Louis Reynolds Researcher l ehReynolds 8 July 2015 Workshop structure Introduction Demos What is nonformal learning why does it matter Research Student responses ID: 433132
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Slide1
Learning by Doing
Louis Reynolds, Researcher@l_eh_Reynolds 8 July 2015Slide2
Workshop structure
Introduction: Demos, What is non-formal learning, why does it matter. Research: Student responsesGroup Discussion (8 minutes)
Research: Teacher responsesGroup Discussion (8 minutes)
Recommendations and Closing plenary Slide3
IntroductionSlide4
About Demos
Cross party think-tankPublic education charityWork on ‘character’ and social actionSlide5
This project
Should experts in non-formal learning work more closely with schools?Scouting as a case studyTesting
opinion among 4 key groups:young people
t
eachers
a
dult volunteers
y
oung people in ScoutingSlide6
Methodology
Surveys:1000 14-18 year olds across UK800 teachers across UK1125 adult volunteers1172 young people in Scouting
Workshops with volunteers and education expertsLiterature review, case studies, fieldwork Slide7
What is non-formal learning?
Defined in contrast to formal and informal by OECD and UnescoFormal education:
highly structured, with clear learning objectives and curriculum, which is tested by exams.
Three
important elements
:
Context
Activities
Outcomes Slide8
What is non-formal learning?Slide9
What is non-formal learning?sports activities
(team or individual)creative activities (art, drama)volunteering or social
actionoutdoor activities (like hiking, camping and the Duke of Edinburgh Award)
deliberative activities (like debating
societies or youth parliament)
uniformed
activities (like The Scout
Association)Slide10
Why does it matter?
Makes learning more engaging and increases motivation.Helps build different skills, such as…‘Character’
(DfE definition)
Perseverance, resilience and grit
Confidence and optimism
Motivation, drive and ambition
Neighbourliness
and community spirit
Tolerance and respect
Honesty, integrity and dignity
Conscientiousness, curiosity and focus Slide11
Findings: young ScoutsSlide12
Student responsesSlide13
Findings: young peopleSlide14
Findings: young peopleSlide15
Findings: young peopleSlide16
Findings: young peopleSlide17
Findings: young peopleSlide18
Teacher responsesSlide19
Findings: teachersSlide20
Findings: teachersSlide21
Findings: teachersSlide22
Recommendations
Schools freer to do this of their own accord.Policy to incentivise schools:Participation in these activities is tracked and assessed by Ofsted
(but not high stakes).ITT to cover non-formal learning pedagogies
,
inc
character education and LOTC.
Learning from Scottish
Curriculum for
Excellence
:
schools seek partnerships with non-formal learning providers. Slide23
Recommendations
To non-formal learning providers:Ensure the approach fits local community and school contexts.Investigate carefully how to integrate processes, structures and cultures.Demonstrate value of approach: evaluate on outcomes (inc
educational and character).Slide24
Closing plenary
How can experts in non-formal education adapt their models for schools without reducing impact?
Could teachers benefit from non-formal education activities in schools?
What practical steps can we take and what positive opportunities are there to do more in this space over the next five years?