The Learning Journey Model of Teaching

The Learning Journey Model of Teaching.

What is it and why is it important?

Starting Task

Think of the topics/subjects/units that you have taught this year.

What was successful?Why was it?

What wasn’t successful?Why wasn’t it?

“I never claimed to know all of the answers but I have asked

most of the questions.”

Background Development…The Learning Journey approach was

formulated by trying to adapt the foundation stage teaching model to

the thematic approach while moving away from teaching Literacy as a stand alone subject. It centred

around formulating opportunities for L-I-N-K-E-D LEARNING.

A case study – The Confusing School Day!9.00 – Grammar & Punctuation (Scheme Base)

9.25 – The Journey to Jo’berg10.30 – Break

10.50 – Mental Maths (Scheme Base)11.10 – 3D Shape/Translation/Coordinates

12.15 – Lunch1.15 – Guided Reading (Scheme Base)

1.30 - Everyday life in Greece2.10 – Rivers3.00 - Home

7 Different areas in 1 day.

The initial construct is based around the idea that an ‘Outstanding’

curriculum must continually evolve.

It starts from the new curriculum put together by staff and generates new learning opportunities.

It is not about fitting old plans into a new

format.

Thematic planning put a proverbial blanket across half

terms. The Learning Journey splits terms into either 2,3 or 4 week (no longer) sections to ensure curriculum objective coverage. This creates the freedom to set

up Learning Journeys in different styles.

Educational Traditions…Religion

HistoryArt

Sport

ReadingListening

Science

MusicPlaces

Drama

NumberLanguage

What it could be?

LanguageNumber

Art Listening

Places History

Reading

Science

Music Drama

SportReligion

Essentials…Educational Branding – SELL IT.

Be Positive – BELIEVE IT.Promote and Inspire – ACT IT.

“Children have the right to the non-negotiables of the classroom environment.

They have the right to be safe, they have the right to learn and they have the right to be

happy.” – Dr Bill Rogers

The Learning Journey StructureWhat do we know?

What do we want to know?How can we do it?

DestinationsChoices – Risk taking

IndependenceGuidance

Destination FeedbackBaggage

Adaptable End ProductReview/Assess/Celebrate

The goal is to facilitate learning and not to direct it.

To create literacy partnerships with S&L, reading and writing opportunities

incorporated into task design.To slim down vast areas and target

specifics to enhance learning i.e. WWIITo promote a classroom of enquiry.

PlanningPlanning to be undertaken in 3 distinct stages…

1. Long Term (Yearly Plan) Format2. Medium Term (Week to week

planning) Format3. Resource Planning (Short term class

based resource i.e. ppt/keynote)

Areas 1 & 2 – Time provided…

Monitoring

Stand Alone Subjects…

No crowbarsSport

MathematicsReligion

Target Setting

Marking and feedbackImportance Relevance Purpose Pleasure

Suitcase/Baggage

RewardsIntegrated parallel year group reward

system that involves independent responsibility at relevant levels.

AssessmentNew curriculum – New levels