Working together with Museums and Archives

Settings Other Than Schools

Jan SpencerPartnership Development Manager

Learning outside the classroomPublished: 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 However, teachers and learners have always valued the additional opportunities for learning provided by a range of additional opportunities for learning provided by a range of activities conducted outside the classroom. 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 Learning Outside the Classroom.Classroom.

Learning outside the classroom isabout raising achievement through an organised, powerful approach to learning in which direct experience is of primeimportance. This is not only about what we learn but importantly howand 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:Standards: • Q30-Q30- Establish a purposeful and safe learning environment

conductive to learning and identify opportunities for learners to learn in out- of- school contexts.

• Q31-Q31- Establish a clear framework for classroom discipline to manage learners’ behaviour constructively and promote their self- control and independence.

• Q32-Q32- Work as a team member and identify opportunities for working with colleagues, sharing the development of effective practice with them.

• Q24-Q24- Plan homework or other out- of-class work to sustain learners’ progress and to extend and consolidate their learning.

• Q33-Q33- Ensure that colleagues working with them are appropriately involved in supporting learning and understand the roles they are expected to fulfil.

• Q20-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’.

EYFSand NC

How children

learn

Behaviour for

Learning

AssessmentFor

Learning

SENand

A/G&TDiversity

And Inclusion

Teaching and

Learningstyles

How shall I learn today?

and tomorrow?

And the day after that?

Learning outside the classroomPublished: 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 HerriotThe World of James Herriot

Extract from a trainee’s assessed presentation. Dec ‘09

The types of learning the settingThe types of learning the settingaddressesaddresses

• VisualVisual

• AuditoryAuditory

• KinaestheticKinaesthetic • OlfactoryOlfactory

Extract from a trainee’s assessed presentation. Dec ‘09

Theories of LearningTheories of Learning• Jean Piaget (1963)Jean Piaget (1963)-states that ‘we take in

new information through the feel of something, sounds, sights or smells’

• Bruner (1960)-Bruner (1960)- proposed that there were 3 ways of learning:

• EnactiveEnactive (learning through action)

• IconicIconic (learning through seeing)

• SymbolicSymbolic (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 12:02To:  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!Have fun!