...Learning Outside the Classroom

The countdown has begun.  In three weeks' time I'll be packed up and heading off to the Brecon Beacons with a group of trainee teachers from the University of East London.  We will be spending two nights among the mountains, waterfalls and caves.  By day we will be finding out what educational experiences the great outdoors has to offer.

In preparation for my visit I thought I'd draw together my current knowledge and understanding of outdoor education.  And where better to start than the Learning Outside the Classroom manifesto (LOtC) published by the Council for Learning Outside the Classroom (CLOtC, of course).

...Student Perspectives on Case Study

Last week my students developed their understanding of case study.  I asked them to do some independent reading and in their taught sessions I provided them with a range of sources which attempted to define the research approach.  They were to identify key themes and characteristics of case study...  I then gave them just ten minutes to create one-minute presentations for their peers.

Here is a sample of the work they produced to support their presentations. (Click on an image to enlarge it.):

...Defining Case Study Research

Definitions of case study research design are as numerous as the books written on the subject. This post aims to draw together some key definitions of case study research, in an attempt to clarify the aims and purposes of this approach to social inquiry. As usual, I also share a reference list including suggestions of recommended sources for further information.

...Reflective Journals

I often recommend that teachers keep a reflective journal, to support their ongoing professional development. This brief post describes the What? Why? & the How? of reflective journal writing, and includes an explanation of the value of this particular approach to learning.

...Critical Incidents

This post discusses David Tripp's approaches to the analysis of incidents, and how the practice he describes can help teachers to develop their professional judgement. I'll start off by describing what we mean by critical incidents, and why they matter. I'll then share my understanding of Tripp's main strategies for effectively analysing our experiences. Hopefully I will help you to understand and employ the approaches, to broaden your professional awareness of the complex and sometimes emotionally charged events which occur in your school.

First of all, let's determine what a critical incident is not. Imagine you are undertaking a cold January playground duty, shuffling from foot to frozen foot. You hear a sudden shout from behind the emergency exit, and the head teacher falls headfirst into the playground. She slides a good 12 feet across the ice forming beneath the leaking water fountain, before bowling over a group of children from class 3b... 'What a critical incident!' you cry. Except it's not. Not by Tripp's definition, at least...

...Writing to Learn

This post aims to share my growing awareness of the value of writing as a reflective learning tool. I start by sharing my own early experiences and my feelings about writing. Then I briefly discuss a current view of reflective professional practice, before sharing the importance of self-reflection and 'writing to learn' - particularly for those of you working in a professional field.

I've never been one who keeps an up-to-date, intimately detailed diary of my life. And that's despite a number of genuine attempts to commit to doing so over the years. My failure has not been because I have nothing to say, or because the intimate details might be too gruesome, provocative or felonious... It's simply this: I find that writing is hard work. 

When I was at school, I found that having to communicate my knowledge by writing an essay was an unnecessarily tortuous process, which did little justice to my true understanding of a subject. But whether, like me, you find it hard, or if you write so prolifically that you're visiting Paperchase for a new journal every month, harnessing the writing process in a deliberate, critically reflective way can help you to make sense of the complex situations you encounter from time to time. 

...Reflective Practice

Reflective practice is a well-documented approach to learning, which can help professionals understand and deal with the complex and dynamic nature of their experiences. However there is a crucial distinction to be made between, let me call it 'learning from experience' and reflective practice. This difference can often be missed by those new to reflective practices or those engaging in it, as part of a mandatory learning programme, for example. But before I address that, let me take a moment to share the experts' words on the subject of reflective practice - a little nod to the theory...