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Learning Outside The Classroom ES6010

Learning Outside The Classroom Portfolio

Section 1: Learning Outside The Classroom

To understand the concept of ‘learning outside the classroom’ (LOTC), it is first

essential to define what we mean by learning. Greeno, Resnick & Collins (in Berliner and

Calfee, 1996) suggest that learning is ‘the process by which knowledge is increased or

modified’. This can be through the acquisition of new information, as well as building on

that which already exists. This offers a simple definition and provides a platform from which

to further explore learning in locations other than traditional classroom.

As stated by the DfES (2006) ‘It is not just what we learn but also how and where’.

This suggests that consideration should be given to all aspects of the learning process,

including the impact of pedagogy and location. It is important to acknowledge that the

notion of LOTC is one that is broad in content and has great depth in its justification.

Traditionally we visualise teaching and learning as children sat behind desks, within a

classroom, listening to the teacher impart information. An alternative that is often

overlooked is non-classroom-based learning. As suggested by Froebel (in Constable, 2012)

and supported more recently by Richardson (2001) and Coffield (2000), education is not

always about formal learning. A broad definition given by the DfES (2006) states that LOTC is

‘any structured learning experience that takes place outside a classroom environment,

during the school day, after school or during the holidays’. Additionally, Di Leo and Jacobs

(2004) define classrooms as ‘a place in which interaction occurs between student and

teacher’, suggesting the notion that learning can occur anytime, anywhere.

When considering LOTC there are many locations available as a resource for

educators to utilise. Popular options as suggested by the Council for Learning Outside the

Classroom (CLOtC) can be seen in Figure 1.

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Figure 1: Suggested Locations for Learning Outside the Classroom (CLOtC, 2019)

Many theorists have attempted to unpick the numerous components of LOTC;

however, it is believed to be the collaboration of all parts that provides the wider picture

(Waite, 2011). Figure 2 shows some of the highlighted benefits of LOTC.

Improve academic achievement. Provide a bridge to higher order learning. Develop skills and independence in a widening range of environments. Make learning more engaging and relevant to young people. Develop active citizens and stewards of the environment. Nurture creativity. Provide opportunities for informal learning through play. Reduce behaviour problems and improve attendance. Stimulate, inspire and improve motivation. Develop the ability to deal with uncertainty. Provide challenge and the opportunity to take acceptable levels of risk. Improve young people’s attitudes to learning.

Figure 2: Benefits of LOTC (DfES, 2006)

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As proposed by Bourdieu (Navarro, 2006) and further researched by Waite (2010),

through challenging the educational habitus, new opportunities for engagement within

learning may arise. LOTC is often purported to be experiential and more grounded in nature,

thus creating a mutual interaction between learner, location and others (Hooper-Greenhill,

2007). As posited by Woods (2011), embodiment can play an important part in allowing the

learner to form connections between concrete and abstract knowledge. Helping them to

make sense of the world around them. Considering a sociocultural perspective, it is

important to acknowledge that every child is unique. This may impact learning as

development will be based on individual experience, linking to prior knowledge, motivation

and culture. That said, each child can potentially benefit from an additional form of

educational provision (Silberman-Keller, 2007). A sense of freedom may be experienced as

not restricted within the traditional rule bound culture of the classroom, promoting

enjoyment as a motivator to deeper learning. Two key methods to facilitating this type of

learning can be identified as expeditionary and environmental. Constable (2012) additionally

suggests that the learner should also have an active involvement with the environment to

forge meaningful connections.

The benefits of LOTC have been researched and promoted over many years. In 2006

the DfES published a Manifesto entitled ‘Learning Outside the Classroom’ (DfES, 2006). This

explicitly states the benefits of embracing LOTC as a pedagogical approach to incorporate

alongside traditional classroom teaching (Figure 3). Direct links are made to Every Child

Matters (2003) and Youth Matters (2005) along with the National Curriculum (2014),

specifically regarding enjoying and achieving and to staying safe and healthy. It supports the

idea that LOTC should be the bridging aspect between theory and reality by providing

opportunity for experiential learning as suggested by Kolb (2015).

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1. We will provide all young people with a wide range of experiences outside the classroom, including extended school activities and one or more residential visits.

2. We will make a strong case for learning outside the classroom, so there is widespread appreciation of the unique contribution these experiences make to young people’s lives.

3. We will offer learning experiences of agreed high quality.

4. We will improve training and professional development opportunities for schools and the wider workforce.

5. We will better enable schools, local authorities and other key organisations to manage visits safely and efficiently.

6. We will provide easy access to information, knowledge, expertise, guidance and resources.

7. We will identify ways of engaging parents, carers and the wider community in learning outside the classroom.

Figure 3: Manifesto Aims (DfES, 2006)

WORD COUNT: 652

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REFERENCES

Coffield, F. (2000) The Necessity of Informal Learning. Bristol: The Policy Press.

Constable, K. (2012) The outdoor classroom ages 3-7: using ideas from forest schools to

enrich learning. Abingdon: Routledge.

Council For Learning Outside the Classroom (NA) LoTC Activities Target Diagram, Available

at: http://lotc.org.uk/wp-content/uploads/2011/03/GTarget-diagram_v4.pdf (Accessed:

March 2019).

Department for Education and Skills (2006) Learning Outside the Classroom: MANIFESTO.

Available at: http://www.lotc.org.uk/wp-content/uploads/2011/03/G1.-LOtC-Manifesto.pdf

(Accessed: March 2019).

Di Leo, J. and Jacobs, W. (2004) If Classrooms Matter: Progressive Visions of Educational

Environments. Oxon: Routledge.

Gov.UK. (2003) Every Child Matters. Available at:

https://assets.publishing.service.gov.uk/government/uploads/system/uploads/

attachment_data/file/272064/5860.pdf (Accessed: March 2019).

Gov.Uk. (2005) Youth Matters. Available at:

https://webarchive.nationalarchives.gov.uk/20100203014817/http://publications.dcsf.gov.u

k/default.aspx?

PageFunction=productdetails&PageMode=publications&ProductId=Cm6629& (Accessed:

March 2019).

Gov. UK. (2014) National Curriculum in England: Framework for key stages 1-4. Available

at:https://www.gov.uk/government/publications/national-curriculum-in-england-

framework-for-key-stages-1-to-4 (Accessed: March 2019).

Greeno, J. G., Collins, A. M., and Resnick, L. B. (1996) ‘Cognition and Learning’, in Berliner, D.

& Calfee, R. (eds.) Handbook of Educational Psychology. New York: Macmillan, pp. 15-46.

Hooper-Greenhill, E. (2007) Museums and education: purpose, pedagogy, performance.

London: Routledge.

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https://www.gov.uk/government/publications/national-curriculum-in-england-framework-for-key-stages-1-to-4

https://www.gov.uk/government/publications/national-curriculum-in-england-framework-for-key-stages-1-to-4

https://webarchive.nationalarchives.gov.uk/20100203014817/http://publications.dcsf.gov.uk/default.aspx?PageFunction=productdetails&PageMode=publications&ProductId=Cm6629&



https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/272064/5860.pdf

https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/272064/5860.pdf

http://www.lotc.org.uk/wp-content/uploads/2011/03/G1.-LOtC-Manifesto.pdf

http://lotc.org.uk/wp-content/uploads/2011/03/GTarget-diagram_v4.pdf


Kolb, D. (2015) Experiential Learning: experience as the source of learning and development.

New Jersey: Pearson.

Navarro, Z. (2006) ‘In Search of Cultural Interpretation of Power’, IDS Bulletin, 37(6) pp. 11-

22.

Richardson, L. (2001) Principles and practice of informal education: learning through life.

London: Routledge.

Silberman-Keller, D. (2006) ‘Images of Time and Place in the Narrative of Non-formal

Pedagogy’, in Bekerman, Z., Burbules, N. and Silberman-Keller, D. (eds) Learning in places:

the informal education reader. New York: Peter Lang Publishing.

Waite, S. (2011) Children learning outside the classroom: from birth to eleven. London: Sage.

Waite, S. (2010) ‘Teaching and learning outside the classroom: personal values, alternative

pedagogies and standards’, International Journal of Primary, Elementary and Early Years

Education, 39(1), pp. 65-82.

Woods, P. (2011) Transforming Education Policy. Shaping a Democratic Future. Bristol: The

Policy Press.

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Section 2: A Residential Experience

Practical Considerations For Running A Residential

When planning a residential there are many factors to consider (appendix 1).

It offers the opportunity to be a fully immersive experience, if well planned and executed.

The aim being to provide an alternative form of learning that is of educational benefit to the

participants (DeWitt, and Storksdieck, 2008; Ofsted, 2008). This assignment shall focus on

themes that are pertinent to the planning processes as suggested by OEAP (2018).

The participants must be the core focus of the considerations undertaken. It is

essential to establish who will be attending and for what intention (appendix 2), to then

tailor the location and activities to their specific needs. Initially, age group must be

considered as this will inform activity choice, staff ratio and accommodation type.

To ensure that participants receive a fulfilling and inclusive experience the activities

should be pitched so that they are accessible and age appropriate, but still involve an

element of challenge (DfE, 2018). Individual physical ability must also be a factor; however,

this will be difficult to judge as a residential will often offer new activities not experienced

before.

Staff ratio is vital as this will ensure the safe execution of the residential for all

members within the group. Ratio will be dependent on age, previous experience and type of

activity to be undertaken (HSE, 2019; OEAP, 2018). These are not stated by law however are

often guided by the policy of individual settings as participants needs will vary. This support

system allows for learners to experience risk and challenge within a safe environment.

Accommodation type selected may also be guided by age. Primary school children

will often experience sleeping in bunks within a dormitory type scenario. This offers the

opportunity for social interaction within a group and a more independent style of provision

(Learningaway, 2019; Kellert, 2002).

Once the location has been established the focus will turn to the activities available

to the learners. Again, there are many factors to consider (appendix 3). During this type of

encounter, learners will often get to experience activities not readily available during their

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typical educational day. Facilitators will need to consider the learning outcomes of such

activities when planning (Scribner-MacLean and Kennedy, 2007; O’Donnell, Morris and

Wilson, 2006). These could be linked to objectives such as personal achievement, social

experience and problem solving.

There is also the aspect of legal requirements to cover when planning a residential.

Different parties within the trip will have specific obligations to fulfil (appendix 4). As the

visit leader it will be your responsibility to maintain these requirements, to ensure the safety

of all staff and participants involved (DfE, 2018 and RoSPA, 2013).

A key requirement is the completion of a risk benefit analysis. This will inform all

leaders of possible risks that they may encounter, the risk/benefit rating and how best to

plan to balance the risk. As supported by the HSE (2019) and Sandseter and Kennair (2011),

it is important for children to experience managed risk in order to develop their awareness

and to prepare them for life as an independent being.

As supported by the project funded by the Paul Hamlyn Foundation (2015),

residentials can provide numerous benefits to learners (appendix 5) which can transfer to

the traditional classroom experience and moreover enhance life-skills.

WORD COUNT: 542

REFERENCES

Department for Education (2018) Guidance: Health and safety on educational visits.

Available at: https://www.gov.uk/government/publications/health-and-safety-on-

educational-visits/health-and-safety-on-educational-visits (Accessed: April 2019).

Department for Education (2018) Guidance: Health and safety: responsibilities and duties for

schools. Available at: https://www.gov.uk/government/publications/health-and-safety-

advice-for-schools/responsibilities-and-duties-for-schools (Accessed: April 2019).

DeWitt, J. and Storksdieck, M. (2008) ‘A short review of school field trips: key findings from

the past and implications for the future’, Visitor Studies, 11(2), pp. 181-197.

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Health and Safety Executive (2019) Frequently Asked Questions- Education: School Trips.

Available at: http://www.hse.gov.uk/services/education/faqs.htm#school-trips (Accessed:

April 2019).

Kellert, S.R. (2002) ‘Experiencing nature: Affective, cognitive and evaluative development in

children’, in Kahn, P.H. and Kellert, S.R. (eds.) Children and Nature: Psychological,

Sociocultural and Evolutionary Investigations. London: MIT. pp. 117-151.

Learning Away (2019) What makes a Brilliant Residential? Available at:

https://learningaway.org.uk/the-campaign/ (Accessed: April 2019).

O’Donnell, L., Morris, M. and Wilson, R. (2006) ‘Education Outside the Classroom: An

assessment of activity and practice in schools and local authorities’, National Foundation for

Educational Research, Available at: https://www.nfer.ac.uk/education-outside-the-

classroom-an-assessment-of-activity-and-practice-in-schools-and-local-authorities/

(Accessed: April 2019).

Office for Standards in Education, Children’s Services and Skills (2008) Learning outside the

classroom. How far should you go? Available at:

http://www.lotc.org.uk/wp-content/uploads/2010/12/Ofsted-Report-Oct-2008.pdf


Outdoor Education Advisors Panel (2018) National Guidance. Available at:

https://oeapng.info/ (Accessed: April 2019).

Paul Hamlyn Foundation (2015) Learning Away. Available at:

https://www.yorkconsulting.co.uk/case-studies/evaluation-of-learning-away (Accessed:

April 2019).

Sandseter, E. & Kennair, L. (2011) ‘Children’s risky play from an evolutionary perspective: the

anti-phobic effects of thrilling experiences’, Evolutionary Psychology, 9(2), pp. 257-284.

The Royal Society for the Prevention of Accidents (2013) Planning and Leading Visits and

Adventurous Activities. Available at: http://www.rospa.com/rospaweb/docs/advice-

services/school-college-safety/school-visits-guide.pdf (Accessed: April 2019).

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APPENDICES

Appendix 1

An example of the type of considerations needed for planning a residential trip.

Participant

Age GroupGenderGroup Dynamics InclusionAccessibilityCommunication Rest Time/Start-End Times Sleeping Arrangements Food/ Dietary Requirements Showering/Toilets Don’t Make Assumptions On Abilities And StrengthsDon’t Assume The Child Knows Their Own Strengths

Legalities

Risk AssessmentsRisk-Benefit AnalysisEmergency ContactsFirst AidersTrained StaffDBS CheckedStaff Ratios

Location

Time of YearWeatherTravelling DistanceTransport CostingAccess/Moving of Belongings & EquipmentItems BorrowedDrying Out of Equipment Activities AvailableAccommodation

Aim

ActivitiesSkills Resources/Leader/EquipmentObjectivesQualificationsPersonal Goals

Activities

AccessibleAimEnjoymentSkills NeededSkills Learnt

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Appendix 2

An example of intentions/aims of the participant

Gain new skills

Personal physical challenge

Personal mental challenge

Build self-esteem

Gain a qualification

Develop resilience

Participate in team work

Build self-confidence

Enhance well-being

Experience problem solving

Partake in social interaction out of normal peer group

Appendix 3

Factors to consider when planning activities

Age

Ability

Objective

Staff Ratio

Qualifications of leader

Skills needed

Location

Weather

Equipment

Appendix 4

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Example of legal considerations and responsibilities for a Visit Leader and Visit Co-ordinator

Risk Assessment/ Risk management

First Aid

Overall Responsibility

Reputation/ Qualifications of provider

Comprehensive planning

Guidance and training of staff

Staff ratio

Emergency procedure

Appendix 5

Suggested benefits of a residential experience (Learning Away, 2019)

Learning Opportunities Presented By A Residential

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The purpose of a residential is to facilitate learning within an alternative context.

This allows participants to experience a different location, a variety of learning styles and

the development of new skills not readily accessible within the traditional classroom. As

suggested by the Department for Education and Skills (2006), the way in which we learn is

linked to what we learn.

When considering opportunities to develop personal skills during a residential, each

will be unique to the individual involved. Collaborative learning is one area in which vast

personal development may be seen. Through working with others many skills and traits can

be grown. These are suggested as respect, self-esteem, empathy and responsibility, to name

but a few (Waite, 2011). Valued within society, these are competencies that can be

subjective and in addition transferred to life-long learning and experience. By enhancing

personal skills, it is hoped that growth can be seen in other areas such as academic

achievement and social capital. Encouraging children to work within a team aims to develop

awareness of those around them. Additionally, they learn to take responsibility for their

actions by seeing and experiencing the impact and consequences. Looking forward, this

educates the learners in how to live as respectful citizens within a cohesive, yet diverse

society as supported by the theories of Vygotsky and Piaget (Pritchard and Woollard, 2010).

Moreover, there are educational benefits to participating within a residential.

Through partaking in the planned activities, children are using and developing many skills

that they may not be explicitly aware of (Constable, 2017). The ability to listen carefully is

essential so as to understand and perform the given activity in a safe manner. This skill can

be developed subconsciously and transferred to a classroom scenario. Through improved

listening skills the learner has the potential to gather more information and therefore be

able to use this in a beneficial way to support their own learning and participation.

By providing alternative learning styles, it is possible to see progression within those

learners who may struggle within the classroom environment. Experiential learning puts the

knowledge into context by becoming realistic and relatable. By grounding in reality, the

content can be made accessible to a range of abilities and help to facilitate deeper learning

(Learning and Teaching Scotland, 2010).

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Residentials are often portrayed in a positive light however we must consider the

learners who do not reap the same benefits as those highlighted (Djonko-Moore and

Joseph, 2016). It may be that the power differentiation within the situation is unsettling for

the learner (Pike and Beames, 2013). By having autonomy over their own actions may lead

to a feeling of uncertainty and worry over participating in activities.

Peer pressure and peer support may be seen as one and the same from different

perspectives. It is possible that a learner who thrives on support and encouragement will

relish the company of peers, however it is also possible that the presence of peers may put

pressure on the learner to feel that they must participate and succeed (Bursztyn and Jensen,

2015). This may have an adverse effect on the learning potential as the learner feels that the

activity has been enforced and the intrinsic motivation is not experienced.

WORD COUNT: 535 REFERENCES

Bursztyn, L. and Jensen, R. (2015) ‘How does peer pressure affect educational investments?’,

The quarterly journal of economics, 130(3), pp. 1329-1367.

Constable, K. (2017) The outdoor classroom ages 3-7: using ideas from forest schools to

enrich learning. Oxon: Routledge.

Department for Education and Skills (2006) Learning outside the classroom manifesto.

Available at: http://www.lotc.org.uk/wp-content/uploads/2011/03/G1.-LOtC-Manifesto.pdf


Djonko-Moore, C. and Joseph, N. (2016) ‘Out of the Classroom and Into the City: The Use of

Field Trips as an Experiential Learning Tool in Teacher Education’, SAGE Open, 6, pp. 1-13.

Learning and Teaching Scotland (2010) Curriculum for Excellence through Outdoor Learning.

Available at: https://education.gov.scot/Documents/cfe-through-outdoor-learning.pdf


Pike, E. and Beames, S. (2013) Outdoor Adventure and Social Theory. Oxon: Routledge.

Prtichard, A. and Woollard, J. (2010) Psychology for the classroom, Constructivism and Social

Learning. London: Routledge.

Waite, S. (2011) Children learning outside the classroom: from birth to eleven. London: Sage.

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https://education.gov.scot/Documents/cfe-through-outdoor-learning.pdf

http://www.lotc.org.uk/wp-content/uploads/2011/03/G1.-LOtC-Manifesto.pdf


What I Have Gained From The Residential Experience

It has been suggested that following an educational activity, a period of reflection

should take place. This allows for the experience to be absorbed and then critically analysed.

Using an approach such as Johns model of Structured Reflection (Timmins, 2015) will help

this to be a methodical process. As supported by Brookfield (2009) it can be of benefit to

engage in multiple perspectives. This ensures a broad reflection from which to draw

experience. Looking at the residential you could consider the learners and the leaders’

points of view.

The residential was a fantastic learning opportunity which highlighted links to

education and organisation of trips, as well as personal development. The collaborative

experience evoked a strong sense of support, even between those who did know each other

prior to the residential. It was a prime opportunity for self-discovery and reflection on my

current methods of practice within my setting. These allowed for positive personal

development moving forward as suggested by Rogers and Smith (2012).

I felt that the mountain climb on the first day was a beneficial learning experience

for me. I learnt that through support and a positive mind-set it was possible to do what I set

out to accomplish, despite arising doubts and fears. The leaders were very positive and

encouraged everyone to make an informed choice of which path to take. By explaining that

the process you go through to reach your goal is of more value than the result changed my

way of thinking. As shown by Leutner et al. (2017) this notion can be transferred to many

learning opportunities and will be of benefit to learners. It can help reduce the barrier of

achievement by putting more emphasis on adaptable processes than on fixed outcomes

(Beghetto and Kaufman, 2010). It was a challenging activity, but it was rewarding to reach

the top. The sense of achievement was such a boost to my self-esteem and was

remembered when facing subsequent difficult tasks. To be able to refer to this experience

when working with children will be useful as I have experienced to draw on and can

appreciate how they may be thinking and the challenges they may be facing (Deer

Richardson and Wolfe, 2001).

Thinking back to the activities it is important to recognise that everyone is unique,

and they experience things in different ways (Kolb, 1984). I realised that both physical and

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mental challenges could be experienced, together and independently of each other. With

this in mind it is important to be aware of situations that may arise and to suggest strategies

to manage these barriers effectively. One pre-emptive consideration may be the group

structure. I believe that by having a mixture of abilities and personalities can help to ensure

that peers learn from each other through modelling and support systems. This is supported

by Dean (2000).

On reflection I feel that it may have been of benefit to inform the participants of the

activities in more detail prior to departure. This would allow time for mental preparation

and support to be provided for those with concerns over what is expected within the task

(Strycharczyk in Strycharczyk and Clough, 2014). I do however appreciate the opportunity to

develop ability to manage and adapt to unknown situations, as this is an important skill for

everyday life.

WORD COUNT: 549

REFERENCES

Beghetto, R. and Kaufman, J. (2010) Nurturing Creativity in the Classroom. Cambridge:

Cambridge University Press.

Brookfield, S. (2009) ‘The concept of critical reflection: promises and contradictions’,

European Journal of Social Work, 12(3) pp. 293-304.

Dean, J. (2000) Improving Children’s Learning: Effective teaching in the Primary Classroom.

London: Routledge.

Deer Richardson, L. and Wolfe, M. (2001) Principles and Practice of Informal Education;

Learning through life. London: Routledge.

Kolb, D. (1984) Experiential Learning: experience as the source of learning and development.

Englewood Cliffs, NJ: Prentice-Hall.

Leutner, D., Fleischer, J., Grunkorn, J. and Klieme, E. (2017) Competence Assessment in

Education: Research Models and Instruments

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Rogers, A. and Smith, M. (2012) Learning Through Outdoor Experience. Available at:

http://infed.org/outdoorlearning/learning_through_outdoor_experience_print.pdf


Strycharczyk, D. (2014) ‘Developing Mental Toughness’, in Strycharczyk, D. and Clough, P.

(eds) Developing Mental Toughness in Young People. London: Karnac Books Ltd, pp. 199-

250.

Timmins, F. (2015) A-Z of Reflective Practice. London: Palgrave Macmillan.

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http://infed.org/outdoorlearning/learning_through_outdoor_experience_print.pdf


Section 3: Group Work: Planning and Implementing a Non-Classroom Based Learning

Activity.

INTRODUCTION

A collaborative working relationship has allowed us to approach this task by bring

insight from different educational backgrounds. Combined knowledge and experience have

enabled consideration of all aspects when planning and executing the taster session.

FOCUS GROUP

Our task was to provide a learning experience outside of the traditional classroom.

We decided upon a ‘train the trainer’ type session based within a museum environment. As

suggested by Gershon (2015), we felt that a demonstration would provide a clear visual of

how the session may be structured, and how links to the curriculum would still be

highlighted.

The session was designed in a format adaptable to a variety of curriculum-based

topic areas. We hoped to conduct an informative yet interactive session, advising educators

on how they can bring a subject to life through careful planning and implementation.

For the purpose of this task our focus age group has been defined as Lower Key

Stage 2 (7-9yr olds) within a main stream educational setting. The topic area selected has

curriculum links to History and Literacy. In addition, we aim to infuse the notion of thinking

skills which are identified as key competencies with life-long benefits for the future

development of our learners (Grigg and Lewis, 2019).

SESSION OBJECTIVE

The scope for learning within a museum setting is vast. As practitioners we

appreciated the need to invoke a sense of interest within the learners (and educators) from

the outset of the activity. As posited by Mathews (1994) children are naturally inquisitive

and will actively seek to find reason for the challenge presented. Often through the use of

critical and creative thinking, dialogue and reflection.

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In order to create clear links between curriculum subjects, the lesson plan was

divided into three sessions. The session to be demonstrated shows how to create a ‘hook’

through an enticing introduction to the subject (Martin, Lovat and Purnell, 2004), ensures

active learning through participation (Auster and Wylie, 2006) and develops thinking skills

through dialogue with others (Littleton and Mercer, 2013).

By creating a back-story, we hoped to entice the learners to explore their own sense

of curiosity and discovery. By facilitating a sensory session, it was hoped that academic

barriers would be reduced, allowing learners to express their ideas in a confident manner

(Beard and Wilson, 2013). No prior or expert knowledge is required, and no answer is right

or wrong, as the session is dependent upon each child’s individual perception and

collaborative effort. The information gathered at the museum will then feed into the

following Literacy session, showing how knowledge can be transferred back to the

traditional classroom setting to provide continued learning.

RATIONALE FOR SESSION

Working within the museum offers an alternative environment for children to

experience. Hein (1998) suggests that this provides an opportunity to put knowledge into

context and practice will help to embed the information they have gathered.

The environment may help to challenge fixed mind-sets and facilitate shifts in power.

By showing that learning does not have to take place within a formal classroom setting,

gives learners a sense of autonomy. By allowing them to exploit their personal strengths

develops self-esteem and a positive attitude to learning (Beames, Higgins, and Nicol, 2012).

Active learning can help to develop a sense of independence and nurture creativity

through direct experience, posits Auster and Wylie (2006). By ensuring that pupils are

engaged and giving their full attention can promote deeper learning.

The focus for part of the session was to develop thinking skills through infusion

within curriculum-based subjects. By facilitating a child-led session it was hoped that these

skills would naturally be encouraged to emerge and then be supported by peers and

educators to develop further (Grigg and Lewis, 2019).

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As discussed by Waite (2011) there may however be a conflict due to the habitus of

traditional pedagogy. By allowing a holistic experience to develop, with fluid learning

outcomes, there may be uncertainty as to its validity within the rigid structure of the

National Curriculum.

WORD COUNT: 653

REFERENCES

Auster, E. and Wylie, K. (2006) ‘Creating Active Learning In The Classroom: A Systematic

Approach’, Journal of Management Education, 30(2), pp. 333-353.

Beames, S., Higgins, P. and and Nicol, R. (2012) Learning Outside the Classroom: Theory and

Guidelines for Practice. Oxon: Routledge.

Beard, C. and Wilson, J. (2013) Experiential Learning. 3rd edn. London: Kogan Page Limited.

Gershon, M. (2015) How to Be Outstanding in the Classroom: Raising Achievement, Securing

Progress and Making Learning Happen. Oxon: Routledge.

Grigg, R. and Lewis, H. (2019) Teaching Creative and Critical Thinking in Schools. London:

SAGE Publications Ltd.

Hein, G. (1998) Learning in the Museum. Oxon: Routledge.

Littleton, K. and Mercer, N. (2013) Interthinking: Putting Talk to Work. Abingdon: Routledge.

Martin, A., Lovat, C. and Purnell, G. (2004) The really useful Literacy Book: Being Creative

with Literacy in the Primary Classroom. 2nd edn. London: Routledge.

Mathews, G. (1994) The Philosophy of Childhood. Cambridge, MA: Harvard University Press.

Waite, S. (2010) ‘Teaching and learning outside the classroom: personal values, alternative

pedagogies and standards’, Education 3-13, 39(1), pp. 65-82.

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RATIONALE FOR PAPERWORK

When planning an educational visit, it is essential to complete all necessary

paperwork prior to the session taking place. This is an indicator of comprehensive planning,

best practice and in some instances a legal requirement (HSE, 2011). The paperwork

required will ensure that all eventualities have been given due consideration and a focused

lesson can be facilitated.

RISK BENEFIT ANALYSIS

For the purpose of this session a pre-visit to the museum location was conducted.

This ensured the suitability of the location for the planned lesson, the participating age

group and the individual requirements of the learners. In addition, this visit offered a prime

opportunity for a risk-benefit analysis to be compiled (appendix 1). This enabled areas of

potential risk to be highlighted, identified any action required prior to visit, and balanced

the risks against potential benefit to the learner (Ball, Gill, Spiegal, 2012). In addition to this,

the museum has provided us with their standard Risk Analysis for visiting groups (appendix

2). The educational setting would also be asked to complete documents specific to the

needs of the group as a requirement for an off-site visit. This ensures a comprehensive

coverage for all parties.

INFORMATION SHEET & ITINERARY

It was felt that by providing the attending trainers with an information sheet to take

away would allow them to focus on participation within the activity (appendix 3). This

lessens the pressure of note taking or retaining of information. As proposed by Ghaye

(2011), it is an integral part of learning to be able to reflect on the activity after its

completion. By having a guidance sheet will help to facilitate this process. In addition, we

have provided an itinerary for the session (appendix 4). This allows the participants to be

prepared for how the session will unfold and for the educators to remain focused and on

schedule.

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LESSON PLAN & CURRICULUM LINKS

By creating a lesson plan (appendix 5), the facilitator has a comprehensive guide as

to what is to be achieved within the timescale and the resources (appendix 6) necessary to

facilitate this. It will incorporate the objectives set, a procedure for tasks and associated

strategies to achieve these and an element of evaluation to conclude the session (Haynes,

2010). Moreover, by explicitly stating links to curriculum content the educator can provide

supporting evidence for their own practice and the progress of each learner (Harlen, 2007).

This enables the educator to have a clear direction for the lesson and helps to promote

confidence in delivery.

Appendix 7 shows the notes followed in order to facilitate the peer session. This

allowed the session to be in a logical format, well presented and conducted in a timely

manner (Exley and Dennick, 2009.

WORD COUNT: 438

REFERENCES

Ball, D., Gill, T. and Spiegal, B. (2012) ‘Managing Risk in Play Provision’ Available at:

http://www.playengland.net/wp-content/uploads/2015/09/managing-risk-in-play-

provision.pdf (Accessed: March 2019).

Exley, K. and Dennick, R. (2009) Giving a Lecture. From Presenting to Teaching. 2nd edn.

Oxon: Routledge

Ghaye, T. (2011) Teaching and Learning Through Reflective Practice. Oxon: Routledge.

Harlen, W. (2007) Assessment of Learning. London: SAGE Publications.

Haynes, A. (2010) The Complete Guide To Lesson Planning and Preparation. London:

Continuum International Publishing Group.

Health and Safety Executive (2011) School Trips and Outdoor Learning Activities. Available

at: http://www.hse.gov.uk/services/education/school-trips.pdf (Accessed: March 2019).

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http://www.hse.gov.uk/services/education/school-trips.pdf

http://www.playengland.net/wp-content/uploads/2015/09/managing-risk-in-play-provision.pdf

http://www.playengland.net/wp-content/uploads/2015/09/managing-risk-in-play-provision.pdf


APPENDICES Appendix 1

Activity How will learners benefit from this activity

Possible hazards Who is at risk?

Precautions in place to reduce the risk of injury Overall risk rating: L/M/H?

Transport to location

Medical needs/ 1st Aid

Surrounded by members of the general public

Ratio of staff to children

Staff DBS checked

Learning in an alternative location/ travelling safely

Health & Safety

Experience of social interaction

Health & Safety

Collision/run over

Accident/injury/ pre-existing medical condition

Inappropriate interaction/terror threat

Not enough staff in the event of an incident

Inappropriate interaction/

All

All

All

All

Reputable company/ appropriate safety measures/ competent staff/ children aware of dangers

All information gathered in advance/ trained staff/ emergency contact numbers/ method of contacting others

Boundaries in place/ staff ratios/ competent staff/ aware of emergency procedure of location

Ensure correct number of staff

L

L

L

L

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Using stairs to access WOW room

Climbing on activity centre whilst exploring the WOW room

General movement during time in museum

Moving through heavy doors within museum

Health & Safety incompetent

Trip up/down steps

Fall from climbing unit within WOW room

Slips, trips and falls, head bumps, getting lost

Trapping of body parts

All

All

All

All

All

Ensure all DBS checks up to date

Appropriate staff supervision and safety talk before entering the museum (no running, staying together, etc.)

Appropriate supervision and safety talk

Appropriate supervision and safety talk before entering the museum

Appropriate supervision and pre-entry caution that doors are heavy

L

L

L

L

L

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Appendix 2

WOW Room, Wilson Museum - Risk Assessment

Health & Safety Risk Assessment

Division - Group – The Wilson Assessor: XXXX

Activity/Area –World Cultures Gallery Date of original Assessment: 08/05/18

Hazard Who might be harmed and how

Activity Risk Rating (without controls)

Control Measures already in place Risk Rating (with Controls)

Any further action required

Action Owner

Action by Date

Action Completed by (date & owner)

Residual Risk

Sharp corners on play blocks

Young children when crawling through the blocks, around the gallery

Visitors hitting legs when walking past- cut/gashes

6 Adults to be reminded (verbally?) that children are their responsibility within the space and that sharp corners are present – clear label is displayed at entrance and if volunteers are stewarding in the space they will be reminded

Blocks are brightly coloured so easily seen

Ensure lighting is sufficient for blocks

4

Monitor how effective current signage is. If required, make more prominent / increase signage

Train volunteers and invigilators to alert visitors to risk

SW

SC

12/05/18

10/05/18

2

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Action Owner

Action by Date


Residual Risk

to be visible

Blocks were designed with rounded corners to minimise risk

Plug sockets within reach of young children

Electrocution of child

6 Child safety plugs installed

Reporting procedure in place for equipment defects or failure.

Fire Risk Assessment to be reviewed

3 Volunteers/staff to regularly check condition and placement of safety plugs

SC 12/05/18 3

Low hanging structure for draping material

Visitors could be hit by structure if rope hanging released

4 Additional rig point for rope added at high level, so structure cannot be released by young children

1 Volunteers/staff trained to monitor the tie and ensure that visitors are not undoing the rope

Possible sign to inform visitors that rig is to be used by

SC 12/05/18 1

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Action Owner

Action by Date


Residual Risk

staff only

Staff fully trained and signed off in moving, setting up of all equipment

SW 25/06/18

Play mats with map motifs

Potential trip hazard

2 Area is well lit and edges are weighted. Pattern on mat is bright to ensure visibility

1 N/A 1

Handling objects mounted on boards

Visitors knocking items off and getting hit/cut

Sharp edges on handling objects causing injury

2 Items hung in manner which should prevent falling at slight knocks

Handling items selected with young children in mind- no sharp edges exposed

1 N/A 1

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Action Owner

Action by Date


Residual Risk

Fire Visitors and staff

6 Fire Risk Assessment to be reviewed

Emergency Action Plan in place.

Fire exits identified

Fire extinguishers located close to area?

No smoking policy in place.

Fire exits kept clear all times

3

Renewal of fire risk assessment required

JB 01/06/18

3

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Action Owner

Action by Date


Residual Risk

Use of outside equipment (lighting and sound)

Visitors and staff

6 Reporting procedure in place for equipment defects or failure.

RAMS in place prior to use of outside equipment

3

Glass cabinets not latest design and not procured with small children in mind

Young children could smash into the glass or shatter the glass cabinet fronts if rough, throw things.

6 Shatter proof film is in place on all cabinets.

Parental supervision is emphasised in the space.

3 Monitor how effective current signage is. If required, make more prominent / increase signage.

SW 1/06/2018

Items could fall off shelves, or children climb on shelves to reach objects and put themselves at

Young children could climb and fall off central unit, or objects fall off shelves onto young children

6 Parental supervision is emphasised in the space.

Loose objects are safely stowed and trays and containers are provided to keep items safe

3 Volunteers/staff to regularly check position of items on shelves and discourage climbing on central unit. Activity

SW 1/06/2018

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Action Owner

Action by Date


Residual Risk

risk

Handling items selected with young children in mind- no sharp edges exposed

monitored and more prominent signage implemented if necessary.

Heavy items hung at height could come lose from overhead boards

Visitors, staff and volunteers in the space

8 Boards hung at height were designed and hung by external contractor and JCT contract regulations state that works must be safe for the public.

Objects were mounted by certified art handler and deemed safe to hang at height.

3 Staff to monitor condition of the boards and report if additional work required to secure items.

SW 1/06/2018

RISK RATING

HIGH SEVERITY (3) 3 6 9

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MEDIUM SEVERITY (2) 2 4 6

LOW SEVERITY (1) 1 2 3

LOW LIKELIHOOD (1) MEDIUM LIKELIHOOD (2) HIGH LIKELIHOOD (3)

ACTION LEVELS

Rating Risk Action

1 - 2 Low Work can proceed

3 - 4 Medium Additional control measures required

6 - 9 High Immediate action required to control risk before continuing

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Appendix 3

Information Sheet

Wilson Museum – Information Sheet

Will be with a train the trainer focus for educators of LKS2 children – however can be

adapted to different age groups

Demonstrate how learning can be brought to life outside of the traditional classroom

setting

Talk about:

if this was with children, we would sit them down, gain their full attention and

then speak to them about fire alarm procedures, location of toilets/facilities

and the importance of staying within the museum building/with their

supervising adult

we would ensure accompanying adults know the specific children they are

supervising (and visa versa) and any important information regarding

individuals (behaviour/medical needs etc)

we would also discuss the ground rules within this room e.g. other people

allowed in, be respectful of equipment and surroundings, noise level etc.

suggest that children have hi-vis or school uniform to make them easily

identifiable.

as staff, we’d be mindful of risks e.g. other visitors, stairs etc, as shown on the

Risk Assessment, and to do regular headcounts to ensure everyone

accounted for. (stay in groups/pairs etc)

Provide a free roaming 5 minutes to look around the room. Explain the purpose of

this would be to diffuse the excitement of the room in order to then re-focus the

group for the activity session.

Activities broken down into three sections – three separate lessons, which link in with

the key questions and National Curriculum (Year 4 History and Literacy curriculum)

Importance of creating a back story to instil a sense of fun for our learners. This is

known within education as a ‘hook’ which is commonly used at the start of a new

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theme or activity to help initial engagement. So, for this, we would perhaps have

someone dressed up as time traveller or indeed maybe a video created to use for

the children to listen to. Our time traveller has left all his items that he has collected

from across the globe and sadly some have lost their information and he can’t

remember where they came from or their use. Can the children help him come up

with some ideas and stories as to what the items are and how they can be used

please? So, the first challenge is…

The initial activity we are doing is an introductory activity which ideally would be used

to allow the children to use a wider variety of skills

work co-operatively (listening/taking turns/communicate effectively)

work collaboratively (share ideas/value the opinion of others)

work with a mixture of peers (appreciate the skills of others/social skills)

use their senses (touch/smell/see/hear/taste?)

think critically and creatively (use imagination/draw on prior knowledge/

question ideas)

experience a challenge (work to find an answer/is there always a right

answer)

use problem solving skills (trial and error/discussion)

expand their vocabulary (description/magpie from others)

Outline the activity – explain important to not necessarily go with your friends but to

look at the skills you think others may have – we need a really good mix of skills. As

a group they need to come up with a theory about what it is and what it could be

used for. Use fact file sheet to collect group data – appendix 1

1. First person can look and draw the item

2. Second person can touch but not see the item

3. Third person can try and use it

4. Yes/no questions

5. Bring it back to the group

Consider how multi-sensory this is (embodiment) and helps to focus on descriptive

language and enquiry skills. Less abstract as object is in front of them

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Second worksheet for next session – this would progress learning on to the next

stage.

A further chance to experience the skills they have practiced as a group

Child-led following scaffolding (adults should be on hand to assist with guidance and

questions) sense of autonomy through choice and self-directed learning.

Why do we need opportunities to explore these different types of skills?

Thinking Skills within the National Curriculum – scope to make them more

interactive and less abstract within other learning environments. Skills can

then be transferred to the classroom for infusion with all subjects

life skills and suggested as important for future employment

no right or wrong answers – removes the power status between

learners/reduces barriers

freedom to explore in a safe environment

motivation through curiosity and enjoyment

Think about links to literacy and how then the story would be re-created and

expanded during Literacy lessons within the classroom.

Appendix 4

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Itinerary

TIME ACTIVITY

1.45-2.00 Meet in museum foyer

2.00-2.10 Welcome participantsSafety Talk

Exploration of WOW room

2.10-2.15 Hook for sessionObjectives for sessionExplanation of activity

2.15-2.25 Facilitate activity sessionDiscuss importance of skillsExplain follow up sessions

2.25-2.30 Questions and feedback

2.30 Session end and departure

Appendix 5

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Lesson Plan

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Date – Thursday 2nd May 2019 Theme – History Week

Final Outcome/Purpose

To investigate and interpret the past.

To write a narrative based upon personal discovery.

Genre/Success Criteria

Range of language skills

Paragraphs

Fiction

Description

Tense

Year 4 = 30 students.

SEN - TA/Teacher to support with reading skills for planning sheet.

MAA - TA/Teacher support to extend vocab.

Staff - Lisa Gillings, Emma van Zyl Text – WAGOLL of the Magical Golden Globe.

Additional Learning Outcomes

Collaboration

Language Skills

Creative Writing.

Location – Wow Room, Wilson Museum (Cheltenham)Resources – Paper, Pencils, Cloths, Clipboards

Learning Outside The Classroom ES6010Subject Learning

ObjectiveSkills Covered/Key Questions

Activity Plenary Objective Met

Not met

History

(Intro)

WAL to investigate and interpret the past.

Key Questions - Year 4

Use more than one source of evidence for historical enquiry in order to gain a more accurate understanding of history.

Introduce Time Traveller – explain that the artefacts that they have collected from across the world

have become muddled and we need to create stories for some of the items. Their first task is to

uncover as many facts about the designated item as possible. Item is placed under a cloth per

group.

1. Group will choose first student to try and draw what they have seen to the rest of the group.

2. Next student will then go up and will touch the item but not see it.

3. Third student will be able to try and use it. Explain to the rest of the group when they have tried

it.

4. Fourth student will be able to view it and answer yes/no questions.

5. Able to uncover it completely and bring it to the group.

As a group they need to come up with a theory about what it is and what it could be used for. Use fact file sheet to collect group data – Appendix 6a

Group to discuss their findings with other class members.

(Observe language)

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Learning Outside The Classroom ES6010History

2nd

session

WAL to suggest suitable sources of evidence for historical enquiry.

Use artefacts,

pictures and

stories to find out

about the past.

Pair children and allow them to select up to 3 items from around the room – their choice.

Complete story planning sheet (Appendix 6b)

Children to magpie ideas from each other.

Encourage children to share ideas from each section of their planning sheets.

Literacy

3rd

Session

WAL to write a narrative

Introduce

WAGOLL

(appendix

6c)

Go through

WAGOLL,

highlight all

adjectives.

Children to

work in a

group to

Use literacy to a

good standard in

order to

communicate

information about the

past.

SPAG – recap for all

on expanded noun

phrases

Green – to use

expanded noun

phrase

Write introduction to a short story that incorporates their item(s).

Go through WAGOLL – each group to work in pairs to highlight their WAL and

discuss/look up words they are unsure of. Magpie any word they’d like to use in

their own description.

Share write opening sentence. (Split in table groups)

Select a few children to read out ideas.

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Learning Outside The Classroom ES6010come up

with

synonyms.

Yellow – to use

adverbs

Red – to use metaphors

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Appendix 6

Resource Sheets

Appendix 6a – Object Description

What does your item look like?

Sketch a picture to help you remember

Can you describe it?

size, length, texture, material

What might it be used for?

What features does it have? handle, lid, wheels

Anything else you’d like to add?

Where do you think it comes from?

Who might use this?

What character in a story could use this item?

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Name Date


Appendix 6b – What am I?

What does your item look like? Yes/No Answers

*

*

*

*

*

What does it feel like? Can you think of any adjectives to describe it? How can it be used?

* *

* *

* *

Group decision – We think it is

_______________________________________________________________________________________________

_______________________________________________________________________________________________

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Appendix 6b – Object and Story Planning Sheet

What does your item look like?

Sketch a picture to help you remember.

Can you describe it? Colour, size, length.

What do you think it is made of?

I wonder how it was made, any ideas?

Where do you think it comes from? Who do you think owned it?

How did it get here? Can you imagine what time in history it is from? Why do you think this?

Who might use this?

Why do think the Time Traveller chose this?

What character in a story could use this item?

How could your item be used in a story?

.

.

.

Anything else you’d like to add?

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Name Date


WAGOLL – The magical golden globe - Appendix 6c

Introduction

One fine, sunny morning, Sam decided to visit the local museum, which he had been

meaning to do for a long time. After his hearty breakfast, where he had eaten lots of

delicious, tasty pancakes dripping with golden syrup, he got dressed into his emerald

green jumper and his favourite blue jeans and headed off to meet his best friend

Lucy. Patiently, he waited at the bus stop for his bus at his usual stop. The clouds

sailed across the sky above him. Sam had a funny feeling in his tummy, he wasn’t

sure why, but he felt that today was going to be one of those days. How right he was!

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Section 4: Reflection

As reflective practitioners it is essential to take time to look back on learning sessions

(Moon, 2004). This gives us the opportunity to reflect on the positive aspects, which are

equally as important as the negatives. By analysing our practice, we can see which features

to replicate and what may need to be adapted for future sessions. Sellars (2014) proposes

that by incorporating the perspectives of others gives a fuller view of all components

relating to the activity. This will inform planning, execution and analysis of future practice.

The task objective was to collaboratively plan a 3-hour session based on LOTC. Our

location was a museum and we were to implement a half hour taster for peers and a

University lecturer. From a practitioner’s perspective this would enable us to see clearly the

strengths and weaknesses within the lesson plan and on reflection make suggestions for

future amendments. We would do this through our personal observations as well as peer

feedback.

I felt that the session overall was positively executed in the manner that we had

planned. It gave the participants a clear idea of how to implement the suggested lesson

plans and evidence to support links to the curriculum. This was as a direct result of

collaboration, efficient planning and preparation prior to the session as supported by

Haynes (2010).

I believe that the interactive element was key to a successful session. By delivering

the training through short sections of content delivery followed by activity helped to ensure

all participants remained focused throughout. By actively involving each person in the

demonstrations allowed them to experience the activity which in turn enabled clearer links

to be made (and reinforced) to the understanding and purpose of the session. This will

support the replication of the activity later with other learners (Vickery, 2014).

By conducting this session within a museum, rather than in the classroom, allowed

for a more relaxed learning environment. As discussed by Moore (2012) often learners can

feel restricted by the habitus of a traditional classroom and its associated rules.

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We felt that by using a more sensory approach would lead to a reduction in anxieties

around ‘getting it wrong’. From observed behaviour I feel that this was achieved on a basic

level. By stressing that there was no correct answer, as the activity was based on personal

perception, encouraged exploration.

Moreover, the use of group work during the introductory stage allows learners to

draw on the support and knowledge of others. This can boost self-esteem when feeling

unsure of a new situation. We felt that this was an important inclusion within the session

and these suggestions are supported by the work and ideas of Vygotsky (1978).

At the end of the session we asked the participants for feedback. This was

informative as gave us different perspectives on the activity we had presented. As posited

by Brookfield (2012) it is important to reflect through different lenses in order to gain a

wider picture.

The main change I would suggest for the activity conducted is where the learners are

to allocate roles within the group. By the educator reading the roles out it was felt that it

was difficult to remember which was which. Again, when they came to do the activity, they

were not clear who had been allocated which role. To rectify this issue, I would suggest

typing up a description on a laminated card. This can then be read by the group and each

member can refer back to the descriptor they have been allocated as necessary.

In addition, I would also look at the worksheet provided and change the order of the

activities to ensure a smoother flow of ideas.

1. yes/no

2. touch don’t look

3. draw

4. try to use

5. look at

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By allowing the first person to look at the object and then answer the yes/no questions

would instil a sense of curiosity. Additionally, the questions would not be influenced by any

other input. The subsequent actions conducted would build on this first idea and allow

learners to discuss and deliberate over their suggestions.

Part of our ethos was that there would be no right answer, however it was suggested

that children may be curious to know what the object actually is. For this purpose, it may be

suggested that an explanation could be given in the form of ‘one expert from the museum

suggests that this might be….’. This would maintain the autonomy of their experience and

bring a conclusion to the introductory session before moving on to the main exploratory

activity.

The museum is a location that lends itself to a plethora of learning opportunities

both in delivery style and session content, as purported by Black (2012).

If planning another session within the same location but exploiting a different

feature I would suggest using the Friends Gallery section. This could possibly have links to

Art and Literacy. I would use this opportunity to develop observation skills, descriptive

language, justification of ideas and interpretation of different mediums (Hein (1998). As

previously suggested, having an object in front of the learner to actively refer to will allow

for the learning to be put into context and therefore become less abstract (Chung, 2008).

The open-plan room is conducive to free movement and learners again have control over

the direction of their learning within a specific criterion. I would begin with a period of time

for individual exploration and collection of ideas before moving to a collaborative

environment where ideas can be discussed and shared. I feel this is beneficial to learns as it

can boost self-esteem and instigate new thought pathways (ref).

Any learning taking place within the museum environment can be linked back to

classroom-based learning. Through clear planning and implementation, a variety of input

methods can come together to create a meaningful output to the topic chosen.

WORD COUNT: 961

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REFERENCES

Beloglovsky, M. and Daly, L. (2015) Early Learning Theories Made Visible. St Paul, MN:

Redleaf Press.

Brookfield, S. (2012) ‘Using the lenses of critically reflective teaching in the community

college classroom’, New Directions for Community Colleges, 118, pp. 31-38.

Chung, S. (2008) ‘Presenting cultural artifacts in the Art Museum: A University-Museum

Collaboration’, Art Education, 62(3) pp. 33-39.

Haynes, A. (2010) The complete guide to lesson planning and preparation. London:

Continuum.

Moon, J. (2004) Reflection in Learning and Professional Development: Theory and Practice.

Abingdon: Routledge Falmer.

Moore, A. (2012) Teaching and Learning: Pedagogy, Curriculum and Culture. 2nd edn. Oxon:

Routledge.

Sellars, M. (2014) Reflective Practice for Teachers. Los Angeles: SAGE.

Vickery, A. (2014) Developing Active Learning in the Primary Classroom. Los Angeles,

California: SAGE.

Vygotsky, L. S. (1978) Mind in society: The development of higher psychological processes.

Cambridge, MA: Harvard University Press.

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