Coupling interest-based learning with qualification-based learning

Hanin Hussain

BackgroundWho are we as a family?

Who am I?

Who is Deen?

Background

Background• What I value about education at D1-UPT

• Encourages students to follow interests & passions• Provides opportunities for creating new interests• Makes it normal for parents to work with child(ren) & LAs to

set and support student goals, including qualification and interest goals

• Provides environment that enables and fosters Deen’s social competence

• Our family’s struggles• To make sense of the complexities and tensions in interest-

based learning and qualification-based learning • To support Deen in the two types of learning in ways that are

meaningful

What?Sharing a framework that has emerged in my

on-going self-study research to support my son, Deen, in his education

focuses on coupling his interest-based learning with qualification-based learning

simple enough to understand and flexible enough to cater to different situations

Why share?To generate thinking and conversations about tensions in following individual

student interests and in striving for qualifications

To contribute to the collective learning and wisdom at D1-UPT merged school on how we, parents, can support our child(ren)’s

learning and achievements

My research questions

1. How can I, as a parent at D1-UPT merged school, support my son, Deen, in his learning in, through and about music and in achieving his qualification goals?

2. How can I do this in ways that are meaningful to Deen, to me, to my family, and to the school?

my role and the context

my goal

my criteria for success

The emergent framework Assumption

both types of learning are important Structure

I-B learning and Q-B learning as different phenomena that are inseparable

Processes focus on making sense of Deen’s interest-based learning and

qualifications-based learning using one to influence the other in meaningful ways

(coupling)

Interest-based learning

Qualifications-based learning

The emergent framework

3 elements in each type of learning •Goals, experiences, achievements

Interest-based learning

Qualifications-based learning

goals

achievements

experiences experiences

goals

achievements

IBG

IBE

IBA

QBG

QBE

QBA

Using the framework to tell a story …

Interest-based learning

Qualifications-based learning

goals

achievements

experiences experiences

goals

achievements

IBG

IBE

IBA

QBG

QBE

QBA

… from Deen’s learning:• how we supported Deen to couple Achieved with Music events with business studies projects• started in 2013 and continuing in 2014

Achieved with Merit Music

• History• She Bangs the Drums• Achieved with Music• Purpose• Opportunity to perform in front of live audience• NCEA assessments• L1, L2 & L3 music standards• As featured soloist in performances• As featured soloist in 2nd instrument• As member in an ensemble

• Fundraising for Southern Jam Jazz Festival in Blenheim

Coupling Achieved With Music events with business studies 2013

Wanted to help organise

AWM1

IBGOrganised

AWM1 with others

IBE

IBATerm 1, 2013

Achieved with Music 1 2013

Achieved with Music 1 2013

Achieved with Music 1 2013

Achieved with Music 1 2013

Achieved with Music 1 2013

Achieved with Music 1 2013

Achieved with Music 1 2013

Coupling Achieved With Music events with business studies 2013

Wanted to help organise

AWM1

IBGOrganised

AWM1 with others

IBE

Wanted to organise AWM2 as part of business studies

QBG

IBG

Worked with Jackson, supported by Matt and

George

IBE

QBE

Achieved L3 BS credit with excellence

QBA

Felt sense of achievement at success

of eventIBA

BS3.5

IBATerm 1, 2013

Term 2, 2013

Worked with Jackson, supported by Matt and

George

Coupling Achieved With Music events with business studies 2014

Wants to create marketing plan for

AWM 2014 as part of business studies

QBGL3 BS3.4

Working with Matt, supported by George

and me

IBE

QBEWhat achievement

and what next?

IBE

QBE

Achieved L3 BS credit with excellence

QBA

Felt sense of achievement at success

of eventIBA

Term 1, 2014

Focus on promoting AWM 2014

IBG

Term 2, 2013

Presenting marketing plan as an Eng oral

assessment

QBG

Reflections of learning•Deen’s learning• Picked up complexity thinking

• More confident and adept at coupling his interests with his qualifications

• Knows coupling IB and QB learning does involve more work• Does it because he sees value in it

• Aware of the need to organise his work and his documents• Learning ways of documenting and organising

Reflections of learning•My learning• Learnt a lot about NZQA, NCEA, assessments, etc.• Big picture & details• Helps me to appreciate the challenges the LAs face when

they try to support studnets to couple IB learning with QB learning• This way of supporting Deen in his learning also

supports the LA in their role

• Playing more with the idea of coupling IB learning with QB learning• Where will it go next?????

Reflections of learning•Family learning• More organised• Google Docs to document our individual & family goals• Google Calender to keep each other informed of what’s

happening with us

• Staying flexible• Daily family meetings/conversations/Skype• Pre-IEP meetings

Closing thoughts

If we make visible and share more stories about

students coupling IB learning with QB learning, then

we will see this as a normal part of life at the school

and learn from each other different ways of doing this.

Achieved with Music-Band Night 2014