Planning for Learning

1
Planning for Learning

• Childrens University Managers
• 6th February 2009
• Tony Kirwan
• Leadership for Learning

2
A Childrens University is
?
A community in the process of educating itself.
3
Fortunately Unfortunately

• Once upon a time a woman walked into market
• Carrying a basket containing a CU module for
  validation . . . . . .

4
What are the tasks that comprise module
validation

• Examining what is presented
• Exploring what is meant, what lies behind, what
  has been omitted, what are the values
• Judging against criteria, and with expertise
• Providing developmental feedback

5
Planning for Learningreviewing the document

• Hopes

• Fears

6
Planning for Learningkey elements

• Questions to ask ourselves are all positive,
  and aspects of the key criterion
• Supplementary questions exploratory and
  challenging need to be contextualised
• Recommendations is critical and must not contain
  surprises.

7
The criteria (planning for learning p14)

• Clarity about the nature and quality of the
  intended learning
• Evidence of self initiating, self-directing and
  self-sustaining learning
• Methodology incorporates connect, extend,
  challenge
• Plans and structures fit the intended outcomes
• Sound monitoring assessment and evaluation
• Achievement is appropriately documented
• Responsiveness to feedback

8
What counts as evidence and what is sufficient?

• Documents
• Visual evidence
• Resource material
• Provider testimony
• Childrens testimony
• Expert testimony
• Answers to questions
• Prior direct experience of the validator
• Observation

• Possible factors
• Scale and cost
• purposes- basic or transformational
• Client groups needs
• Innovation
• Risk

9
Touchstone questions
10
Asking the questions- Roald Dahl Museum

• Task (15 minutes) scan the materials, record
  your initial thoughts, share amongst the group
  and try to reach agreement on what the issues
  are. Frame the exploratory questions . Sketch
  out what might be the key points developmental
  feedback.
• Group 1 purpose and planning
• Group 2 participation, engagement and learning
• Group 3 impact, assessment and evaluation

11
Issues from examining external providers

• The Deep cost 7 per child, need to build
  modules, assumption is that youre coming on a
  school visit, dependant on group, need to change
  package to meet needs of audience
• Museum of Science and Industry based around
  school trip, not exciting, document hasnt been
  designed as a module
• Roald Dahl based around school trips and
  website, not enough information in paperwork to
  answer the questions, modules not very adaptable
  from inclusion angle
• Kodak Gallery need more information, didnt
  meet criteria, fairly directive, transactional
  activities rather than transformational, no clear
  purpose / outcomes

12
Issues from examining external providers

• Lowry anything exciting costs

13
Issues from examining CUmodules

• Aberdeen well planned, self-directed, clear
  learning outcomes, fun, easy to replicate
• Hull dialogue important
• Derby clear educational benefits, need further
  info on key strengths, learning outcomes and
  assessment need some clarity on all about me
  module
• Blackpool need clarification, mismatch between
  learning objectives, need dialogue with CU
• Kent structured, need learning outcomes
• Warwickshire outcomes need to be less like
  school
• Doncaster strength is about children learning
  

14
Asking the questions a CU module

• In pairs scan the materials. Decide and record
  if there are aspects where you are satisfied from
  the documentation that they meet the criteria.
• Select another criterion or aspect. Frame
  exploratory questions to get more information and
  then more probing questions to get to values and
  practice.
• Share with the group the aspect that you believe
  is best evidenced in the documentation and the
  aspect about which you have the most questions

15
Operational Issues

• Duration of validation
• Who else can be a silver validator? Morde than 1
  ?
• Validity of other validating quals. E.g. OCN or
  ASDAN
• Relations to QiSS Recognition
• Person or organisation validated effects of
  staff turnover?