What is a learning aim?
How should a learning aim be written?
How are the reflections related to the learning aims?
What is the process from learning aims to reflections for the mentor?
How many learning aims should a mentor list?
How do I know which aims to choose?
If I’m teaching children, how do I make my learning aims for a range of ages and abilities?
Should I discuss the learning aims with the learners at the start of the experience?
How often do mentors provide reflections?
Can I change my learning aims for my experience?
Where can I get some help with setting my learning aims?
It can help to think about three aspects of learning. Skills to develop, knowledge to take away and perhaps most importantly, learning behaviours and characteristics.
There may be some specific knowledge or skills you want teach but also think about the core behaviours and processes that you would like the learners to develop during the course of your experience. These are often referred to as a growth mindset.
It’s really valuable for children to learn in mixed age groups. Age mixing allows younger children to engage in and learn from activities that they could not do alone or with just playmates of the same age. They observe and emulate models of activities more advanced than their own; and receive emotional support and care beyond that which age-mates could provide.
Age mixing allows older children to develop their capacities to nurture and lead and allows older children to expand their understanding through teaching. Studies have shown that age-mixed play and learning is generally less competitive and more creative.In choosing your learning aims you can try to be aware of the optimal age range that might be suitable for your particular learning experience. It’s not necessary to expect every child to become competent in every learning aim by the end of the experience. The outcomes will depend greatly on age and individual differences.
Exactly the same principles apply for mixed ability groups for both adults and children.
Not necessarily, it depends on the age of the learners and the learning experience.
To learn means firstly to become aware of something you do not yet understand (Caleb Gattegno), and to work in such a way as to build your understanding. This could not be further from the ‘here’s a statement, now learn it’ approach, and puts the responsibility to learn firmly where it belongs – with the learner.
Then there’s the joy of discovery to be considered.As the Mentor, you can decide if you think it would be helpful to discuss the learning aims with the learners in advance.
You can edit your learning aims at any time and we very much encourage you to adapt them based on your experiences and the development of your activities.The best time to change your learning aims is at the end of a block. If you change your learning aims significantly, we encourage you to message learners and parents that have already booked the experience to draw their attention to the changes.