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Intergenerational Learning

Intergenerational Learning. What is it?. Formal intergenerational learning should be purposely planned between differing (and possibly many) generations with learning at the centre of the aim which will have a direct impact or benefit to all those involved.

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Intergenerational Learning

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  1. Intergenerational Learning

  2. What is it?

  3. Formal intergenerational learning should be purposely planned between differing (and possibly many) generations with learning at the centre of the aim which will have a direct impact or benefit to all those involved.

  4. Learning is at the Centre of the Activity

  5. Who Participates?

  6. What is an Activity ?

  7. Planning to Include Formal Learning Outcomes • Who are the learners, from all generations involved? • What do we want our learners to achieve? • What learning opportunities will be provided? • How will we evaluate it?

  8. The Four Capacities • Successful Learners • Enthusiasm and motivation for learning • Determination to match high standards of achievement • Openness to new thinking and ideas • Confident Individuals • Self respect • Sense of physical, mental and emotional well-being • Secure values and beliefs • Ambition • Responsible Citizens • Respect for others • Commitment to participate responsibly in political, cultural, economic and social cultural life • Effective Contributors • An enterprising attitude • Resilience • Self reliance

  9. Areas which can be covered: • Expressive arts; • Health and well-being; • Languages; • Mathematics; • Religious and moral education; • Science; • Social studies • Technologies.

  10. Quality Indicators • 1.1 Improvements in Performance: overall quality of learner’s achievement • 2.1 Learners Experiences • 2.2 School’s success in involving parents cares and families • 4.1 Schools success in working with and engaging the local community • 4.2 Schools success in working with and engaging with the wider community

  11. Quality Indicators cont. • 5.1 The Curriculum • 5.2 Teaching for effective learning • 5.7 Partnerships with learners and parents • 8.1 Partnerships with the community, educational establishments agencies and employers

  12. Evaluation Cannot stress the importance of deciding early on: • Why a project is being undertaken; • What specific goals are being targeted; • How practitioners will know if they have succeeded?

  13. In Conclusion Learning between the generations gives an added perspective of developing knowledge about Scottish culture as well as living and working in Scotland today.

  14. Brian McKechnie, Director Senior Studies Institute, University of Strathclyde Glasgow G1 1QE Tel: 0141-548-2492 Web: www,scotcip.org.uk

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