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LEARNING MODULE 7:
MODULE OVERVIEW ~
UNDERSTANDING THE PURPOSES OF A LEARNING PLAN ~ The main purpose of your semester learning plans is to divide the continuous learning process into manageable chunks. At the end of each learning interval you will prepare a learning plan that indicates your intentions for the following three- to four-month period. It provides the map for the next leg of your learning journey. A good learning plan will help you and your mentor anticipate where you are headed, so you have a better chance of moving forward without getting lost or stuck in one place. Learning plans are also the basis for assigning a credit value to each semester. Once you have a draft of your semester learning plan, your mentor will help you determine whether it is reasonable for the credits you are hoping to complete. We recommend that you focus on developing an ambitious yet realistic learning plan, rather than trying to anticipate the credits in advance. PREVIEWING THE CRITERIA FOR A LEARNING PLAN ~ A sound learning plan will…
BUILDING YOUR SEMESTER LEARNING PLAN ~ Your learning plan for one semester may be made up of one major learning project, or several smaller ones. There are two types of learning projects you could include. They differ in purpose and scope.
DEVELOPING ACTION PLANS FOR LEARNING PROJECTS ~ If you have not yet designed a learning project for the coming semester, you might start by reviewing your learning goals for the program, and then choosing a few meaningful goals or questions you want to work on right away. Setting realistic goals [PDF] If you have already decided on a topic you want to investigate, you are probably ready to make an action plan for a learning project, using the process outlined in Learning Module 6. PLANNING A FOCUSED INQUIRY ~ Focused inquiries may make up most of your learning activities for the first few semesters. You could choose one or more of these learning projects from the Sample Inquiries on the website. You might also modify one of the examples to suit your situation. If you don’t find any examples to meet your needs, you can design your own focused inquiries using the action planning framework in the Learning Tools. Action plan for a focused inquiry [PDF] PLANNING A FIELD STUDY ~ A field study is a major inquiry that almost always includes learning in the workplace for the purpose of improving educational practice. It can be individual or collaborative. It could involve work with families, community members or colleagues, as well as learners in different settings. Some field studies focus on developing curriculum; others on problem-solving or educational change. During the implementation and inquiry phase of a field study, you record and gather evidence of your activities and learnings, and reflect on the impact of the field study on yourself, your students, or others involved. The learnings from a field study become part of your working portfolio. If a field study cannot be completed within one semester, it may be divided into manageable stages. In this case, you would report on your progress at the end of each semester, and include the continuing activities in your next learning plan. When you are ready to plan a field study, you will find an action planning framework for this purpose in the Learning Tools. Action plan for a field study [PDF] Since a field study is a major learning project worth at least 2 and up to 5 credits, you are also asked to complete a Field study intent form that your mentor can fax to the university. The field study intent form is placed in your file as a record of the project, in case the university is asked by another institution to describe your field study work. This occasionally happens when someone transfers from one university to another, or applies for a teaching certificate in another province. If you do not include this form in your learning plan, it may affect your career possibilities in the future. Field study intent form [PDF] USING YOUR MENTOR AS A RESOURCE FOR PLANNING ~ Your mentor will help you with the planning process, but it is your responsibility to decide what is most important to you, what learning activities you will choose, and how much you can manage in a particular period of time. As a self-directed learner, you are the best person to make these decisions. Nevertheless, you may want to discuss your learning plan with your mentor several times before finalizing your intentions. One way mentors can be helpful is by asking you questions to clarify your thinking. You may be annoyed at first when your mentor does not give you all the answers you want, and asks you questions instead. Remember that he or she is trying to help you become a more resourceful self-directed learner. Another role for a mentor is to assist you in finding useful learning resources. Mentors can point out appropriate materials, or direct you to other people who have explored similar topics. A very important mentor responsibility is to support you during the difficult and confusing stages of planning. These usually occur when there are too many choices to consider or too much information to process. Sometimes a conversation about what really matters to you will help you sort out where to go next. Other people can also be invaluable resources during the planning process. They may offer a fresh perspective. They can certainly do a reality check on your expectations. If you are looking for ideas, a sympathetic ear, or constructive feedback, ask for help among your colleagues. Everyone in the learning community is a potential resource. REFLECTING ON YOUR OVERALL PLAN ~ If you are planning several focused inquiries, it is important to think about how these learning activities relate to one another. This will connect them to your overall vision and goals, and result in a more integrated learning plan. Here are some questions to reflect on as you think forward into the coming semester. Questions to ask about your learning plan [PDF] SUBMITTING YOUR SEMESTER LEARNING PLAN TO YOUR MENTOR ~ When you have designed your action plans for each focused inquiry and/or field study you intend to work on, it is time to prepare a summary sheet to accompany your action plans. We recommend that you attach completed action plans for each of your focused inquiries and/or field studies to your summary sheet. Your mentor may also request information about the situation in which your learning will take place. You and your mentor can decide if additional details are needed to support your plan. Semester learning plan [PDF] When your summary is ready, make arrangements for your mentor to review it. This should happen well before the beginning of the semester, so you have time to register and pay your fees. REGISTERING FOR CREDIT ~ Your learning plan is a record of your commitments for the following semester. It is important that you and your mentor agree on the number of credits you intend to complete. When this is done, the mentor will sign your Semester learning plan summary and give you a copy. You are now ready to register for the next semester. USE THE BACK BUTTON TO RETURN TO THE HOME PAGE |
