Young people do not naturally dislike learning. Young people are not naturally lazy. Yet Government 'NEET' (Not in Education Employment and Training) figures are documenting concerning increasing numbers of young people that appear to dislike learning and to be lacking in self-motivation.
I hold a belief that young people can be inspired to learn. I believe that an Educator has the ability and indeed the responsibility to introduce young people to different methods of learning, ones that are applicable to both their lifestyles and to the skills that they will require throughout life.
With these thoughts in mind, wouldn't it be wonderful if there was one formula that could be followed to ensure that all young people were engaged, inspired and motivated in and by their learning activities?
THE VISION:
To uncover an optimum formula for effective alternative curriculum delivery to disaffected learners
As a regular Teacher of alternative curriculum programmes of study to Year 11 school-based students, I have a number of areas that I think all Educators should consider before commencing delivery of learning activities;
- TEACHING
Classroom set up: Desk arrangements; group sizes; temperature; lighting; group numbers
Gadgets: Kindle; DS; iPad; laptops; video; comics; online storage & assessment;
Teaching styles: autocratic; democratic; disciplinarian; 'mate';
Session sections: starters; mains; plenaries;
Timings: start and finish times; lesson duration; optimum number of days; practical afternoons;
- SUPPORT
Closed door policy: i.e. zero interruptions
Agencies: Connexions; anger management; counselling
- DISCIPLINE:
Warning systems: visual; cards; time-outs
Rewards: symbolic; monetary; voucher;
Disciplining: shouting; quiet; discussion;
CCTV: audio; playback;
- FOOD:
Meals: breakfasts on arrival; main; balanced group-prepared lunch;
Mealtimes: eating as a unit; group roles in clearing and cleaning;
One other crucial aspect in uncovering an optimum formula would be to define 'effective delivery'; should this be determined by student attendance rates, their academic achievement, their participation and involvement, or areas in which they are deemed to have improved in such as their self-confidence, motivation, aspirations.
THE METHOD:
- Deliver a QCF qualification to groups of ten learners, one day each per week, throughout one academic year
- Change, observe and document one variable per half term
- Deliver the optimum variables to each group throughout the final half term
The purpose of this document is to form a starting point for discussion.
Should readers have any experiences or studies that may compliment or contrast with the areas outlined above, they would be received with great interest.
I hold a belief that young people can be inspired to learn. I believe that an Educator has the ability and indeed the responsibility to introduce young people to different methods of learning, ones that are applicable to both their lifestyles and to the skills that they will require throughout life.
With these thoughts in mind, wouldn't it be wonderful if there was one formula that could be followed to ensure that all young people were engaged, inspired and motivated in and by their learning activities?
THE VISION:
To uncover an optimum formula for effective alternative curriculum delivery to disaffected learners
As a regular Teacher of alternative curriculum programmes of study to Year 11 school-based students, I have a number of areas that I think all Educators should consider before commencing delivery of learning activities;
- TEACHING
Classroom set up: Desk arrangements; group sizes; temperature; lighting; group numbers
Gadgets: Kindle; DS; iPad; laptops; video; comics; online storage & assessment;
Teaching styles: autocratic; democratic; disciplinarian; 'mate';
Session sections: starters; mains; plenaries;
Timings: start and finish times; lesson duration; optimum number of days; practical afternoons;
- SUPPORT
Closed door policy: i.e. zero interruptions
Agencies: Connexions; anger management; counselling
- DISCIPLINE:
Warning systems: visual; cards; time-outs
Rewards: symbolic; monetary; voucher;
Disciplining: shouting; quiet; discussion;
CCTV: audio; playback;
- FOOD:
Meals: breakfasts on arrival; main; balanced group-prepared lunch;
Mealtimes: eating as a unit; group roles in clearing and cleaning;
One other crucial aspect in uncovering an optimum formula would be to define 'effective delivery'; should this be determined by student attendance rates, their academic achievement, their participation and involvement, or areas in which they are deemed to have improved in such as their self-confidence, motivation, aspirations.
THE METHOD:
- Deliver a QCF qualification to groups of ten learners, one day each per week, throughout one academic year
- Change, observe and document one variable per half term
- Deliver the optimum variables to each group throughout the final half term
The purpose of this document is to form a starting point for discussion.
Should readers have any experiences or studies that may compliment or contrast with the areas outlined above, they would be received with great interest.
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