Student Learning Journal - Module 20 - TY

MODULE 20

TY

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BUILDING A FOUNDATION FOR LEAVING CERTIFICATE

SAMPLE

The Transition Year programme offers you the opportunity to develop a wide range of skills, talents and competencies which you will continue to use both in school, work and college. In this section you will consider you own strengths as a learner and the skills you would like to further strengthen during transition year.

BUILDING A FOUNDATION FOR LEAVING CERTIFICATE

Transition Year is a one-year programme that aims to develop a solid

Subjects

What subjects would you like to do for the Leaving Certificate?

What were your favourite subjects in Junior Certificate?

Opportunities

List the opportunities you will have to develop learning and study skills during Transition Year:

“You get out what you put in!” How do you think this expression relates to Transition Year?

Skills

list some of the opportunities to enhance your life skills during Transition Year:

Personal Development

List some of the opportunities for personal development during Transition Year:

My Future Career

What course(s) are you considering after the Leaving Certificate?

What subjects and skills are needed for this career?

What key knowledge areas and skills can you learn/develop during Transition Year to achieve your career ambition?

SKILLS

21stCentury Skills

Though it may not seem like it now, there is life after school! All the books, study and exams are part of a well-rounded education, even though memorising all of Hamlet may not seem like it.

The other part of a well-rounded education is developing you as an individual, giving you essential life skills, and Transition Year is one of the places where this type of education takes place. Used well, Transition Year can be of great benefit. The pressure of exams is replaced with new ways of learning through experiences and opportunities to take part in projects or events.

In fact, it has been shown in studies that students who take Transition Year gain better results in the Leaving Certificate. It is felt that this is as a direct result of the broader range of skills they learn during Transition Year, i.e. they are better able to cope with the demands of the Leaving Certificate. The aim of Transition Year is to give you a set of skills that are an essential part of 21 st century life.

These skills are what future employers will be looking for in potential candidates like you, or indeed what a entrepreneur needs to succeed.

SO WHAT ARE

21st Century Skills?

Ways of Thinking

Creativity, critical thinking, problemsolving, decisionmaking and learning

Skills for living in the world Citizenship, life and career, and personal and social responsibility

Tools for

Ways of

Working

Communication and collaboration

TRANSITION YEAR TEACHES MANY OF THESE SKILLS IMPLICITLY.

By involving yourself in the opportunities throughout the year you will be learning and acquiring new skills, sometimes without being even aware of it.

When preparing for exams we learn explicitly; we learn things by heart and memorise them in order to repeat them in exams.

Transition Year, however, teaches implicitly by giving you tasks and challenges that get you to think differently and use your initiative. For example, you could be asked to organise a quiz for first years.

LIST SOME SKILLS YOU MIGHT BE ABLE TO DEVELOP IN THESE WAYS ...

Educational Opportunities to try new subjects to make an informed decision about LC subjects

Personal

Lifestyle choices, health awareness, challenging yourself

Social

Awareness of the world around you, the wider community

Vocational Opportunities to learn about different work environments and career choices

There are a vast number of activities that take place over Transition Year: community care, work experience, concert/fashion show, Young Scientists, mini-company, a play or musical production, Gaisce, Young Social Innovators, etc. For now, let us take a look at two of these activities: work experience and mini-company and reflect on the benefits of these experiences.

Welcome to the world of work

Work experience is normally an integral part of Transition Year. But is it just a week off school, or is there a greater value attached to it? Let’s reflect on why work experience is important.

WORK EXPERIENCE:

9 Prepares you for the world of work

SAMPLE

9 Shows you the importance of punctuality, dress code and good presentation

9 Teaches you to work in a team or on your own initiative

9 Develops your communication skills

9 Shows you how to interact with colleagues.

Work experience also gives you a chance to see what you might like to do as a career, helping you to make a better choice when deciding to go on to 3rd level education.

This is probably the only time in secondary school you will get this opportunity, so choose wisely and try to get work placements that are varied and align with your career aspirations. Make work experience a valuable learning experience for you.

After your work experience you are given a chance to assess how well you did, if you would like to take on that job as a career, what skills you may have learned or observed and your understanding of the world of work.

So clearly as a result of work experience, you will grow as a person, have a better understanding of the work environment and also how you relate to that environment.

MASSIVE Multi Mega MinI Company

The mini-company is a project where you and your classmates set up your own company.

You get to set up the business right from the initial concept, thinking of a really good name, finding a product or service, coming up with a marketing strategy, advertising, sourcing supplies, negotiating with suppliers, appointing job roles to team members, holding meetings and preparing reports - everything a real business would need to do.

This gives you hands-on learning experience and teaches you:

Organisation

Team Work

Planning

Analysis

Peer Leadership

Negotiation

Marketing

Customer relations

Competition

Innovation

Presentation

Accounting

Product quality

The mini-company is also a good project for getting the whole class involved as everyone can have a role to play. You can also take your company to a regional mini-company trade fair, where lots of different mini-companies can showcase their ideas. You also get to meet and interact with other TY students to exchange ideas and see what challenges they may have faced. It’s also good fun and a great place to make new friends!

Participation in these projects not only gives you 21st century skills but gives you the opportunity to take part in more self-directed learning, taking you out of the classroom and into a real working environment. On top of these types of projects, your school may also take you on school trips.

Your school may encourage you to take part in Young Social Innovators or the Young Scientist Exhibition, where you can look at issues that you are interested in as a group or an individual.

A 21st century citizen needs 21st century tools to get them working creatively and innovatively, so let’s look at some of the tools you can use to get the most from that brain of yours!

Brainstorming may be something you’ve heard of before or maybe even used. It is often used in group projects to help generate ideas.

It is a creative way of finding solutions to problems as it brings in different people with different perspectives.

Brainstorming could be used when preparing for a mini-company to help generate product or marketing ideas and is a good way to get everyone involved in the process.

1. Define the problem or challenge.

2. Set a time or idea limit.

BRAIN STORM Thinking Hats

3. Have a facilitator write down ideas as people call them out.

4. No criticism. This is about going with the first thing that pops into your head, no matter how silly it seems.

SAMPLE

5. When the time is up, evaluate all ideas as a group. Keep the original problem in mind.

6. The idea that everyone feels works best is the idea to go with!

7. Keep note of the other ideas, in case the first doesn’t work out! 6 6 6 6

Sometimes we only see all the negatives attached to a solution or situation, while other times we only see the positives. So, how do you get a balance?

For example, if you want to set up a minicompany to sell shamrock on St. Patrick’s day and your group is divided 50/50 on whether or not to run with the idea, what do you do? This happens on a daily basis in companies. What do they do? Does the strongest personality win?

Wouldn’t it be great if we had a step-bystep process to help us with decision making? A process that allows us to look at the issue from different perspectives and then, based on all the different perspectives, make a decision. Different ideas would be evaluated using the same

step-by-step process, ensuring all are evaluated equally and hopefully the best would emerge.

Edward De Bono devised such a process for decision making. It is called De Bono’s Six Thinking Hats. This is how it works:

You look at a problem from different perspectives (positive, negative, etc.) and each perspective is identified with its own coloured ‘thinking hat’ to separate the different aspects of thinking. This way we can pay full attention to each aspect of the problem or solution in turn.

The WHITE Hat

lets you focus on the data available. Look at the information you have and see what you can learn from it. This is where you analyse past trends, and try to conclude from historical data.

“ Has any other mini-company tried selling shamrock before? Did they come up against any problems? Are there people in your school/area who’d buy shamrock? Perhaps a survey to find out?”

THE YELLOW HAT

lets you think positively. It is the optimistic viewpoint that helps you to see all the benefits of the decision and the value in it. Yellow Hat thinking helps you to keep going when everything looks gloomy and difficult.

“ People love spending money on Irish goods! Shamrock is a good way to green up your school uniform around St. Patrick’s day!”

THE BLUE HAT

stands for process control and is worn by people chairing meetings. They may direct the meeting towards other colours if the meeting is becoming too one sided or concentrating too much on the negative/ positive.

“ Hmm, not enough red, think more red thoughts!”

THE BLACK HAT

lets you look at all the bad points of the decision, cautiously and defensively. It can help you to spot fatal flaws and risks before you embark on a course of action.

“ How difficult will shamrock be to source? Is it easy to transport and package? Deliveries will have to be right on time so the shamrock doesn’t wilt.”

THE GREEN HAT

lets you use creativity. This is where you can develop creative solutions to a problem. It is a freewheeling way of thinking, in which there is little criticism of ideas.

“ Could you maybe grow your own shamrock? Can you come up with a different way of wearing it? Something a bit more modern or fun?”

The RED Hat

lets you look at problems using intuition, gut reaction, and emotion.

“ Is there another product that may be suited to selling all year round? “

PROBLEM SOLVING

There are many different ways to solve a problem. One simple technique for problem solving is the GROW technique. You can use the GROW technique in work or school or even just for problem solving in life.

IS FOR GOAL

What is your goal? What are you aiming for?

I’ve got my sights set on getting a car so I can be more independent and make my way to football practice.

IS FOR REALITY

What is the reality? That is, how far away from your goal are you? I can’t afford to buy a car right now. I have €300 in savings in the bank and it’s my birthday soon but the type of car I want costs around €700. Plus I need to consider the cost of lessons, insurance and road tax.

IS FOR OBSTACLES & OPTIONS

What’s stopping you and what can you do to remove these obstacles? My main obstacle is money. I have a few options though; I can take on more hours at the weekends in my part-time job. I can settle for a cheaper car or maybe I can look at getting a good bicycle or a moped instead for now.

W W

IS FOR WAY FORWARD

The steps to succeeding are the options you have and the way forward is walking these steps. I am happy enough to just get a bicycle for now but I am going to take on more hours at the weekend and draw up a savings plan that will let me buy a car by the time I am finished school.

Mind Mapping

Mind maps are a useful form of note-making and planning because they engage both sides of your brain in the learning process. The left side of your brain is used for remembering lists, words and numbers, while the right side of your brain is your creative side. If we use both sides of our brain, we are getting the best of both worlds, combining logic and imagination to create a winning team!

So how do we make a Mind Map?

1. Use blank paper in landscape format (on its side).

2. Start your mind map with a central image representing what the topic is about.

3. Use branches to connect everything to the central image.

4. Use key words only, one for each branch.

5. Use colour and images throughout; remember, using these tools will engage the brain a lot more.

6. Use images to represent a word and use your imagination when creating your images. Eventually you will get something that looks a little like this:

By using these mind map techniques your brain will engage with the topic a lot more productively. Images will engage your imagination, while the branches connecting everything together will help you learn by association. This involves linking information that we already know to new information.

As you can see, it looks like a map! Mind maps can be used for problem solving but as we said before it is a useful way of taking notes and can also be a good way of organising your thoughts and ideas when planning an essay or studying.

MYSELF AS A Learner

Learning is a complex business, not only because there are many different types of learning but because as individuals we all have unique learning styles.

Those unique learning styles reflect our individual personalities as well as our different intelligences. Answering the following questions will help you to reflect on your own learning styles and preferences. Take a look at the five types of learning to the right and complete the questions below to gain a better understanding of how you learn.

Learning to Know

Learning the facts, figures and information you need to know to pass your exams.

Learning to Do

Learning new skills/crafts like computers, cookery, mountaineering, construction etc.

Learning to Learn

Experiencing different methodologies and styles of learning.

Learning To Live With Others

Learning interpersonal skills, teamwork, tolerance, co-operation etc.

Learning to Be

Intrapersonal skills, reflection, selfawareness, self-esteem etc.

I have found learning enjoyable when:

Types of teachers/people I have learned best from have been: (Don’t use names.)

I have failed to learn when:

Types of teachers/people I have failed to learn from have been: (Don’t use names.)

I can learn on my own if:

If I avoid learning it is because:

The things I enjoy most about school are:

The things I find most challenging about school are:

Rate your performance at school:

 I work very hard.

 I work reasonably well.

 I do as little as I can to get by.

The reason I gave the above answer is:

Intelligences

The Multiple Intelligences Theory, as defined by Howard Gardner, challenges the idea that people have intelligence which can be measured as a single value – your IQ.

Gardener believes that people are born with an intelligence profile which shows itself in many different ways. He has identified eight different intelligences and has done research which indicates that intelligence is multiple and occurs in different parts of the brain. This theory has implications for how teachers teach and how learners learn.

The ability to understand yourself, to be reflective, know what you can or can’t do and where to get help. Used by philosophers, psychologists and church ministers.

The ability to think musically and to hear, recognise and remember patterns. Used by musicians, mathematicians, artists and dancers.

The ability to understand cause and effect; to manipulate numbers. Used by scientists, mathematicians and engineers.

Rather than asking, “How intelligent is that student?” we should now ask, “How is that student intelligent?” Transition Year helps to develop all the intelligences. Each student will have an opportunity to discover what combination best represents them, which in turn has implications for how best they learn.

The ability to interpret space and to navigate. Used by pilots, artists, architects and racing drivers.

SPAT

The ability to understand and relate to others. Used by teachers, salespeople, politicians, human resource managers, doctors and psychologists.

The ability to discriminate between living things and be sensitive to the natural world. Used by botanists, ornithologists, beauticians and top chefs.

The ability to control body movement and the capacity to handle objects skillfully. Used by athletes, actors and dancers.

The ability to use language. Being able to express what’s on your mind and to understand others. Used by poets, novelists, politicians and lawyers.

SILARUTAN

Intelligences CHARACTERISTICS OF EACH

Understanding the different types of intelligences is key to finding how you learn best. Transition Year offers the opportunities to not only develop some of your stronger intelligences but also to discover more. Below is more information on the types.

MUSICAL

Tends to hum/burst into song

Responds to rhythm

Remembers melodies and the words in songs

Notices background sounds

Sensitive to sound patterns

Possible career paths: musician, disc jockey, singer, composer

INTRAPERSONAL

In touch with one’s own feelings

Knows weaknesses and strengths

Self-reflective/aware and mindful

Comfortable alone

Tends to day dream

Seeks personal meaning and sets personal goals

Possible career paths: theorist, philosopher, counsellor

SPATIAL

Perceives the visual world accurately

Displays aptitude for drawing, painting, sculpture

Sensitive to colour, pattern, texture

Displays mind mapping capacities

Thinks in 3D terms and reads maps and plans easily

Possible career paths: navigator, sculptor, visual artist, inventor, architect, interior designer, mechanic, engineer

INTERPERSONAL

Sensitive to the feelings and moods of others

Energised when working with people and enjoys co-operative games

Knows how to win over others

Able to negotiate effectively

Perceives the intentions and desires of others

Possible career paths: teacher, counsellor, salesperson, politician, business person

NATURALIST

Sensitive to the natural world

Ability to recognise pattern or species in the natural and built environment

Demonstrated by people with little or no sight

Capacity to see things in relationship to one another

Ability to classify and categorise types and models

Possible career paths: conservationist, gardener, farmer, animal trainer, park ranger, scientist, botanist, zookeeper, geologist, marine biologist, ecologist, veterinarian

KINAESTHETIC

Needs to be active, plays sports or enjoys activities

Likes to make or build things

Uses hands when talking

Well co-ordinated

Uses tactile sense to communicate

Possible career paths: athlete, PE teacher, dancer, actor, firefighter, artisan

LINGUISTIC

Enjoys language

Likes word games, good at spelling

Has a feel for sentence structure

A good story teller

Enjoys puns and riddles

Likes the sound and rhythm of words

Enjoys reading

Possible career paths: poet, journalist, writer, teacher, lawyer, politician, translator

LOGICAL/MATHEMATICAL

Sees connections

Analyses/categorises

Spots flaws in arguments

Enjoys numbers

Abstract thinker

Systematic approach

Possible career paths: scientist, engineer, computer programmer, researcher, accountant, mathematician

Attitude is Altitude

You’ve probably heard people describe Transition Year as “a doss year” where you get to sit around and do nothing, but does all of the learning and activities we’ve looked at sound like nothing?!

Yes, you get to go on school trips and have lots of fun, but you’re learning as you do so. Transition Year provides you with unique experiences and opportunities to learn in a way that you never have before. You can then take these new tools and skills on to your Leaving Certificate studies and on into the workplace.

If you’re looking for advice on any of the projects on your TY programme or need help with work experience or are just looking for some ideas, www.ty.ie is a good place to start.

The most important thing to remember about Transition Year is that you get out of it what you put in. Transition Year doesn’t have the pressure of big exams and instead focuses on participation, ongoing assessment and self-evaluation. It puts in your hands the responsibility of your own progress and learning by letting you keep a record of what you have learned along with portfolios and exhibitions of your work.

What sort of person will you be after Transition Year? Will you have skills and responsibilities that you thought you’d never possess? Will people look to you for help/advice? TY gives you the opportunity to excel at something outside of exams and books, so get involved — you’ll surprise yourself!