CDI Annual Conference 2014
Anthony Barnes
agbarnes@ntlworld.com
Worksheets and checklists can lead
to unrewarding learning!
Project-based learning takes the learning deeper
(See Mihaly Csikszentmihalyi’s work on flow)
Themes of this workshop
 Better careers teaching
 Careers projects
 Careers homework
 Careers competitions and challenges
These factors have an impact on learning
(two high, two medium and two low)
High expectations
Homework
Ability grouping
Student control over
learning
Teacher-student
relationships
Computer-assisted
instruction
Teaching for impact (Hattie)
High
Medium
Low
High expectations
Homework
Ability grouping
Teacher-student
relationships
Computer-assisted
instruction
Student control over
learning
Project-based learning has a medium impact. How can we improve the
effectiveness of this approach when we use it?
Effective teaching must-reads
 Inspiring teachers: perspectives and
practices (CfBT) http://bit.ly/1vP79A2
 What makes great teaching? (Sutton
Trust)
http://www.suttontrust.com/wpcontent/uploads/2014/10/Whatmakes-great-teaching-FINAL4.11.14.pdf
 Visible Learning for Teachers – John
Hattie (Routledge, 2012)
 Mapping of seminal reports on good
teaching (NFER)
http://www.nfer.ac.uk/publications/R
SGT01/RSGT01.pdf
What makes great teaching?
The six components of great teaching:
 Deep subject knowledge
 Quality of instruction
 Classroom climate (expectations, correct use of praise,
etc.)
 Classroom management (use of time, management of
behaviour)
 Teacher beliefs (theories and models they use)
 Professional behaviours (reflecting on practice,
collaborating with colleagues)
Careers teaching must-reads
 ACEG Framework (CDI)




http://www.thecdi.net/write/CWRE_
User_Guide.pdf
Good Career Guidance (Gatsby)
http://www.gatsby.org.uk/en/Educatio
n/Projects/Good-CareerGuidance.aspx
Careers 2020 (Pearson/ICeGS)
http://www.derby.ac.uk/files/careers_
2020_.pdf
An introduction to career learning and
development – Anthony Barnes et al.
(Routledge, 2011)
A practical guide to career learning
and development – Barbara Bassot et
al. (Routledge, 2014)
Learning model
Encouraging professional reflection
 A session that went well – What did you do?
 In pairs
 ‘A’ talks about a session that went well while ‘B’ listens
and records the skills that ‘A’ used. Then ‘B’ feeds back
to ‘A’ and they discuss what worked and what could be
done to even better next time
 ‘B’ now has a turn
A useful guide to project-based
learning
 ‘Project-based learning’
refers to students
designing, planning, and
carrying out an extended
project that produces a
publicly-exhibited
output such as a product,
publication, or
presentation
http://www.innovationunit.org/sites/default/files/Teacher's%20Guide%20to%20Project-based%20Learning.pdf
Project planner (from Work That Matters) – the
importance of essential questions, critique sessions,
several drafts and an exhibition)
1.
2.
3.
4.
5.
6.
7.
8.
9.
Summary - What are your students going to do, and why are they
doing it?
Essential questions - An essential question should inspire
students, require them to conduct serious research, and relate to a
real world issue
Products - What do you want students to do / write / create / build?
Learning goals - What do you want students to learn?
Timeline/milestones - List the key dates and important milestones
for this project (eg check-ins, critique sessions, deadlines for drafts
and specific product components)
Personalisation - Say how you will personalise the project,
especially for individual students who will need specialized support
Exhibition venue - Where will the exhibition take place?
Exhibition plan - How will the exhibition be promoted? How will
your students exhibit their work? Who will you be inviting?
Assessment criteria - How will you be assessing the learning goals
you identified?
Challenge-based Learning (CBL)
from Apple
Stage One
 a big idea
 an essential question
 a challenge
Stage Two
 guiding questions
 activities and resources
Stage Three
 determining and articulating the solution
Stage Four
 implement the solution
 evaluate the results
The process also integrates important ongoing activities such as
reflection, assessment, and documentation (Apple Inc.)
https://www.challengebasedlearning.org/pages/welcome
The importance of challenge examples
A big idea
Sustainability
Future of work
Essential question
What is the impact Why are ‘jobs for
of economic
life’ disappearing?
development on
the environment?
What makes
people happy at
work?
The challenge
Increase the
percentage of
students in your
school who say
they want to work
in greener ways
when they get into
a job
Improve the level
of satisfaction of
people who work
in your school
Create
opportunities for
students to discuss
this issue with
people from
outside school
Wellbeing
WebQuests
 Emphasises information use rather than information
gathering and usually collaborative
http://en.wikipedia.org/wiki/WebQuest
 Imperial War Museum
http://nmolp.iwm.org.uk/webquests/
 San Diego State University www.webquest.org
Level 3 Extended Project Qualification
http://www.manchester.ac.uk/connect/teachers/students/post-16/extended-project/resources/
Homework (John Hattie)
A model for extended careers
homeworks
Set assignment
Provide support
2-6 weeks to
complete
(lessons, drop-in
sessions, a careers
homework club)
Make it a
collaborative
learning activity
Signpost
resources
Use assessment
for learning
methods in
providing
feedback
Facilitate
reflection and
follow-up by
students
My career story – idea for an
extended homework project
My values
My qualities
My interests
My attitudes
What
Am I like?
My health
My career beliefs
What
my career
means
to me
My definitions
What
progress
am I
making?
My reviews
Personal
statement
Subjects
Qualifications
What
am I good
at?
My
career
story
Skills
Experiences and
achievements
What
Plans do I
have?
My options
My goals and targets
My CV
My learning
plan/pathway
Essential questions
 What really matters?
 Who am I?
 Who do I want to be?
 What do I know?
 What are my choices?
 Is this forever?
 Who can help me?
 How can I help myself? / Make it happen?
 What can I expect from my organisation?
The wheel of life tool is a resource
 http://www.mindtools.com/pages/article/newHTE_93
.htm
 http://www.thecoachingtoolscompany.com/free_resou
rces/wheel-of-life-coaching-tool/
 http://www.thecoaches.com/docs/resources/toolkit/p
dfs/18-Wheel-of-Life-Exercise.pdf
Project questions - examples
 Whose career is it anyway? (Does it belong to me or







the organisation I work for?)
What jobs can you do in a hospital if you don’t want to
do medicine or nursing?
What should you know about working for a charity?
What are uniforms for?
Is a career as a child labourer a contradiction in terms?
Who carries their career secrets to the grave?
What makes someone employable?
What would you do to smash the glass ceiling?
Interview someone about their job
 Growing up, did you always want to do what you’re doing







now?
What made you realise that this was the career for you?
What was involved in getting the qualifications you need?
What’s a typical day like?
What still attracts you about your job?
What is challenging about the job you do?
What’s been the highlight of your career so far?
What advice would you give to anyone thinking of
following in your footsteps?
Competitions - checklist
 Arrange sponsors
 Make it annual (linked to a national awareness event?)
 Write rules and entry form
 Organise publicity
 Provide briefing sessions and tips and resources
 Plan presentation of prizes
MyKindaCrowd
http://www.mykindacrowd.com/
Competitions and challenges
 Design a careers game
 Produce a resource for young people on a given topic
 Essay prize – Should a medical graduate automatically
be obliged to work as a doctor?
 Careers fair challenges, e.g. name two organisations
that offer apprenticeships to young people