Ennis Community College Presents O.R.B.I.T.A.L

Background to O.R.B.I.T.A.L. in Ennis Community College Áine Meehan SCP Co-ordinator

n  How we got started? – Initial approach from Burren Outdoor Educational Centre – May 2007

n  Approach to school Principal n  Liaising with necessary support systems – i.e. ECC Staff

– speaking to teachers, getting initial feedback and ultimately support and commitment, timetabling etc

n  Support and backing CEO Clare VEC n  Burren Outdoor Education Centre Worker and SCP

Project worker; planning trips in advance, organising transport,

Experience Based Learning

n Confucius – Tell Me and I will forget, show me and I may remember, involve me and

I will understand

Benefits

n Experiential Learning is learning through reflection on doing.

n Strong links to action learning, adventure learning, free choice learning, cooperative learning.

n Thus the partners in the Ennis Community College model form ideal links. – JCSP, BOEC, SCP

Model of learning

n Focus is on learning process for student rather than transactive process between student and teacher.

n Examples – observation and interaction exercises like going to the Seed Savers rather than reading about it in a book.

n Thus students makes discoveries and experiments first hand instead of hearing about it from others experience.

Life as living textbook

n  In Clare working with school staff and Burren Outdoor Education Centre Staff the local environment has become a living textbook.

Who goes to O.R.B.I.T.A.L.?

n  2nd year pupils – 2nd year is the year of most dis-engagement.

n  1 Teachers

n  1 Special Needs Assistant

n  1 SCP Project Worker

Where do we get our resources?

n Ennis Community College Staff’s (i.e. subject teachers of relevant group) Suggestions and Recommendations

n Ennis School Completion Project n Burren Outdoor Education Centre n Local Landmark sites n Events with local promotions such as

National Heritage Week, Science Week etc

Initial Preparatory Work

n  Co-operation of all subject teachers involved.

n  Contract of Behaviour developed with students in an effort to clearly state the expectations of the project and acceptable behaviour within.

n  Parents also alerted to this – consent forms signed and returned before participation commenced.

n  Reinforcement of school rules and how they apply within O.R.B.I.T.A.L.

Weekly Preparatory Work

n  Research on computer prior to going, where possible n  Keywords examined and introduction of new language

terms where appropriate. n  Linking with classroom and curriculum learning within

relevant subject(s) n  Worksheets prepared and distributed to the class –

learning task highlighted. n  Roles of Responsibility distributed n  Translation of key words

On Return to school

n One 40 minute class given to review of the days activities

n General open discussion on the days events

n Review of the written notes taken by the group during the day

n Creation of a digital storyboard by using the photographs taken during the day

n All students are aware of the expectation that everyone makes a contribution

Ongoing Review of O.R.B.I.T.A.L.

n Display boards created in classes such as art.

n Contribution within class of learning through the programme, in all related subjects, ie Science, English, History etc

Cross Curricular Linking

n  English n  Maths n  History n  Geography n  C.S.P.E n  P.E. n  Religion n  Art n  Science n  Home Economics

Examples of visits and activities

n  Caherconnel Archaeological Dig & The Dolmen n  King John’s Castle, Limerick – Historical Site n  University of Limerick Leisure Facilities n  Museum in Ennis and walking tour of the town. n  Dromore Woods n  Wedge Tomb n  Seed savers Project n  Burren Outdoor Activity centre n  St Tola Goat Farm and Cheese Production

Pictures from Recent Trips

n  Pictures of an Archaeologist at work

n  Taken at an active dig in Caherconnel as part of Heritage Week

n  Subjects Covered – English – History – Geography - Science

Pictures from Recent Trips

n  Pictures taken at Seed savers Project

n  Students assisted in making apple juice from fruits they had picked.

n  Linking in with Science, Home Economics

Pictures from Recent Trips

n  Trip to local Wedge Tomb Parknabinnia

n  Students asked to sketch the tomb

n  Linking to History and Art

Worksheet Sample

n  Includes questions to be asked n Leaves space for students to make their

own notes n Reinforces the ‘learning’ concept

Limitations

n Financial Limitations n Time Frame Restrictions in terms of initial

preparation for the scheme n  Implication of limited participants n Access to appropriate equipment, e.g.

suitable clothing etc.

Benefits

n  Incorporates the three learning styles – Kinaesthetic, Auditory, Visual

n  Facilitates a hands-on approach n  Experiential learning facilitated n  Promotes a positive intercultural educational experience

- formation of relationships n  Breaks down the language and cultural barrier n  Gives the shy students a chance to participate n  Promotion of team work n  Promotes leadership skills n  Providing an environment to facilitate multiple

intelligence learning

Benefits cont’d…

n  Greater participation by students n  Develops student responsibility n  Encourages a variety of responses n  Learn and practice new skills n  More ideas generated n  More like real life; more practical n  Easier for students to seek clarification; boosts

confidence levels in class. n  Interpersonal skills developed

Advice to schools considering O.R.B.I.T.A.L

n Communication across all parties involved n Continuous feedback from all involved n Close monitoring with staff and pupils who

travel with groups n Seek appropriate funding and sponsorship

where necessary n Proper structural planning n Failing to plan = planning to fail.