of school learning if you would like to have a read to become familiar with them in order to see how they relate to developing children’s learning experiences.
  • Be healthy ; stay safe; enjoy and achieve; make a positive contribution; achieve economic wellbeing;
  • Input, seminars and assignments covering the following themes . SOTs experience particularly relates to work undertaken on “How children learn”.
  • We place trainees iin a number of different and varied settings ... Yorkshire coal mining museum
  • Eureka ; the museum for children ( science)
  • Outdoor pursuit centres; team building, health and safety, risk assessments; equipment and organisation, personal challenges.
  • YSJ endeavouring to produce young creative and reflective teachers .abreast of national developments and key agendas.
  • The SOTS setting that I visited was the world of James Herriot; the museum is the only one in the country dedicated to just vetinary science which would suggest that it would offer a unique learning experience; with over 4,000 artefacts there is much for the children to engage with. The museum is in two parts: there is Skeldale house where the children will explore the actual home and surgery of the vet; learning how he would have lived and worked in a ‘real and purposeful environment‘. From this they can then explore the outdoor environment which divides off into two sections explaining the real James Herriot (Alf Wight) and the television studio showing children how the television programme ‘All creatures great and small’ would have been filmed. The other section shows the history behind vetinary science and the advances which have been made into the diagnosis and treatment of animals. This would suggest that there are many things to learn from this out of school environment. However the aim of the setting is to display, promote and educate the word of Alf Wight (James Herriot) and his vetinary work. This should enable both children and adults to recognise the contribution that James Herriot has made to the town of Thirsk and the Yorkshire Dales through his vetinary work and literature. However implications could arise if the children are not interested in learning about the vet or vetinary work as it is quite a specific topic. In order to target this it would be important for the teacher to choose a topic that the children are interested in prior to the visit but the centre is very interactive and addresses a variety of learning styles which the children should be able to relate to.
  • The setting targets different learning styles in order to ensure that all children become involved and can have a meaningful learning experience. Visual- There are many ways in which the setting addresses this area of learning through the exhibits as there is the vetinary practice/ house of James Herriot, the history of vetinary science and the film studio showing how the television series was created. Auditory- One thing that was pleasing to see was that the setting provides audio phones; this would allow the children to listen to information at various stop points which are displayed through numbers; the child would press the number that they could see and this would allow them to learn about the exhibits from Jim Wight (Alf Wight’s son) as he does the voice over. Kinaesthetic- Practical/ hands on learning is one of the main learning styles found; there is a children’s interactive learning environment where the children can learn how to become a vet through diagnosing and operating on animals. There are a variety of activities which build upon curriculum areas such as numeracy and science however the main purpose for this area is for the children to have fun through enjoyment of learning. However a danger from this is that children will become distracted and may not appreciate the learning potential in this area. Olfactory- This form of learning is less evident however the in the air raid shelter there are a variety of scents used relating to World War II, children have the opportunity to explore smells through tubs to make the sense of history seem more realistic.
  • Piaget is showing the process of assimilation as children learn new information through using their senses; this is seen in the SOTS setting as children learn through touching artefacts to get a sense of what they feel like and how they would be used in a real-life situation. Through targeting the senses it could make a point for discussion as children may have questions which they could reflect upon in the classroom. Sounds are evident in the setting with the ticking of the grandfather clock when the children enter the house and this is an ongoing feature with the director calling for the second take in the film studio and the phone ringing to get the vets attention, this would get the children interacting and using their senses to learn. It is a visual resource which shows how the vet lived and worked in the house exhibition; moving on to the TV studio showing how a set would have looked for the programme All Creatures Great and Small and finally the exhibition showing the development of vetinary science. The sense of smell is less evident in the setting however it is clear that children would gain a sense of what it would have been like to live in this period. This is showing that the setting incorporates Piaget’s theory in order to build up learning through the senses. Jerome Bruner developed the theory that there were 3 ways of learning, he believed that children learn through physically acting on the world. It could be suggested that providing them with real life experiences would enhance their learning experience as they get to experience this in a purposeful context. Learning outside of school would aid this as it is providing an educational insight in the home of the person the children are learning about allowing them to physically experience how he lived and worked in this environment. The other two forms of learning he proposed are not as relevant to learning out of school however the world of james herriot does provide many artefacts which the children can see and draw understanding from. Symbolic learning could be purposeful post- visit as the children would use language to talk about the things they had seen/learnt from the museum. This would suggest that the setting would be beneficial to visit and is does make links between the ideas of 2 influential theorists.
  • As all children have a variety of different multiple intelligences they also need to be catered for with different learning styles such as: Visual Auditory Kinaesthetic Olfactory. Hull Museums and Art Gallery caters for all these needs, with artefacts that can be touched, the enablers talking the children through their session, asking questions thinking and motivating the children as well as hands on approaches (excavating roman tiles, playing with forces and friction etc) and the smell that emanates throughout certain museums such as the Arctic Corsair and the Streetlife Museum.
  • Give example of Eureka workshop , North Yorkshire national parks presentation on environmental issues, trail at kew arbortum. Family activities at Thackeray.
  • Also experiences of eg disabled children, NEETS etc.
  • Inspired these trainees to continue with their course.

Conference May 10 Conference May 10 Presentation Transcript

  • Working together with Museums and Archives Settings Other Than Schools Jan Spencer Partnership Development Manager
  • Learning outside the classroom Published: October 2008 Reference no: 070219
    • Learning inside a classroom is a tried and tested method of organising schooling. However, teachers and learners have always valued the additional opportunities for learning provided by a range of activities conducted outside the classroom. These include day and residential visits, field studies, investigations conducted in the local area, sporting events, and music and drama productions. In organising such activities, schools and colleges have often drawn on the services of a range of providers, including commercially run outdoor education and sport centres, as well as the education departments of museums, art galleries, theatres and concert halls. Recently, the Government has placed increased emphasis on such activities with the publication of the Learning outside the classroom manifesto and the training and guidance associated with it.
    • Learning outside the classroom manifesto (DFES-04232-2006), DfES, 2006;
    • Executive summary p4.
  • Learning Outside the Classroom. Learning outside the classroom is about raising achievement through an organised, powerful approach to learning in which direct experience is of prime importance. This is not only about what we learn but importantly how and where we learn. Department for Education and Skills 2006. Learning Outside the Classroom Manifesto.
  • Module 2QTG40 and SE2
    • Becoming a Teacher
    • The SOTS placement is an integral part of the trainees degree course.
    • It is closely aligned to other areas of study within the three year BA Hons programme with QTS (Qualified Teacher Status).
    • All second year trainees undertake a two week placement in a Setting other than a School .
    • A wide variety of settings are used such as museums, galleries, archives, field study centres, outdoor centres, National Trust properties etc.
    • The experience helps our trainees meet QTS standards.
    The SOTS experience for our trainee teachers
    • Standards:
    • Q30- Establish a purposeful and safe learning environment conductive to learning and identify opportunities for learners to learn in out- of- school contexts.
    • Q31- Establish a clear framework for classroom discipline to manage learners’ behaviour constructively and promote their self- control and independence.
    • Q32- Work as a team member and identify opportunities for working with colleagues, sharing the development of effective practice with them.
    • Q24- Plan homework or other out- of-class work to sustain learners’ progress and to extend and consolidate their learning.
    • Q33- Ensure that colleagues working with them are appropriately involved in supporting learning and understand the roles they are expected to fulfil.
    • Q20- Know and understand the roles of colleagues with specific responsibilities, including those with responsibility for learners with special educational needs and disabilities and other individual learning needs.
  • The SOTS programme is very much driven by the Every Child Matters agenda and supports trainees’ understanding of ‘how children learn’.
  • EYFS and NC How children learn Behaviour for Learning Assessment For Learning SEN and A/G&T Diversity And Inclusion Teaching and Learning styles
  • How shall I learn today?
  • and tomorrow?
  • And the day after that?
  • Learning outside the classroom Published: October 2008 Reference no: 070219
    • The Learning Outside the classroom manifesto is intended to make the case for learning outside the classroom and to support schools, colleges and other educational providers in improving such provision.
    • The first-hand experiences of learning outside the classroom can help to make subjects more vivid and interesting for pupils and enhance their understanding. When planned and implemented well, learning outside the classroom contributed significantly to raising standards and improving pupils’ personal, social and emotional development.
    • Learning outside the classroom was most successful when it was an integral element of long-term curriculum planning and closely linked to classroom activities.
    • p.5-7
    • To introduce trainee teachers to learning outside of the classroom environments;
    • To encourage our trainee teachers to think creatively when planning and teaching and to recognise potential cross curricular links and opportunities;
    • To help trainees understand the place of experiential learning as a means of inspiring children and of consolidating and progressing children’s learning;
    • To encourage our trainee teachers to reflect on how innovative practice might impact on their teaching in the classroom;
    • To inspire other colleagues in the classroom;
    • To provide additional and alternative opportunities for trainees to reflect on their own professional development;
    The rationale behind the SOTS programme
  • Developing creative teachers
    • Creativity is at the heart of the best
    • learning and teaching.
    • Creativity is
    • a motivator for learning, is essential
    • to the process of learning and is an
    • outcome of learning.
    • Powerful learning takes place with trainees making concrete links between educational theory and practice.
    • Trainees recognise the benefits for children and the impact on teaching and learning.
    • They experience first hand the level of engagement of children in learning as a result of being out of school and of experiencing a variety of learning activities.
    • Some links have been made between settings and schools and trainees have recognised the value of what is on offer and of the use of the experts within the settings.
    Outcomes of the programme
  • The World of James Herriot Extract from a trainee’s assessed presentation. Dec ‘09
    • The types of learning the setting
    • addresses
    • Visual
    • Auditory
    • Kinaesthetic
    • Olfactory
    Extract from a trainee’s assessed presentation. Dec ‘09
  • Theories of Learning
    • Jean Piaget (1963) - states that ‘we take in new information through the feel of something, sounds, sights or smells’
    • Bruner (1960)- proposed that there were 3 ways of learning:
    • Enactive (learning through action)
    • Iconic (learning through seeing)
    • Symbolic (learning through symbols)
    Extract from a trainee’s assessed presentation. Dec ‘09
  • Learning Styles
    • VISUAL e.g. charts, diagrams, pictures, shapes; organise ideas on paper.
    • AUDITORY e.g. listening, repeating, talking
    • KINAESTHETIC / TACTILE e.g. hands-on learning, moving, manipulating and touching.
    • OLFACTORY e.g. the use of smells
    Extract from a trainee’s assessed presentation. Dec ‘09
    • Trainees have used in school what they had learned in settings
    • Trainees have created resources for the settings and for use in school.
    • They have produced information outlining the context and learning opportunities offered within the setting.
    • Trainees have developed ability to critique practices and to reflect on the implications for their own professional practice.
    • The experience has challenged trainees perceptions of education – some may not teach in the classroom, others have developed new curriculum strengths and knowledge.
    Outcomes of the programme
    • The experience has challenged trainees perceptions of their chosen key stage and has offered them the experience of working with a wider age range.
    • Trainees have learned different behaviour management strategies by observing other professionals working with a variety of children and young people.
    • At selection interviews Head teachers in the region have expressed an interest in trainees who have taken part.
    • Their SOTS experience can help demystify risk assessment procedures.
    Outcomes of the programme
    • From:   WILLIAM GIMES Sent: Mon 6/1/2009 12:02
    • To:   Janet Spencer
    •   Subject:  Attachments:
    • Hi Jan, 
    • Just a note from myself and Carl, we have had another exceptional week at the Armouries in Leeds, whilst we have made our thank you's at the Armouries we were wondering if there was any way that the University can commend or thank the team at the Education department in some more official way. They are a fantastic group of people to work alongside and they have really made us both feel so welcome and valued. We were immediately written into a gifted and talented challenge week, we were also entrusted to run the assessments and evaluations for them in conjunction with the gifted and talented co-ordinator for the area.
    •  
    • Also we wish to thank you for the placement and the whole SOTS experience, we have both gained so much from these weeks in terms of our professional development and have thoroughly enjoyed the experience.
    •  
    • Many regards,
    •  
    • Will and Carl 
    • We spent the whole day in costume and we have photographic evidence! It was an amazing experience, I can now fully appreciate the benefits and value of this placement’
    • Clarke Hall, Wakefield
    • ‘ On our first day we acted as teachers planning a visit. This was extremely useful and will help us with objectives that we have to meet in our course.’
    • Thackray Medical Museum, Leeds
    • I am much more confident about visiting a museum with a class of my own now.’
    • Bagshaw Museum, Batley
    • ‘ I had the chance to work with children of all ages and backgrounds. It was fantastic to see the enjoyment on their faces as they dressed up in the resources.’
    • The Royal Armouries – Leeds
    Trainee’s thoughts
    • ‘ The trainees were very hard-working and embraced opportunities fully. They saw and experienced first hand how teachers can help and hinder the work of gallery education staff.’
    • Sheffield Galleries and Museums Trust
    • ‘ The trainees have gone away valuing the notion of studies in the field to support a wide range of curriculum subjects.’
    • RSPB Old Moor reserve
    • ‘ I feel really confident that the trainees will plan and make very effective use out of school visits, and will also use their experience to plan really creative lessons in school.’
    • York Museums Trust
    • ‘ The trainees were excellent, always helpful and full of enthusiasm when working with children or simply testing equipment.’
    • East Barnby Outdoor Education Centre
    Mentors thoughts
  • Future Practise
    • “ The educational benefits should remain the driving force for learning outside the classroom.”
    • “ Schools exist to promote learning. Teachers are catalysts for learning.” (Cohen, Manion & Morrison 2004)
  • Teaching and Learning Outside the Classroom
  • Teaching and Learning Outside the Classroom Have fun!