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Action Research Period 1 Case Study - ACEWild€¦ · Erasmus+ is the European Union’s (EU)...
Transcript of Action Research Period 1 Case Study - ACEWild€¦ · Erasmus+ is the European Union’s (EU)...
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Action Research Period 1
Case Study
Outdoor Learning at
Aylsham High School, UK
(Jan – Mar 2015)www.acewild.eu
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Disclaimer
This project has been funded with support from the
European Commission (Erasmus+). The document
reflects the views only of the ACEWild team and the
Commission cannot be held responsible for any use
which may be made of the information contained therein.
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The Outdoor Learning
Course at Aylsham High
School, Norfolk, UK
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Background
At end of year 8 (age 13/14), pupils at Aylsham
High School (AHS) choose option subjects
There is a recognition that more vulnerable
young people may not yet need or cope with the
increased challenge of a wide range of academic
subjects and the extra pressure this can bring
There is a high risk of these students becoming
NEET (Not in Education, Employment or Training)
in future
AHS developed a year-long outdoor learning
course focusing on skills linked to employability
and designed to improve self-confidence,
resilience and well-being
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The Outdoor Learning Course
A part-time tutor employed by AHS – to design and lead the year’s outdoor learning course
Two groups of 8 most vulnerable students (potential NEETs) –to participate in the programme
Dedicated learning support assistant - to support each group
Range of potential local employers and outdoor/environmental specialists – to provide expertise and experience
Member of Senior Management Team – to support the programme
ACEWild Partners from NCC and Goldcrest for 12 weeks
The place
mainly within the school grounds (incl. the wooded area)
combined with off-site visits with potential employers and
outdoor specialists
The people
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Mapping the Outdoor Learning Possibilities
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The programme (12 week official ACEWild project within a
1 year school-funded programme)
5 hours each week – 3-hour morning session and 2-hour afternoon session, once a week, between September and June ‘15
Mix of Bushcraft, Horticulture, Animal Care, Ecology & “Do Outdoors” (art, map work, keeping safe, outdoor sport)
Level 1 Gateway Employability qualification – providing flexible framework for the course
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Action Research (Period 1)
at Aylsham High School
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The Action Research (Period 1)
To test a variety of evaluation tools designed to measure effectiveness/impact of the outdoor learning programme at AHS
To use experiences to adapt and improve evaluation methodologies - and the outdoor learning course itself
To develop a framework of school-based alternative provision that enhances learning and improves future employability outcomes for targeted young people
To share outcomes with partners and to disseminate learning more broadly
Objectives
Two external ACEWild researchers/partners observed and
supported the outdoor learning group for 12 consecutive
weeks between January and end of March 2015.
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Evaluation Tools Tested
Evaluation Tools
Strengths & Difficulties
Questionnaire (SDQ)
PEMSPuppet tree
NPC
Well-Being Survey
Diamond Ranking
Qual = Qualitative
Quan= Quantitative
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Analysis of Evaluation
Tools
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Tool Analysis - “Well-Being Measure”
Evaluation Tool Advantages Disadvantages
National Philanthropy
Capital Well-Being
Measure
• data analysis quick and
report well-presented
• compares to a national
average
• reasonably simple rating
system for students (5
choices only)
• Includes some key NEET
indicators, eg resilience
• UK only at time of use
• group analysis only (not
individual)
• reasonable level of literacy
and patience required (if
students self-complete)
• quite expensive
Can measure:
Self-esteem, emotional well-being, resilience
Satisfaction with friends, family, community and school
Life satisfaction
www.well-beingmeasure.com
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Tool Analysis - PEMS
Evaluation Tool Advantages Disadvantages
PEMS (Personal,
Environmental,
Motivational,
Social)
• Very flexible - on-going
assessment tool to
measure change over
time, or evaluate
behaviours and attitudes
during certain activities
• Focuses your attention on
the individual
• provides degree of
reflection, allowing you
to identify trends or
behaviours that may
otherwise go unnoticed
• easy to use following
induction
• skills element can be
designed to match own
qualification/theme
• Rubric can be developed
to meet programme needs
• extra time needed
each week to input
and interpret scores
• not validated
elsewhere
• Initial training
needed from
experienced users to
use tool effectively
• Rubric could be
improved with an
‘Enterprise’ section
Assesses on a 1- 5 scale:
Personal skills
Environmental skills
Motivation
Social skills
Developed by Jon Cree, specialist in working with young
people demonstrating behavioural issues.
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Tool Analysis - Strengths & Difficulties
Questionnaire (SDQ)
Evaluation Tool Advantages Disadvantages
Strengths & Difficulties
Questionnaire (SDQ)
• flexible user group (parent,
teacher and pupil version)
• used internationally
• robust
• free (just need permission to
use)
• automatic scoring system and
analysis once uploaded to
website
• Generates a score which can
be compared to a national
average
• needs explaining as easy to
complete wrong way round
• lots of questions (25)
• reasonable literacy level
required
• Data needs interrogating if
want more than “risk”
value/clinical diagnosis
Assesses: emotional, conduct, hyperactivity and peer problems, plus prosocial difficulties/strengths
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Tool Analysis – Diamond Ranking
Evaluation
Tool
Advantages Disadvantages
Diamond
Ranking
• Engages pupils
• Encourages
reflection and
negotiation as
choices have to
be made
• Can be done
indoors or out
• Can be done as a
group or
individual
• Can give instant
feedback
• Can show change
over time
• Some bias inevitable as nine
statements / choices have to be
identified (by whom and how?)
• Takes time if wish to analyse
thoroughly
• The question has to be
good/meaningful to begin with!
eg. What skills are important to
me?
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Tool Analysis – Puppet Tree
Evaluation
Tool
Advantages Disadvantages
Puppets in a
Tree
• quick and fun to
use to assess
student’s
immediate
feelings about an
activity or event
• Provides a
“snapshot” in
time
• Useful to cross-
ref. with
teacher/
instructor
evaluation
• Provides basis
for a
conversation
• Promotes
reflection
• needs interpreting by each
individual at start as positions of
puppets in tree can be
interpreted very differently
depending on “criteria”– eg.
height, grip, posture,
togetherness, etc
• not suitable for pupils who
struggle to interpret facial
expressions or body
language(eg. Asperger’s)
• not all feelings represented (eg.
anger, jealousy, frustration,
fear)
• Need time to have a
conversation with pupils about
why they placed themselves in
certain position… the benefit of
using this is in the follow up.
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Outcomes for Action
Research Period 1
(Jan-March ‘15)
Outdoor Learning
Project & Pupils
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Outcomes for pupils How the group’s skills and behaviours changed during 12 weeks of outdoor
learning (Combined PEMS, SDQ & teacher observations:Jan 2015 – Mar 2015)
75% of pupils
improved their social,
peer-working, personal
environmental skills
66% improved their
motivation a
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Outcomes for pupils
How the group’s well-being changed during 12 weeks of outdoor
learning
Using the New Philanthropy Capital measure of Well-Being www.well-beingmeasure.com
Self-esteem rose
from low to high
Resilience, emotional
wellbeing and life
satisfaction all
improved
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Outcomes for the course
“Why I enjoy the outdoor learning course” ;
top ranking reasons from choices A – I below:
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Pupil Case Study
Action Research Period 1
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Pupil Case Study: Pupil A
Very high level of difficulties at start of outdoor learning course
Difficulty levels reduced to close to normal for his age group after 6 months
Pro-social strengths more than doubled
Improvements maintained back in class
0
2
4
6
8
10
12
14
16
18
1 2 3 4 5 7 8 9 11 12
PEMS
Personal
Environmental
Motivation
Social
PEMS TOTAL
Linear (PEMS TOTAL)
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A has definitively shown an improvement in his social skills and confidence- a combination of support, being allowed to get on with tasks, being trusted and being given space to develop. Just
taking care not to step in too early to support him - gave him space to make some mistakes and learn from them.
Outdoor Learning tutor (Mar 15)
A has been increasingly more willing to share his opinions with others and voice his concerns to me. This is a massive
improvement from last year, when he would cry if unhappy and not inform anyone of why he was upset. His confidence and self-
esteem have definitely improved.
Form tutor comments (Mar 15)
Pupil Case Study: Pupil A
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A word from Liz Goodliffe, Aylsham High teacher and
coordinator of the Year 9 Outdoor Learning Programme
'Being involved in an Outdoor Learning Programme has given us the opportunity to allow our pupils to grow to their strengths. We have the chance to really get to know our young people and a mutually trustful relationship grows from this. Because of this culture of trust we can engage them in activities that would normally seem impossible with some of these young people- using knives, cooking over fire, shelter building etc, and young people flourish without the normal curriculum constraints.
Integral to this has been the opportunity to work with local organisations and charities which give the young people a greater sense of place, a sense of purpose and value. Working with local employers gives real purpose to the course and makes it more credible with young people, employers and the wider community.
We have seen benefits in all manner of ways from this course, from a greater sense of wellbeing in almost all pupils to pupils pursuing careers and training in the outdoor sector.'
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Project Partners and further information;
Erasmus+ is the European Union’s (EU) programme for education, training, youth and
sport, with the EU committing £12 billion to the programme between 2014 and 2020.
www.erasmusplus.org.uk
For much more information and resources relating to the ACEWild (Alternative
Curriculum Education out of the Wild) Project, including resources, case studies,
further support and full list of project contacts please see; www.acewild.eu
ACEWild Project Coordinator; Sue Falch-Lovesey, Norfolk County Council 07983616191
Aylsham High School Link Yr.7; Danny Sweatman, Head of Nurture 01263 733270
Aylsham High School Link Yr.9;Liz Goodliffe, Outdoor Learning Lead 01263 733270
Outdoor Learning Practitioner; Emily Chittenden, Goldcrest Outdoor Education 07528079665