Coupling interestbased learning with qualificationbased learning Hanin Hussain

Coupling interest-based learning with qualification-based learning Hanin Hussain

Background Who are we as a family? Who am I? Who is Deen?

Background

Background • What I value about education at D 1 -UPT • • • Encourages students to follow interests & passions Provides opportunities for creating new interests Makes it normal for parents to work with child(ren) & LAs to set and support student goals, including qualification and interest goals Provides environment that enables and fosters Deen’s social competence Our family’s struggles • • To make sense of the complexities and tensions in interest-based learning and qualification-based learning To support Deen in the two types of learning in ways that are meaningful

What? Sharing a framework that has emerged in my on-going self-study research to support my son, Deen, in his education � � focuses on coupling his interest-based learning with qualification-based learning simple enough to understand flexible enough to cater to different situations

Why share? To generate thinking and conversations about tensions in following individual student interests and in striving for qualifications To contribute to the collective learning and wisdom at D 1 -UPT merged school on how we, parents, can support our child(ren)’s learning and achievements

My research questions my role and the context 1. How can I, as a parent at D 1 -UPT merged school, support my son, Deen, in his learning in, through and about music and in achieving his qualification goals? my goal 2. How can I do this in ways that are meaningful to Deen, to me, to my family, and to the school? my criteria for success

The emergent framework � Assumption � � both types of learning are important Structure � I-B learning and Q-B learning as different phenomena that are inseparable Interest-based learning � Qualificationsbased learning Processes focus on � � making sense of Deen’s interest-based learning and qualifications-based learning using one to influence the other in meaningful ways (coupling)

The emergent framework Interest-based IBG learning Qualifications-based learning QBG goals IBE goals QBE experiences IBA experiences QBA achievements 3 elements in each type of learning • Goals, experiences, achievements

Using the framework to tell a story … Interest-based IBG learning Qualifications-based learning QBG goals IBE goals QBE experiences IBA experiences QBA achievements … from Deen’s learning: • how we supported Deen to couple Achieved with Music events with business studies projects • started in 2013 and continuing in 2014

Achieved with Merit Music • History • She Bangs the Drums • Achieved with Music • Purpose • Opportunity to perform in front of live audience • NCEA assessments • L 1, L 2 & L 3 music standards • As featured soloist in performances • As featured soloist in 2 nd instrument • As member in an ensemble • Fundraising for Southern Jam Jazz Festival in Blenheim

Coupling Achieved With Music events with business studies 2013 IBG Wanted to help organise AWM 1 Term 1, 2013 IBE Organised AWM 1 with others IBA

Achieved with Music 1 2013

Coupling Achieved With Music events with business studies 2013 IBG IBE Wanted to help organise AWM 1 QBG Wanted to organise AWM 2 as part of IBG business studies Organised AWM 1 with others IBA Term 1, 2013 BS 3. 5 Term 2, 2013 QBA Achieved L 3 BS credit with excellence Felt sense of achievement at success of event IBA IBE Worked with Jackson, supported by Matt and George QBE

Coupling Achieved With Music events with business studies 2014 Focus on promoting Presenting IBG IBE AWM 2014 L 3 BS 3. 4 Wants to create QBG marketing plan for AWM 2014 as part of business studies Working with Matt, supported by George and me Term 1, 2014 QBA Achieved L 3 BS credit with excellence Felt sense of achievement at success of event IBA marketing plan as an Eng oral assessment QBE What achievement and what next? Term 2, 2013 IBE QBG Worked with Jackson, supported by Matt and George QBE

Reflections of learning • Deen’s learning • Picked up complexity thinking • More confident and adept at coupling his interests with his qualifications • Knows coupling IB and QB learning does involve more work • Does it because he sees value in it • Aware of the need to organise his work and his documents • Learning ways of documenting and organising

Reflections of learning • My learning • Learnt a lot about NZQA, NCEA, assessments, etc. • Big picture & details • Helps me to appreciate the challenges the LAs face when they try to support studnets to couple IB learning with QB learning • This way of supporting Deen in his learning also supports the LA in their role • Playing more with the idea of coupling IB learning with QB learning • Where will it go next? ? ?

Reflections of learning • Family learning • More organised • Google Docs to document our individual & family goals • Google Calender to keep each other informed of what’s happening with us • Staying flexible • Daily family meetings/conversations/Skype • Pre-IEP meetings

Closing thoughts If we make visible and share more stories about students coupling IB learning with QB learning, then we will see this as a normal part of life at the school and learn from each other different ways of doing this.

Achieved with Music-Band Night 2014