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Similar a Conference May 10
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Conference May 10
- 1. Working together with Museums and Archives Settings Other Than Schools Jan Spencer Partnership Development Manager
- 3. 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.
- 7. The SOTS programme is very much driven by the Every Child Matters agenda and supports trainees’ understanding of ‘how children learn’.
- 8. EYFS and NC How children learn Behaviour for Learning Assessment For Learning SEN and A/G&T Diversity And Inclusion Teaching and Learning styles
- 9. How shall I learn today?
- 10. and tomorrow?
- 11. And the day after that?
- 16. The World of James Herriot Extract from a trainee’s assessed presentation. Dec ‘09
- 26. Teaching and Learning Outside the Classroom
- 27. Teaching and Learning Outside the Classroom Have fun!
Notas del editor
- 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.