CDI Annual Conference 2014 Anthony Barnes [email protected].

Project-based learning in careers education

CDI Annual Conference 2014

Anthony [email protected]

Worksheets and checklists can lead to unrewarding learning!

Project-based learning takes the learning deeper (See Mihaly Csikszentmihalyi’s work on flow)

Themes of this workshopBetter careers teachingCareers projectsCareers homeworkCareers competitions and challenges

These factors have an impact on learning (two high, two medium and two low)

High expectations

Homework

Student control over learning

Computer-assisted instruction

Ability grouping

Teacher-student relationships

Teaching for impact (Hattie)High Medium Low

High expectations Homework Ability grouping

Teacher-student relationships

Computer-assisted instruction

Student control over learning

Project-based learning has a medium impact. How can we improve the effectiveness of this approach when we use it?

Effective teaching must-readsInspiring teachers:

perspectives and practices (CfBT) http://bit.ly/1vP79A2

What makes great teaching? (Sutton Trust) http://www.suttontrust.com/wp-content/uploads/2014/10/What-makes-great-teaching-FINAL-4.11.14.pdf

Visible Learning for Teachers – John Hattie (Routledge, 2012)

Mapping of seminal reports on good teaching (NFER) http://www.nfer.ac.uk/publications/RSGT01/RSGT01.pdf

What makes great teaching?The six components of great teaching:Deep subject knowledgeQuality of instructionClassroom climate (expectations, correct use

of praise, etc.) Classroom management (use of time,

management of behaviour)Teacher beliefs (theories and models they use)Professional behaviours (reflecting on

practice, collaborating with colleagues)

Careers teaching must-readsACEG Framework (CDI) http

://www.thecdi.net/write/CWRE_User_Guide.pdf

Good Career Guidance (Gatsby) http://www.gatsby.org.uk/en/Education/Projects/Good-Career-Guidance.aspx

Careers 2020 (Pearson/ICeGS) http://www.derby.ac.uk/files/careers_2020_.pdf

An introduction to career learning and development – Anthony Barnes et al. (Routledge, 2011)

A practical guide to career learning and development – Barbara Bassot et al. (Routledge, 2014)

Learning model

Encouraging professional reflectionA session that went well – What did you do?In pairs‘A’ talks about a session that went well while

‘B’ listens and records the skills that ‘A’ used. Then ‘B’ feeds back to ‘A’ and they discuss what worked and what could be done to even better next time

‘B’ now has a turn

A useful guide to project-based learning‘Project-based

learning’ refers to students designing, planning, and carrying out an extended project that produces a publicly-exhibited output such as a product, publication, or presentation

http://www.innovationunit.org/sites/default/files/Teacher's%20Guide%20to%20Project-based%20Learning.pdf

Project planner (from Work That Matters) – the importance of essential questions, critique sessions, several drafts and an exhibition)1. Summary - What are your students going to do, and why are they

doing it?2. Essential questions - An essential question should inspire students,

require them to conduct serious research, and relate to a real world issue

3. Products - What do you want students to do / write / create / build?4. Learning goals - What do you want students to learn?5. Timeline/milestones - List the key dates and important milestones

for this project (eg check-ins, critique sessions, deadlines for drafts and specific product components)

6. Personalisation - Say how you will personalise the project, especially for individual students who will need specialized support

7. Exhibition venue - Where will the exhibition take place?8. Exhibition plan - How will the exhibition be promoted? How will

your students exhibit their work? Who will you be inviting?9. Assessment criteria - How will you be assessing the learning goals

you identified?

Challenge-based Learning (CBL) from AppleStage Onea big ideaan essential questiona challengeStage Twoguiding questionsactivities and resourcesStage Threedetermining and articulating the solutionStage Four implement the solutionevaluate the resultsThe process also integrates important ongoing activities such as reflection, assessment, and documentation (Apple Inc.)

https://www.challengebasedlearning.org/pages/welcome

The importance of challenge - examples

A big idea Sustainability Future of work Wellbeing

Essential question

What is the impact of economic development on the environment?

Why are ‘jobs for life’ disappearing?

What makes people happy at work?

The challenge Increase the percentage of students in your school who say they want to work in greener ways when they get into a job

Create opportunities for students to discuss this issue with people from outside school

Improve the level of satisfaction of people who work in your school

WebQuestsEmphasises information use rather than

information gathering and usually collaborative http://en.wikipedia.org/wiki/WebQuest

Imperial War Museum http://nmolp.iwm.org.uk/webquests/

San Diego State University www.webquest.org

Level 3 Extended Project Qualification

http://www.manchester.ac.uk/connect/teachers/students/post-16/extended-project/resources/

Homework (John Hattie)

A model for extended careers homeworks

Set assignment

2-6 weeks to complete

Make it a collaborative

learning activity

Provide support

(lessons, drop-in sessions, a

careers homework

club)

Signpost resources

Use assessment for

learning methods in providing feedback

Facilitate reflection and follow-up by

students

My career story – idea for an extended homework project

My career story

WhatAm I like?

Whatam I good

at?

WhatPlans do I

have?

What progress

am I making?

What my career

means to me

My definitions

My career beliefs

My qualities

My values

My attitudes

Subjects

Skills

Qualifications

Experiences and achievements

My options

My goals and targetsMy learning

plan/pathwayMy CV

Personal statement

My reviews

My interests

My health

Essential questionsWhat really matters?Who am I?Who do I want to be?What do I know?What are my choices?Is this forever?Who can help me?How can I help myself? / Make it happen?What can I expect from my organisation?

The wheel of life tool is a resourcehttp://

www.mindtools.com/pages/article/newHTE_93.htm

http://www.thecoachingtoolscompany.com/free_resources/wheel-of-life-coaching-tool/

http://www.thecoaches.com/docs/resources/toolkit/pdfs/18-Wheel-of-Life-Exercise.pdf

Project questions - examplesWhose career is it anyway? (Does it belong to me or

the organisation I work for?)What jobs can you do in a hospital if you don’t want

to do medicine or nursing?What should you know about working for a charity?What are uniforms for?Is a career as a child labourer a contradiction in

terms?Who carries their career secrets to the grave?What makes someone employable?What would you do to smash the glass ceiling?

Interview someone about their jobGrowing up, did you always want to do what you’re

doing now?What made you realise that this was the career for

you?What was involved in getting the qualifications you

need?What’s a typical day like?What still attracts you about your job?What is challenging about the job you do?What’s been the highlight of your career so far?What advice would you give to anyone thinking of

following in your footsteps?

Competitions - checklistArrange sponsorsMake it annual (linked to a national

awareness event?)Write rules and entry formOrganise publicityProvide briefing sessions and tips and

resourcesPlan presentation of prizes

MyKindaCrowd

http://www.mykindacrowd.com/

Competitions and challengesDesign a careers gameProduce a resource for young people on a

given topicEssay prize – Should a medical graduate

automatically be obliged to work as a doctor?Careers fair challenges, e.g. name two

organisations that offer apprenticeships to young people