planning a learning experience

preparing for training and learning 31

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Who is Planning a Learning Experience for?
This module (number 31) is designed to give adults in Scouting the skills and
knowledge they need to plan and prepare a learning experience. The module
is aimed especially at Trainers planning training and learning experiences.
What does this module contain?
This module contains approximately 10 hours of learning that can be
managed in a variety of ways.
How is this module validated?
The validation of this module is a competence based assessment of the
participants ability to plan learning experiences.
This means that participants will be required to put together a portfolio of
evidence to meet the requirements of the module. The requirements can be
found in the Guide to Planning and Delivering a Learning Experience.
It is possible to use some of the exercises in this training as evidence for
module validation. The worksheets that apply to each objective are also
outlined in the Guide to Planning and Delivering a Learning Experience.
What information is provided?
Each module in this series is set out in the same manner. The objectives for
the module are given followed by methods of training. The content is given
in outline with key points expanded in more detail. Trainers notes are also
given to provide guidance on methods or other key points.
The information is not however a script for the session. The Trainer will
need some prior knowledge and/or research of the subject matter before
delivery of the training.
Series Editor
Chris James
Editors
Claire McAuliffe
Peter Rogers
Contributors
Colin Davidson
Robert Halkyard
Tim Kidd
Peter Rogers
Design and
Production
The Workroom
31
Editors note
Although in some parts of the British Isles Scout Counties are known as Areas or Islands and in
one case Bailiwick, for ease of reading this material simply refers to County or Counties.
Copyright 2003
The Scout Association
New Edition
First printed 2003
Printed by Belmont Press
Planning a learning experience 1
Session details
Session Page Timing (hrs)
1 Introduction to competence based
assessment (optional) 4 0:30
2 Identifying training needs 6 1:25
3 Systematic planning 10 2:15
4 Methods 13 1:15
(plus time for each participant to report back)
5 Learning styles 16 2:15
6 Evaluation 19 0:40
7 Project 21 2:00
Planning considerations
Session one is an optional session for participants new to competence
based assessment and building portfolios. It is recommended that some
research is carried out before the course begins to find out which
participants (if any) require this session and the best way of delivering it if it
is not required by all. For example, those that do require this session could
complete it with their Training Adviser before attending the course.
The session involves building a portfolio for each participant. A decision
needs to be made therefore, as to whether the participants will be asked to
bring their own ring binder or if they are to be issued with one. If they
need to bring their own, this needs to be communicated to the participants
before the session.
Session five looks at different learning styles and uses the Learning Styles
Questionnaire written by Peter Honey and Alan Mumford. The Learning
Styles Questionnaire and supporting material are not included in this
module. The questionnaire can be obtained from The Scout Information
Centre free of charge but the Trainer will need to familiarise themselves
with the theory. The session also looks at the learning cycle created by
David Kolb. This theory should also be well understood by the Trainer.
The course relies very heavily on tutor groups and some staff support will
be necessary. However, as the participants will no doubt be experienced
Trainers, this may be provided through facilitators who are also experienced
Trainers. In the case of a smaller number of participants, the course could
be adapted to run as one group.
Planning a learning experience 2
Planning a learning
experience
Aim
To provide the skills, knowledge and attitudes necessary to research and
plan learning experiences.
Objectives
There are five overall objectives for this module:
Understand the purpose of a learning experience.
Use systematic planning to plan a learning experience.
Plan a balanced learning experience to meet the objectives.
Produce material to support the learning experience.
Produce a plan to evaluate the learning experience.
As the validation for this module is by assessment of competence, these
objectives are supplemented by second level objectives. These relate directly
to the knowledge and understanding needed to meet the performance
indicators. These objectives are given at the beginning of each session.
Methods
A series of sessions
The module is designed to run as a series of sessions for a course, either
over a number of evenings or a weekend.
Small group work
The module could be run for a small group, in effect running the sessions
for one tutor group. In this instance, some of the tasks may need to be
adapted.
5
4
3
2
1
Trainer
Learner
Group
Report back
Visual aids
Trainers notes
Handout notes
Timing
Planning a learning experience 3
Trainers notes
A guide to achieving the competence for planning and delivering learning
experiences is also available. The Guide to Planning and Delivering a
Learning Experience details the performance levels required and the
validation method.
Resources
To carry out the module training in its entirety, you will need the following
resources:
Flipchart
Flipchart paper and pens
Paper and pens
Overhead projector (OHP) and overhead transparencies (OHTs)
Copies of the module
Copies of the Guide to Planning and Delivering a Learning Experience
Evidence Summary Sheets (optional)
Ring binders (optional)
Copies of completed portfolios (optional)
Hole punches and/or plastic wallets (optional)
Copies of relevant worksheets
Copies of relevant handouts
Copies of relevant factsheets
Pinboard and pins (optional)
Materials for participants presentations
Copy of the Learning Styles Helpers Guide
Copies of the Learning Styles Questionnaire.
Resources by session are summarised at the start of each set of Trainers
notes.
Factsheet
Worksheet
Planning a learning experience 4
This is an optional session that can be used for participants who are new to
competency assessed modules and to constructing portfolios of evidence.
Resources
For this session you will need the following resources:
OHP and OHTs
Copies of the module
Copies of the Guide to Planning and Delivering a Learning Experience
Evidence Summary Sheets
Ring binders (if to be provided by course staff)
Copies of completed portfolios
Hole punches and/or plastic wallets.
Explain that the validation for this module is by assessment of competence.
This means that to complete the module, participants must show evidence
of their competence in the form of a portfolio of evidence.
The reason that The Scout Association uses competence based assessment
for those in training roles is to ensure that adults provide high quality and
relevant training experiences. Because training is a practical skill it is
appropriate that adults delivering these courses can actually demonstrate
they can do it.
Most participants use an A4 ring binder or lever-arch binder in which to
keep their evidence.
Issue copies of the Guide to Planning and Delivering a Learning Experience,
which contains the standards for the module and enough copies of the
Evidence Summary Sheet (which can be photocopied from the back of the
Guide to Planning and Delivering a Learning Experience) for each element
of the module. If participants are being issued with ring binders, they
should be distributed at this point. If they have been asked to bring them
with them, they should get them out.
Trainer input
Introduction to competence based assessment (optional)
Planning a learning experience: session 1
Planning a learning experience 5 5
Explain that each of the competence assessed modules is split into smaller
sections called elements. Each element is then split into two further
sections, the Performance indicator which is what you have to do and
Underpinning knowledge and understanding which is what you have
to know. Take the participants through the simple competence example on
OHT .
The way in which we check that the participant can meet the performance
indicators and has acquired the necessary knowledge and understanding, is
to ask them to record what they have done. This record is called evidence
and is kept for ease of reference in a portfolio usually an A4 ring binder.
Trainers notes
It is helpful at this point to show participants a completed portfolio of
evidence, preferably for this module, although any completed portfolio will
allow them to see how it is constructed and what other people have
included.
Look at the completed portfolio and take the opportunity to see how it has
been constructed. How has different evidence been linked to different
performance indicators?
Explain that following the module, participants will need to record evidence
of what they do to show how they can meet the performance indicators
and have acquired the knowledge and understanding. They will need to
record and index their evidence using an Evidence Summary Sheet for each
element. Outline how this is done using OHT .
Check that participants understand how to complete competence assessed
modules and answer any questions they have.
Trainers notes
Further information on evidence and how elements are constructed can be
found in the Guide to Planning and Delivering a Learning Experience.
Remind participants that they should keep anything they do during this
module as it could be valuable evidence for their portfolios.
1b
Trainer input
Task
1a
Planning a learning experience 6
Key objectives
PLE/1
1 Understand the importance of where learning fits into the overall
development of learners.
2 State the importance of defining the participant group or groups.
PLE/2
2 List a variety of methods of identifying the needs of the participants.
Resources
For this session you will require the following resources:
Flipchart
Flipchart paper and pens
Pinboard and pins (optional)
Copies of Handout A.
Trainers notes
This session considers how training needs might be gathered before, during
and after a learning experience. It is important that participants consider a
wide range of learning experiences and not just the formal courses
delivered locally.
Explain that the first task when planning a learning experience is to find out
about the participants. Trainers need to make sure that their needs are
being met and what is planned is appropriate. Remind participants that
depending on the learners background, both Scouting and non-Scouting,
they may approach things very differently. For example, someone who has
been a member of the Scout Network and is now completing the Essential
Information module will have a different starting point to an adult
completely new to The Scout Association. To make sure that both the needs
of the audience are met and something appropriate is planned, it is
Trainer input
Identifying training needs
Planning a learning experience: session 2
Planning a learning experience 7
important that as much background information is found out about
participants as possible.
From very basic information such as age, number of years in Scouting,
current Appointment, Appointment history, Group/District/County and
training history, key assumptions can be made about where the participants
are in their overall development. For example, someone who is an
experienced Beaver Scout Leader should have a good knowledge of the
Fundamentals of The Scout Association. However if they are moving
Sections, they may only have a general knowledge of their new Section.
This knowledge allows the Trainer to tailor the learning experience to the
individual participants needs.
Look at the following list of methods of finding out information about
participants:
Questionnaire
Delegate list/application forms
Speak to event organiser
Speak to participants Group Scout Leader or Commissioner
Needs identification sheet
Past training record.
Consider what sort of information could be obtained by using each
method.
Trainers notes
Answers might include:
the organisers aims for the event
the participants expectations and needs
the participants Scouting background
the participants local situation and their Group or Districts needs.
Discuss each groups answers. Acknowledge that there will be some overlap
on the methods. If there is time, discuss with the participants which
methods would be appropriate for different situations. For example, would
it be appropriate to send out a questionnaire prior to a speech at an AGM?
Report back
Task
Planning a learning experience 8
Brainstorm on who could be involved in helping to collect needs (the
participant, their Group Scout Leader, District Commissioner, other Leaders
and Training Adviser, for example).
Discuss issues relating to gathering needs such as:
Can you test if the needs are real?
How reliable is the information?
Is it realistic to gather needs by asking others?
Are the needs The Scout Associations needs?
Are the needs local needs?
Are the needs individual needs?
Trainers notes
The purpose of this task is to look at needs in more detail. Sometimes a
need may not be real. Perhaps the need that has been expressed is not the
real need. Information from certain sources about the need may be
incorrect. For example, a Group Scout Leader may say that a Cub Scout
Leader needs some training in running games, when actually all the Cub
Scout Leader needs is some new games equipment.
Sometimes the need will be The Scout Associations, for example Child
Protection training. This type of need is usually formally met by The Scout
Associations Adult Training Scheme.
Sometimes the need will be local. For example, some Group Scout Leaders
may require support in recruiting adults. The need will be met by a Trainer
designing a learning experience from scratch, including writing aims and
objectives, in this case for a recruitment workshop.
Sometimes the need will be that of an individual, in which case it could be
met at a one to one level. This would take place either during a learning
experience by a Trainer or outside the experience by someone with
sufficient experience and knowledge.
In pairs, consider the methods for identifying needs on Handout A. Think
about the strengths and weaknesses of one of the methods.
You have one minute for one person in your pair to report back on the
strengths and one minute for the other person to report back on the
weaknesses of your chosen method.
Task
Trainer input
Planning a learning experience 9
Trainers notes
You may wish to allocate needs identification methods from Handout A or
allow participants to choose.
Each pair describes the strengths and the weaknesses of the method.
In groups, consider the situations on Worksheet 1 and decide which
methods for gathering needs will be most useful for each situation. There is
no report back for this task.
Remind the participants of the key points covered during the session: the
importance of the learning in the learners overall development; the
importance of defining the participant group or groups and the variety of
methods by which to identify the participants needs.
Trainer input
Task
Report back
Planning a learning experience 10
Specific NEED identified
IMPLEMENT
(follow the method you detailed)
METHOD
(describe how you are going to meet
the objectives)
General AIM decided
(outline what it is you wish to achieve)
Detailed OBJECTIVES set
(specify what is to be done by the
other person/s)
EVALUATE
the success of the activity
Key objectives
PLE/2
1 Describe a planning tool used to design learning experiences.
3 Understand the principles of writing objectives.
Resources
For this session you will require the following resources:
OHP and OHTs
Copies of Worksheet 2
Copies of the Active Verbs factsheet (FS 500002)
Explain that there are many models for systematic planning of which The
Scout Association uses two, both of which have mnemonics.
The first is DOOR for Section Leaders and Commissioners (Decide, Organise,
Operate, Review).
The second is NAOMIE (Needs, Aims, Objectives, Methods, Implementation,
Evaluation) for Trainers. The latter will be used for this process.
The aim of this session is to provide an overview of NAOMIE as a systematic
planning tool.
Using OHT or a drawn visual aid, describe the systematic planning loop
explaining what the letters stand for and why it is a loop not a circle.
Highlight the following at each stage:
3
Trainer input
Systematic planning
Planning a learning experience: session 3
Planning a learning experience 11
Needs
Stress the difference between needs and wants, the source of different
needs (e.g. individuals, the Scout Association and so on), referring back to
the previous session.
Aim
An aim is a statement of what you wish to achieve.
Objectives
Objectives describe what the participants will achieve, written in terms of
measurable outcomes within a timescale. Objectives refers to skills,
knowledge and attitudes with each objective having one simple measurable
outcome.
Point out that an objective should be SMART:
S = Simple
Each objective should contain one idea so that it is easily understood and
easy to measure whether it has been achieved or not.
M = Measurable
To know whether you have achieved what you set out to do, objectives
must include a fixed target. There should also be a tangible outcome to
each objective. This is usually achieved by having an active verb in the
sentence.
Trainers notes
The Active Verbs factsheet is reproduced at the back of this module.
A = Achievable
The target set must be achievable by the team or person for which it is
being set. It is not possible (achievable) for all our Leaders to become brain
surgeons as part of their First Aid training. It is actually beyond the
capabilities of most people to learn enough to be able to do this and
combine that with the physical skills needed.
R = Realistic
Following on from the above, it is not realistic to expect volunteers in their
spare time, regardless of their capabilities, to complete the 12 years
medical study necessary to become a brain surgeon.
Note the difference between Achievable and Realistic. Much of what you
might like to put in your plan will later probably prove to be achievable but
unrealistic.
T = Timed
To know whether an objective has been achieved it needs to be set in a
time frame. Otherwise the target might remain possible but never achieved.
Planning a learning experience 12
Methods
Methods are the ways in which something is done to achieve the objective.
There are usually many alternatives.
Implementation
Implementation is the process of putting the plan into effect.
Evaluation
Evaluation is the process of measuring the result of the plan against the
objectives set. This subject is dealt with in more detail in session six.
Work through Worksheet 2 practising writing needs, aims and objectives
for different scenarios.
Trainers notes
Timing may vary as some participants might struggle with this task. If this is
the case, a Trainer or tutor should be on hand to support participants.
Some participants will also complete the task earlier than others. How this
time is managed will depend on the individual circumstances of the training
event.
The aims and objectives produced during this task will be relied upon for a
later task in session seven. It is advisable therefore to check participants
work before moving on.
Task
Planning a learning experience 13
Key objectives
PLE/3
3 Explain why a chosen method is appropriate to meeting the objective(s)
of the learning experience.
PLE/4
1 List the range of materials that can be used to support learning.
2 Discuss the key issues to consider when producing a variety of learning
materials.
Resources
For this session you will require the following resources:
Flipchart
Flipchart paper and pens.
Brainstorm as many different visual aids as you can. These might include:
Flipcharts
OHP and OHTs
Post-it notes
Pin-up sheets
Stick-up sheets
Slides
TV
Film
Handouts
Blackboards
Pre-prepared charts
Books
Data projector.
Trainer input
Methods
Planning a learning experience: session 4
plus time for each
participant to report
back
Planning a learning experience 14
In buzz groups, identify a variety of training methods.
Trainers notes
Draw together the participants answers on a flipchart. Answers to the
above task might include:
Mind-mapping
Gameshow/quiz
Interview
Acting
Role play
Auction
Market place
Debate
Case studies
Questionnaire
Ad hoc bases
Goldfish bowl
In tray exercise
Balloon debate
Reading
Workbooks
Discussion
Watching videos.
Select an scenario from Worksheet 2. You have 45 minutes to research it,
decide which method is the most appropriate and to write a briefing that
you will then deliver to the rest of the participants.
The headings for the briefing are as follows:
Objective
Method name
Description of method
Advantages of this method
Disadvantages of this method
I have chosen this method for this objective because.
Trainers notes
Some resources will need to be available to support the participants in this
task. The following factsheets may be useful together as well as support
from the course staff:
Task
Task
Planning a learning experience 15
Role Play (FS 625715)
Buzz Groups (FS 310506)
Case Study Methods (FS 625717)
Projects (FS 624718)
Games and Simulation Exercises (FS 625038)
You may wish to allocate scenarios rather than spend extra time allowing
the participants to choose.
Participants brief the other course participants about their method.
The previous task should have highlighted a number of different methods.
List the methods on a flipchart and discuss with participants the key issues
to consider when selecting a variety of learning methods.
Trainers notes
If the group has not produced sufficient examples, others will need to be
added to the discussion.
Examples of the key issues are:
Appropriateness is the method appropriate to the subject matter?
Variety are the same type of tasks being used over and over again?
Physical limitations is the necessary equipment and venue available?
Timing is there enough time for the proposed method?
Special Needs can all the participants take part in the method?
Trainer input
Report Back
timing will vary
according to the number
of participants
Planning a learning experience 16
Key objectives
PLE/3
1 Identify the different styles of learning and their own preferred style.
2 Explain which sorts of methods are more appropriate to certain styles of
learning.
4 Identify how to create a balanced learning experience.
Resources
For this session you will require the following resources:
The Learning Styles Helpers Guide
Copies of the Learning Styles Questionnaire.
Trainers notes
This session looks at the different ways in which people learn and uses
work carried out by Peter Honey and Alan Mumfords on learning styles.
An individuals learning style can be identified by completing The Learning
Styles Questionnaire, available free of charge from The Scout Information
Centre photocopied from Honey and Mumfords book the Manual of
Learning Styles. It is recommended that you read up on learning styles and
their influence before the session. Suggested material is the Learning Styles
Helpers Guide by Honey and Mumford (ISBN 1 90289 910 5) which can be
obtained through the website: www.peterhoney.com
The session also looks at the learning cycle created by David Kolb.
Information on this can be found in his book Experiential Learning
(ISBN 0 13295 261 0).
Explain that we all learn in different ways. Ask participants to think back to
a training session that they particularly enjoyed as a participant. It is likely
that the session was not enjoyed as much by everyone. This is because
different people have different preferences for how they learn. It is not that
Trainer input
Learning styles
Planning a learning experience: session 5
Planning a learning experience 17
one training style is right or wrong, but that different training styles engage
with different learning patterns. When planning a learning experience,
Trainers need to ensure there is a balance of all styles.
The four learning styles that Honey & Mumford identify are Activist,
Reflector, Theorist and Pragmatist. Each of these is summarised in the
handout provided with the Learning Styles Questionnaire. Explain each of
the different styles.
Complete the Learning Styles Questionnaire.
In groups, consider which learning methods participants with different
learning styles prefer. Consider how methods can be balanced to ensure
that all learning styles are met.
Each group should present what they have discussed and state any
conclusions they have reached.
Remind participants that at the start of the session, a balanced learning
experience was considered.
Trainer input
Report back
Task
Task
Planning a learning experience 18
The learning cycle created by David Kolb is a useful tool to help achieve this.
Stage 1 is about actually having a go. In Scouting this might be anything
from putting up a tent to taking part in a counselling exercise.
Stage 2 is about reviewing and reflecting on what the participants did.
Stage 3 is about understanding the necessary theory.
Stage 4 is about adapting and making planning decisions for the future.
The cycle can be entered at any point as it is a continuous process. For
example, a session could start by asking participants to put up a tent,
asking them to review the process, introducing the theory and then
planning for next time. Alternatively, they could start by introducing the
theory, planning how to do it, doing it and then reviewing it.
Each of the stages in Kolbs learning cycle can be linked to Honey and
Mumfords learning styles:
Any learning experience that goes through the stages in Kolbs learning
cycle, will therefore meet the needs of all learning styles.
Stage 1
Having an experience
Activist
Stage 2
Reviewing the experience
Reflector
Stage 3
Concluding from the theory
Theorist
Stage 4
Planning the next steps
Pragmatist
Stage 1
Having an experience
Stage 2
Reviewing the experience
Stage 3
Concluding from the theory
Stage 4
Planning the next steps
Planning a learning experience 19
Key objectives
PLE/5
1 Explain the importance of collecting feedback and responding
appropriately.
2 Identify ways of collecting feedback from those involved in the learning
experience.
Resources
For this session you will require the following resources:
Flipchart
Flipchart paper and pens.
Explain that we need to collect feedback to determine whether the
participants enjoyed the learning experience and if the learning objectives
were met. To help identify the differences between these two needs, we
first need to establish the difference between review, evaluation, feedback,
appraisal and validation.
Review
Review is a very subjective method. It looks at whether the participants
enjoyed the training, how they felt it went and so on, but it does not
always measure the learning achieved.
The what went well/what difficulties occurred method is often used as a
method for review.
Evaluation
Evaluation checks whether or not the participants have met the learning
objectives. It tends to be factual rather than subjective. It may be that a
learning experience has a poor review because the learners did not engage
with the method or because the tutor group failed a task, although the
learning objectives may still have been met. Conversely, if participants
enjoyed the method but have no idea what the purpose was and cannot
Trainer input
Evaluation
Planning a learning experience: session 6
Planning a learning experience 20
show that they have learnt anything, it may be that the method has
overtaken the learning. In this case, the method needs to be redressed.
Feedback
Feedback is an objective report, for example: It lasted 15 minutes or it
was a video. Again, it is factual rather than subjective.
Appraisal
Appraisal is an evaluation on an individuals performance. It should always
be objective and based on evidence. Appraisal can be useful at the end of a
learning experience for individual participants to look back at what they
have done and plan to meet any further personal needs.
Validation
Validation checks that a knowledge or skill has been put into practice. In
Scouting, the process is used to look at an adults practical work to make
sure that they can do what each module requires of them.
Point out the difference in the levels of evaluation, from review that gives a
subjective snapshot to validation, which checks that what has been learnt,
is actually applied.
In small groups, identify when you might use each of the evaluation
methods.
From the given objectives evaluate this module (Planning a Learning
Experience) from a personal perspective. Look at how you could take
responsibility for your own learning to address any shortfall.
Explain that sometimes, although you may plan a learning experience,
someone else may deliver it. Brainstorm a list of ways in which the person
who has planned learning experiences can get feedback on it. The list
should include:
a report from the deliverer
speaking to participants
review sheets from the experience
the number of participants who have since validated the module.
Trainer input
Task
Task
Planning a learning experience 21
Key objective
3 Plan a balanced learning experience to meet the objective.
Resources
For this session you will require the following resources:
Flipchart
Flipchart paper and pens
Pens and paper
Copies of Worksheet 2
Any resources needed by participants for their presentation.
Trainers notes
There are some example objectives in Worksheet 2 for participants to
complete. However, the preferred option is for participants to plan a
learning experience as part of their Scouting role as this will address a real
need instead.
Introduce the task.
In groups, plan a learning experience either:
based on one of the scenarios in Worksheet 2 or
to meet a real need.
You should already have aims and objectives and should use a range of
methods to suit all learning styles. You should also plan evaluations both of
the event and of the participants learning.
You should also prepare a 10-minute presentation of your work.
Task
Trainer input
Project
Planning a learning experience: session 7
Planning a learning experience 22
Participants should make a presentation on their work.
Report back
(per participant)
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Planning a learning experience
Needs can be identified by:
asking participants to assess how comfortable they are with the
objectives of the training experience. (This might be carried out by a
simple yes/no or a range per objective)
a one-to-one conversation with the participant
a visit before the learning experience to see the participants in action
and to assess their needs
asking the participants line manager for their view (Group Scout Leader
or District Commissioner for example)
asking participants to discuss their needs and write them up on a
flipchart
assessing the results of a practical test (for example, asking the
participants to put up a tent rather than using an exam paper)
assessing the results of a tutor groups report back at the end of the
session
asking the tutor for their view after working with the group for a while.
HO A Example methods of
identifying needs
Planning a learning experience
For each of the following situations, consider a number of ways in which
the needs of the participants could be gathered before, during and after
the learning experience.
Situation 1
Your District Commissioner has asked you to make contact with a newly
appointed Group Scout Leader. The Group has had many problems in the
past and is very fragmented it really needs to start working as a team. The
District Commissioner wants you to provide some training for the Group
Scout Leader quickly.
Before
During
After
WS 1 Example situations: session 2
Planning a learning experience
Situation 2
You have been asked by the District Executive Chairman to help the Group
Executive Chairman become more effective. He has heard many stories of
long and pointless meetings. The District covers the city centre and has six
Groups.
Before
During
After
Situation 3
You are the Course Director for an Essential Information course. 27
participants are expected from all over the County.
Before
During
After
WS 1
Planning a learning experience
Situation 4
You have been asked to help the Assistant County Commissioners (Cub
Scouts) in your region. They have all reported that their meetings with
Assistant District Commissioners (Cub Scouts) fail as people are not turning
up. The region covers seven Counties.
Before
During
After
WS 1
Throughout the adult training material, various tasks and exercises ask you to refer to a List of
Active Verbs. This is a list of doing words divided into three sub-headings: knowledge, skills and
attitudes. The classified list is shown below, and has been produced as a factsheet because it is
referred to across numerous modules.
Knowledge Attitudes
Analyse Illustrate Accept Volunteer
Apply List Agree
Calculate Locate Allow
Categorise Name Build on
Choose Order Choose
Compare Organise Co-operate
Count Prove Criticise
Define Rank Defend
Demonstrate Recall Decide to
Describe Recite Encourage
Design Record Endorse
Designate Repeat Enthuse
Document Restate Help
Evaluate Select Lead
Explain Solve Prescribe
Express State Recommend
Group Write State
Identify Value
Skills
Adjust Construct Execute Operate Show
Advise Control Find Perform Signal
Assemble Copy Illustrate Persuade Sort
Build Counsel Install Repair Touch
Close Demonstrate Locate Replace Trace
Collect Design Make Reproduce
Combine Discuss Manipulate Select
Conduct Draw Measure Separate
Active verbs
Item Code FS 500002 Edition No1 Aug 02
0845 300 1818
The Scout Information Centre
Gilwell Park Chingford London E4 7QW Tel +44 (0)20 8433 7100
Fax +44 (0)20 8433 7103 email [email protected] www.scoutbase.org.uk
page 1 of 1
Planning a learning experience
Scenario one
A group of Beaver Scout Leaders need a First Aid post for a planned Colony
Fun Day and want to know how to put up a Patrol Tent.
Some possible needs
These might include how to unpack and repack a Patrol Tent, where to site
the tent and how to put it up and take it down safely.
Aim
To provide the Beaver Scout Leaders with the knowledge and skills to
enable them to correctly and safely erect a Patrol Tent with confidence.
Objectives
WS 2 Scenarios: session 3
Planning a learning experience
Scenario two
The Group Scout Leader visited the Cub Scout Pack and discovered that the
Cub Scout Leader was taking in Cub Scouts from the age of six as the
Group has no Colony.
Some possible needs
These could include knowledge of the rules concerning age of entry to the
Pack and the need for the Cub Scout Leaders to understand and value the
reasons why those rules have been made.
Aim
To ensure that the Cub Scout Leader knows and appreciates the need for
rules relating to age ranges.
Objectives
WS 2
Planning a learning experience
Scenario three
The camping equipment used by the Patrol Leaders at their recent weekend
camp has come back damp, dirty and with some damage to one of the
Patrol Tents.
Some possible needs
These might include making the Patrol Leaders aware of their responsibility
to look after equipment and return it in a good state of repair. It might also
include some instruction in repairing and replacing guy lines so that repairs
can be made.
Aim
Objectives
WS 2
Planning a learning experience
Scenario four
The Group Parents Committee very kindly agreed to run a Group outing to
Legoland. Unfortunately the coach didnt arrive and so parents had to use
their cars. They also had to pay to park them on arrival as the budget
couldnt cover this. The lunch that was provided was unsuitable for three of
the participants and only as they were leaving did they realise they could
have got a discount for the adults in the party as well as the children.
Some possible needs
Aim
Objectives
WS 2
Planning a learning experience
Scenario five
You have just taken over as Group Scout Leader of a reasonably sized
Group in quite an affluent area. Having now been to most Section
meetings you are aware that uniform is rarely worn by anybody. You are
aware that cost may well be an issue for one or two families but do not
think it is a factor generally and many seem to have some uniform already.
Some possible needs
Aim
Objectives
WS 2
Planning a learning experience
Scenario six
Whats the most urgent need in your Group, District, or County at the
moment? Write your scenario here:
Some possible needs
Aim
Objectives
WS 2
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