How do we learn…. <ul><li>To Brush our teeth </li></ul><ul><li>That fire is hot </li></ul><ul><li>To ride a bicycle </li><...
Types of Learning Intended Learning Learning which is  planned , addresses a series of  aims and objectives  and where it ...
Types of Learning Opportunistic Learning Learning that comes from an incidental or diversionary meeting, conversation or c...
Types of Learning Hidden Learning Learning that may not manifest itself at the time of the event/activity/programme – but ...
Types of Learning Lost Learning Any learning opportunity can be lost but is certainly more vulnerable if it lacks structur...
The Curriculum Self awareness Understanding & valuing: Myself, My needs and interests,  My strengths and weaknesses My hop...
Developing interests and talents Arts, Sports, Dance, Drama, Music, Other forms of relaxation creativity & self expression...
Education, training and employment Understanding the significance of education, training & employment Learning how to lear...
Money Management Fundraising, Earning money Saving and avoiding debt, Understanding shoppers rights, Learning how to use b...
The eWoftrack Way <ul><li>Who, what, why? </li></ul><ul><li>Staff, activity,  curriculum solution </li></ul><ul><li>Who, w...
Measuring the Impact <ul><li>Accredited (Certificated) Outcome </li></ul><ul><li>Millennium Volunteers </li></ul><ul><li>D...
<ul><li>Has a sense that there is ‘something on offer for them.’ </li></ul><ul><li>Interested in making contact again. </l...
Best Practice <ul><li>Best practice occurs where the learning outcomes are: </li></ul><ul><li>Clearly linked to identified...
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B4.1 Guided Learning Presentation 6 Dec 08

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Reflecting with young people on their development & learning

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B4.1 Guided Learning Presentation 6 Dec 08

  1. 1. How do we learn…. <ul><li>To Brush our teeth </li></ul><ul><li>That fire is hot </li></ul><ul><li>To ride a bicycle </li></ul><ul><li>That someone is upset if they cry </li></ul><ul><li>The two-times table </li></ul><ul><li>To fry an egg </li></ul><ul><li>That jokes make us laugh </li></ul><ul><li>To plan a holiday </li></ul><ul><li>To get angry </li></ul><ul><li>To behave in a job interview </li></ul><ul><li>That we can drown in water </li></ul><ul><li>The rules of football </li></ul><ul><li>What is morally right </li></ul><ul><li>What our strengths and weaknesses are </li></ul>
  2. 2. Types of Learning Intended Learning Learning which is planned , addresses a series of aims and objectives and where it is possible to measure the outcome. “ We learnt how to make badges”
  3. 3. Types of Learning Opportunistic Learning Learning that comes from an incidental or diversionary meeting, conversation or comment. Learning that was unplanned yet can be managed to contribute to an intended learning agenda. “ George made a badge of a supermodel’s picture and it started an argument about body image”
  4. 4. Types of Learning Hidden Learning Learning that may not manifest itself at the time of the event/activity/programme – but is reflective, maybe over hours, maybe months, maybe years. “ On reflection, the discussion that we’d had over the badgemaking activity had changed my mind when a year later it came to deciding on girlfriends”
  5. 5. Types of Learning Lost Learning Any learning opportunity can be lost but is certainly more vulnerable if it lacks structure, continuity and reflection. “ It was good to talk it through again, it made me think of the importance of the things we’d done”
  6. 6. The Curriculum Self awareness Understanding & valuing: Myself, My needs and interests, My strengths and weaknesses My hopes and fears, My culture and background, My spirituality, My sexuality, My rights and responsibilities, My contribution Relating to others How to communicate How to make friends and develop appropriate relationships How to resist peer pressure, How to listen & empathise, How to cope with family relationships, How to negotiate How to be assertive, How to support and challenge How to avoid or defuse conflict
  7. 7. Developing interests and talents Arts, Sports, Dance, Drama, Music, Other forms of relaxation creativity & self expression, Accessing related opportunities information & support, International travel and friendships Being Healthy Remaining active Avoiding misuse of drugs and alcohol, Avoiding unwanted or unprotected sex, Eating a balanced diet, Discussing feelings and emotions, Accessing health services, related support, information and guidance when things get tough or go wrong, Coping with stress and relaxation Being Safe Understanding how to assess risk, Avoiding physical conflict and confrontation, Avoiding abuse and exploitation Avoiding involvement in crime, Avoiding becoming homeless, Knowing how to access support if being bullied, intimidated or harassed, Awareness of health and safety
  8. 8. Education, training and employment Understanding the significance of education, training & employment Learning how to learn., Improving Basic Skills – (literacy, numeracy, ICT etc), Developing life & social skills, Identifying and resolving difficulties at school/college/work, Learning how to work alone or with others (team work), Accessing related support, information and guidance, Volunteering Environmentalism Understanding the relationship between myself and my immediate environment, Learning about the wider global environment, Taking action to improve the environment for myself and others, Developing an appreciation and respect for the natural world. Housing Living at home and leaving home, Living with others or living alone, Understanding types of housing, Understanding related costs, Being homeless, Accessing related support, information and guidance
  9. 9. Money Management Fundraising, Earning money Saving and avoiding debt, Understanding shoppers rights, Learning how to use banking processes, Understanding taxation Claiming relevant benefits Values and Beliefs Becoming aware of my personal values and beliefs, Learning how they relate to the values and beliefs of others, Understanding the importance of equality and the consequences of prejudice and discrimination Understanding other key concepts such as Freedom, Justice and Democracy, Developing political and spiritual awareness Taking action to bring about change Voice and Influence Expressing opinion and ‘having a say’, Learning how to take part in formal discussion, debate and decision-making Representing the views of others, Negotiating and influencing, Leading and motivating Contributing to Service and Community development, Lobbying for change
  10. 10. The eWoftrack Way <ul><li>Who, what, why? </li></ul><ul><li>Staff, activity, curriculum solution </li></ul><ul><li>Who, why, what? </li></ul><ul><li>Staff, curriculum reason, activity solution </li></ul>
  11. 11. Measuring the Impact <ul><li>Accredited (Certificated) Outcome </li></ul><ul><li>Millennium Volunteers </li></ul><ul><li>Duke of Edinburgh’s Award </li></ul><ul><li>Youth Achievement Award </li></ul><ul><li>Youth Arts Awards </li></ul><ul><li>Sports Leaders Award </li></ul><ul><li>Getting Connected </li></ul><ul><li>Food Hygiene Certificate </li></ul><ul><li>First Aid </li></ul><ul><li>Recorded Outcome </li></ul>
  12. 12. <ul><li>Has a sense that there is ‘something on offer for them.’ </li></ul><ul><li>Interested in making contact again. </li></ul><ul><li>Feeling welcome and safe </li></ul><ul><li>To be friendly and welcoming; introduce oneself and facilitate introduction to other young people; show facilities, equipment, noticeboards. </li></ul><ul><li>Assess a way in; confident approach, right image </li></ul>Level 1: Contact <ul><li>Trying out some of the opportunities on offer </li></ul><ul><li>Becoming aware of the opportunities which might be of interest. </li></ul><ul><li>Learning the names of peers and youth workers and developing trust. </li></ul><ul><li>Feeling comfortable, safe and welcome within the youth work context. </li></ul><ul><li>Communicate with young person; explain the Youth Charter; build on the initial contact; making it personal; remember personal details from first meeting; check hobbies and interests </li></ul><ul><li>Be credible </li></ul>Level 2: Meet again STAGE 1 INITIAL <ul><li>Interacting with youth workers and other young people, gaining an understanding about the role of youth workers and youth work. </li></ul><ul><li>Engaging in regular discussions building trust; </li></ul><ul><li>Participating in some activities </li></ul><ul><li>Share information about the youth club and the youth service; seek young persons view about the programme on offer and their interests, assess their needs, commitment and progress of relationships </li></ul><ul><li>facilitate introductions to user groups and/or referrals; </li></ul><ul><li>clarify boundaries and enable integration with peers </li></ul>Level 3: Socialise <ul><li>Participating in programmed activities e.g. events, trips out </li></ul><ul><li>Identifying their interests and/or needs; </li></ul><ul><li>Aware of the opportunities in which they could participate. </li></ul><ul><li>Identify needs/wants dilemma; explain the role of the youth worker and identify opportunities for young person. </li></ul><ul><li>Assess relationships progress; identify venues </li></ul>Level 4: Take part <ul><li>Involved in project work; group work; in recruiting other young people; assisting in running the club; organising the club night; assisting in interviews for staff. </li></ul><ul><li>Work on self analysis and self awareness; facilitate peer assessment and offer challenge; work to enable informed choices to be made; offer responsibility with support </li></ul>Level 5: Be involved STAGE 2 PARTICIPATION <ul><li>Engaged in teamwork; has involvement in members committee; community action groups; pressure groups; develop networks. </li></ul><ul><li>Taking active part in planning and running activities and programme; setting agenda re. issues and responses. </li></ul><ul><li>Receive challenges by young person; facilitate young person taking decisions for own life, being part of working groups which address issues facing young people, </li></ul><ul><li>Facilitate self-determination, young person learning to take ownership and responsibility of their actions and decisions, </li></ul><ul><li>enable problem analysis and resolution. </li></ul>Level 6: Self Actualise - taking responsibility for planning and running programmes; group work, led by young people, exploring issues in depth <ul><li>Facilitating and encouraging young people’s demands for a share in the process and taking responsibility </li></ul><ul><li>Encourage young people to take responsibility </li></ul>Level 7: Organise <ul><li>taking a leadership or peer education role; engaging in intensive group work, initiated by young people; involved in residentials planned and run by young people; independence achieved </li></ul><ul><li>leave full control and responsibility for their actions with the young person </li></ul>Level 8: Lead <ul><li>Operating on behalf of and with other young people; a peer educator; voluntary member of staff; committee member; community developer. </li></ul><ul><li>Conversations based on equality; completion of youth work process: facilitating independence; waving goodbye </li></ul><ul><li>facilitate exit </li></ul>Level 9: Move on STAGE 3 SELF RELIANCE METHOD-The young person is……… ROLE OF YOUTH WORKER LEVEL STAGE
  13. 13. Best Practice <ul><li>Best practice occurs where the learning outcomes are: </li></ul><ul><li>Clearly linked to identified needs </li></ul><ul><li>Openly negotiated with young people from the outset </li></ul><ul><li>Included in the objectives, set whilst planning the programme </li></ul><ul><li>Kept under regular review, monitored </li></ul><ul><li>Evidenced at the end through evaluation. </li></ul>

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