Development Team Day 4B Connecting Learning Jan/Feb 2009

Aim To explore approaches to the development of connected learning within the KS3 curriculum

Expected Outcomes By the end of the day participants will have: an understanding of the rationale for connected learning explored the key components of effective connected learning engaged in generating creative ideas for connected learning

Programme Registration Session 1: What is Connected Learning? Coffee Session 2: What does connected learning look like? Lunch Session 3: How do we develop connected learning?

Pathways: Part 2 Degrees of Collaboration A. Coordinated Subject strand A Subject strand B B. Collaborative Subject strand A Subject strand B C. Webbed Subject strand A Subject strand B Subject strand D Subject strand C Theme D. Integrated Theme 1 Theme 3 Theme 2

Activity 1: What are the purposes of connected/connecting learning? Card Sort (15-20 mins)

Cohort Study Pupils: could make little connection across subject content made even less connection relating to skills had limited time for probing ideas in depth had little opportunity for individual support

Cohort Study Pupils: “… days were strongly compartmentalised into a series of subject-based experiences with minimal references made to learning in other areas.”

Benefits to Learning Connected learning experiences provide opportunities for the development of deeper learning rather than surface learning. Deep learning can be defined as a learning experience where pupils: Examine new facts and ideas critically, tying them into existing cognitive structures and make numerous links between ideas

Activity 2 What is surface learning? What is deep learning?

Characteristics of Surface Learning Relying on rote learning Focussing on outwards signs and the formulae needed to solve a problem Receiving information passively Failing to distinguish principles from examples Treating subjects as separate Not recognising new material as building on previous work Seeing knowledge and skills simply as material to be learnt for the exam List compiled from the work of: Biggs (1999), Entwistle (1988) and Ramsden (1992

Characteristics of Deep Learning Looking for meaning Focussing on the central argument or concepts needed to solve a problem Interactive Distinguishing between argument and evidence Making connections between different disciplines Relating new and previous knowledge. Linking subject content and skills to real life. List compiled from the work of: Biggs (1999), Entwistle (1988) and Ramsden (1992)

Time for ….

Activity 3: (1 hour) What does connected learning look like? Using the questions provided to focus your discussion explore 2 case studies of connected learning in practice (15-20 mins per case study)

What does connected learning look like? Part A Using the questions provided to focus your discussion explore 1 or 2 case studies of connected learning in practice

Activity 3: What does connected learning look like? Part B: In groups: 1.From your previous discussion about the case studies identify a number of quality indicators 2.Identify the key enablers of effective connected learning

Lunch pm to 1.30 pm Lunch will be served in the cafeteria at the rear of the Ulidia building Time for ….

Enabling teachers to make connections Placing pupils’ needs at the centre of the learning Connecting pupil learning and school improvement Engaging in professional reflection and dialogue Developing clarity about what you want to achieve and what it will look like Building on existing practice Facilitating collaboration with outside agencies

Activity 4: Review Current Practice In school groups: Reflect on the connected learning experience you have brought today and evaluate it against the quality indicators and the identified enablers

Your school has allocated a day for pupils in Year 9 to undertake a connected learning experience. Using the learning outcome you have chosen plan the day Activity 5:

Making it Happen Do we have a shared understanding of connected learning in our school? If not how we get a shared understanding in our school? Does it need developed or clarified further? How do we evaluate the extent to which pupils learning is enhanced through connected learning experiences? What evidence do we have that these experiences are impacting on pupil achievement? What are our next steps back in school?

Review and Evaluation