Induction toolkit

More Choices More Chances

Induction Toolkit

© Scotland’s Colleges 2009

Scotland’s Colleges Argyll Court Castle Business Park Stirling FK9 4TY

website: www.scotlandscolleges.ac.uk

Scotland’s Colleges is a trading name of both the Scottish Further Education Unit and the Association of Scotland’s Colleges, Registered Office: Argyll Court, Castle Business Park, Stirling, FK9 4TY.

Scottish Further Education Unit, Company Limited by Guarantee, Registered in Scotland No: 143514, Scottish Charity No. SC021876, VAT No. 617148346.

Association of Scotland’s Colleges, Company Limited by Guarantee Registered in Scotland No: 143210, Scottish Charity No. SC023848.

Copyright

The copyright of this More Choices More Chances Toolkit for Induction belongs to Scotland’s Colleges. It may be used, copied or adapted for use in Scotland’s colleges provided the original source is acknowledged.

Disclaimer

Whilst every effort has been made to ensure the accuracy of this support pack, staff should satisfy themselves that the information passed to candidates is accurate and in accordance with the current college and departmental policies on induction and teaching and learning, and that all activities are suitable to the participants.

Acknowledgement and Thanks

Thank you to the staff and students of Leith Academy and Stevenson College Edinburgh, who contributed to this toolkit, by offering suggestions for activities and providing valuable feedback.

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Acknowledgements

Who is the Toolkit for? 4

Potential Barriers to Learning

Setting the Context 5

Government Strategies 6

Students learn best when … 8

Understanding Group Dynamics 9

The Induction Process

What is Induction? 11

The Induction Process 12

Induction Activities

Activities for Initial Introductions and Ice-breakers 14

Activities for Initial group formation and Ice-breakers 19

Activities for Introduction to the College and the Course 31

Activities for Group Development and identifying Learning Skills 39

Self-Reflection

Activities for Individual reflection, development and goal setting 55

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Contents

This toolkit has been designed as a resource for staff working with young learners, particularly those not involved in education, employment or training, but will be of equal value to other learners.

The toolkit contains resources and information relating to:

Potential barriers to learning for disengaged and disaffected young people •

Understanding group dynamics and group development•

The use of a range of safe, fun and non-threatening induction activities that •reflect individual and group development

The use of a range of activities that focus on individual development planning•

These resources can be used individually or as part of a larger structured process by staff working with young people.

Where possible, feedback on activities from young people and staff has been included.

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Who is the Toolkit for?

In Scotland approximately 14% of 16-19 year olds are not involved in education, employment or training. These include care leavers, carers, young parents, young offenders, young people with physical/mental health problems, and those who abuse drugs and alcohol.

For some young people this is a short term experience or transitional process while they look to identify their next steps, but for others this is more of a challenge with many young learners in Scotland choosing to opt out of education and failing to obtain or sustain employment.

Research has shown that for many of these learners multiple, complex issues have impacted on their engagement with learning.

Individual characteristics, gender differences and ethnicity all exert an impact on •engagement with learning.

The learners previous experience of education and prior achievements•

Aspirations, family and social factors. •

Poor attendance patterns in compulsory education. •

It is increasingly vital to address these issues, as prior achievement is one of the strongest predictors of future academic performance and young people who have frequent or prolonged spells of not being in education, training or employment are more likely to become long-term unemployed.

Staff working in education need to think creatively when designing programmes to capture and sustain learner interest and motivation in learning …a process that needs to be developed while simultaneously addressing and working to mitigate some of the external factors which inhibit the progress of these young people.

The Scottish Government has set, as a key national priority, the expectation that young people will move onto positive destinations in further education, training or employment.

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Setting the Context

The More Choice, More Chances strategy underpins the senior phase of Curriculum for Excellence, where increasingly the focus is on the development of rounded holistic individuals, encapsulated by the four capacities: successful learners; confident individuals; responsible citizens; effective contributors. The emphasis here is the importance not only of subject or discipline related skills and experience but of wider far reaching transferable skills and personal attributes and behaviours that are grounded in respect for self and others and self awareness.

For further information on current government strategies see:

16+ Learning Choiceshttp://www.scotland.gov.uk/Publications/2010/03/30180354/0

More Choices, More Chanceshttp://www.scotland.gov.uk/Publications/2006/06/13100205/0

Looked After Children: We Can and Must Do Betterhttp://www.scotland.gov.uk/Publications/2007/01/15084446/0

Skills for Scotland: A Lifelong Skills Strategyhttp://www.scotland.gov.uk/Publications/2007/09/06091114/0

Curriculum for Excellencehttp://www.ltscotland.org.uk/curriculumforexcellence/index.asp

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Government Strategies

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Curriculum for Excellence: The 4 Capacities

To enable all young people to become

successful learnerswith

enthusiasm and motivation for learning•determination to reach high standards •of achievement

openness to new thinking and ideas•

and able to use literacy, communication and •numeracy skillsuse technology for learning•think creatively and independently•learn independently and as part of a •groupmake reasoned evaluations•link and apply different kinds of learning •in new situations

confident individualswith

self respect•a sense of physical, mental and •emotional wellbeingsecure values and belief•

ambition•

and able to relate to others and manage themselves•pursue a healthy and active lifestyle•be self-aware•develop and communicate their own •beliefs and view of the worldlive as independently as they can•assess risk and take informed decisions•achieve success in different areas of •activity

responsible citizenswith

respect for others•commitment to participate responsibly •in political, economic, social and cultural life

and able to develop knowledge and understanding •of the world and Scotland’s place in itunderstand different beliefs and cultures•make informed choices and decisions•evaluate environmental, scientific and •technological issuesdevelop informed, ethical views of •complex issues

effective contributorswith

an enterprising attitude•resilience•self-reliance•

and able to communicate in different ways and •in different settingswork in partnership and in teams•take the initiative and lead•apply critical thinking in new •contextscreate and develop•solve problems•

So what do we already know about learners and learning?

Students learn best when …

They are actively involved with others in the learning process1.

They feel valued by their teacher/lecturer/tutor and classmates (authentic 2. relationships)

They are clear about the rules, boundaries and what is expected of them3.

Their learning relates to a problem they can relate to or are experiencing4.

Their learning relates to helping them reach a personally set goal5.

They see the relevance, usefulness and value to them in what they are learning6.

They have some influence, degree of choice or control over the learning 7. experience and/or topic

They are involved voluntarily in the process8.

They feel secure and they and their personal experience is valued9.

They are confident to learn and feel free to make mistakes and learn from them 10. as they do not feel ’judged’

However, research, by Paul Martinez1, indicates that two key areas that contribute to learner withdrawal and unsuccessful completion of course are:

Poor group ethos or group dynamics and•Inappropriate or inadequate induction.•

The challenge for staff is, therefore, to create a welcoming, safe and secure learning environment from the onset for all young people. While recognising that all learners are individuals, in reality much of learning happens in groups, and we need to take account of the issues around group formation, membership and ethos.

1 Martinez Paul (2001) Improving Student Retention and Development – What do we know and what do we need to find out? London: LSD

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Students learn best when …

All groups take time to develop, but it is worth considering that they go through developmental stages, and therefore need different approaches and activities at different times.

Bruce Tuckmann’s theory of group development provides a framework for understanding what is happening in groups, though it should be used as a guide rather than a rigid formulae.

Forming1. – members join the group bringing with them feelings of uncertainty, shyness, fear, anxiety as well as anticipation. Members will also bring their experiences of being in previous groups (both positive and negative). At this stage activities should be aimed at aiding the formation of the group and alleviating anxieties.

Storming2. – as initial reserve diminishes, members negotiate, often with conflict, for a role or position within the group. This stage will often be characterised by disagreements and a challenging of authority. At this stage team building activities can be useful, as this can help members consider positive roles and communication within the group

Norming3. – groups’ norms of behaviour become established, and the group recognises what is acceptable and what isn’t in this group. This doesn’t just apply to the formal rules of a course or college, but also to the unwritten, informal group rules. Activities here usually focus on challenging assumptions and judgements.

Performing4. – the group gets on with the work to be done, according to the norms established.

It is therefore crucial to consider the stage of development of a group when using an induction activity.

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Understanding Group Dynamics

Induction is a process that starts before students even arrive in the classroom, and carries on through a substantial amount of their time in college. It is the way we introduce students to college life, the course they are going to study, and the staff and students they are going to be working with.

This pack includes a variety of exercises and activities that can be used with young learners during the initial induction process or at targeted points throughout a course of study. Therefore, it is important that activities reflect the stage of development of the group and the young person.

These activities and resources can be used by staff to:

encourage positive group formation that will provide a safe, secure environment •for young people.

encourage discussion and reflection •

become aware of the individual strengths and support needs of learners•

There are a variety of examples and approaches to learning that are designed to suit a range of learning and teaching styles.

Activities and exercises are grouped into a number of categories:

Initial induction: activities for the first few days and weeks•

Activities for working with group issues ie. conflict within groups•

Activities for individual reflection, self management and self-development•

It is important to foster co-operative learning approaches as using this method will help to support:

increased self confidence and self-awareness•

motivation and self-reliance •

higher order thinking skills•

positive skills and attitudes•

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What is Induction?

As induction begins before students even arrive in the classroom, it’s good to consider:

what welcome information goes out to •students prior to arriving

who is there to meet them at reception, •when they make that, often difficult, step over the door to college.

On arriving at the classroom there are several things to consider:

the lay-out of the room – small groupings of tables (cabaret style) or a circle can •be more welcoming than rows of chairs and desks

making sure there is someone there to welcome each student, ask them their •name and welcome them. Don’t forget to introduce yourself (and other key members of staff), and preferably write your name up somewhere visible.

having something to look at or a small task to complete (a name badge) can •help students feel less anxious.

Induction activities should be blended with college and course information. You may have a tutor pack in your college that outlines a particular process, but it’s worth remembering that initially students are concerned with understanding what is going to be required of them and how they are going to fit in.

With all activities are things to watch out for!

Learner’s individual support needs, and personal issues. If you have any •concerns please contact a tutor or someone from the guidance staff.

Learners always pairing up with people they knew before they came to college •or being excluded from the group pairings. While this could be beneficial in kick starting conversations it is preferable to encourage people to pair up with someone that they don’t already know.

Learners interactions when working in groups. It is important to observe how •the learners work and interact with one another as this will be helpful when planning future teaching and learning. Use the information you observe to help learners reflect on their behaviours during post activity feedback discussions.

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The Induction Process

The following activities have been divided into sections which suggest appropriate use. However, they can be adapted and the order changed to suit the needs of individuals and groups.

Activities for Initial Introductions and Ice-breakers

The Ball Game1.

My Name 2. Page 15

Who Am I Poster3. Page 17

Activities for Initial group dynamics and Ice-breakers

Mad Hatter’s Tea Party4. Page 19

People Bingo5. Page 23

What we have in common6. Page 25

What do you mean? (A cultural awareness activity)7. Page 27

Activities for Introduction to the College and the Course

College Treasure Hunt8. Page 31

Time-table Quiz9. Page 35

Activities for Group Development and identifying Learning Skills

Liar Liar10. Page 37

Activity Map11. Page 39

Bridge Building12. Page 43

Moon Survival13. Page 47

Pushing the Boundaries14. Page 51

Activities for Individual reflection, development and goal setting

Making the Most of Your Life15. Page 55

College Personal Goals16. Page 59

Knowing Yourself17. Page 61

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Contents

Activity 1 – The ball game?

Time – 10 minutes

Why would I use this activity?

Helps learners communicate immediately in the group•Very quickly helps learners and lecturers learn each others’ names•Group bonding•Releases tension as it’s an active activity and can be good fun•

What do I need for setting up?

Works best when chairs are in a circle •A small ball or round, soft object•

How do I use the activity?

Everyone introduces themselves by their first name. Lecturer explains that everyone will take turns throwing the ball to each other; by first saying their own name and then the name of the person they are throwing the ball to, ‘Sylvia to Jane’. The person then catches the ball and throws it someone else in the group, ‘Jane to Brian’. As people start to remember each others’ names the pace of ball throwing becomes quicker.

Things to consider

Initially participants can find trying to remember names quite stressful. •Can be difficult to use if some participants find throwing, catching or seeing •a ball difficult.

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Activities for Initial Introductions and Ice-breakers

Activity 2 – My name

Time – 10-20 minutes


Helps learners communicate safely on a one-to-one basis, gradually •extending this to the rest of the groupHelps learners and lecturers learn each other’s’ names•Establishes individual identity•Could give some insight into motivation for coming to college and •areas of concern


Attached worksheet or put instructions on a board•Pencils/pens•


Everyone completes the pro-forma and then shares with a partner. The partner can then introduce them to the group, or alternatively, form groups of four, and then eight (snowballing).

Things to consider

Some participants may not know any details about where their name comes from. You can always use the internet to search for definitions of names or a name dictionary.

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My Name Activity

My name

How I got my name

One thing that I would be doing today, if I wasn’t here.

A question I would like to ask the others in the group

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Activity 3 – Who Am I Poster

Time - 1 ½ hours


encourages everyone to share aspects of their individual identity•helps establish similarities and differences between people•enables everyone to speak in front of the whole group early on in the course•encourages creativity •group bonding•


lots of magazines and newspapers. It’s useful to ask participants to bring •these in, but you need to have plentiful supply of a variety of magazines etc.flipchart paper or A3 paper•scissors and glue sticks for everyone.•preferably space on the floor or tables •flipchart pens•bin bags to collect all the cuttings etc. •space on the walls to display the posters (and hopefully keep them there •during the induction period)


Explain to participants that they are going to produce a collage/poster about 1. themselves using the magazines, newspapers etc. and then everyone will have a minute to explain their posterThey can cut out and/or draw anything that either represents them or tells us 2. something about their likes/dislikes.They have an hour to put together their collage/poster and clear up cuttings 3. etc.Once the posters are on the wall, participants are invited to say a bit about 4. their poster. The lecturer may need to ask a few questions as a prompt, but should not make any judgements about the content of the poster.

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Things to consider:

Some participants can struggle to find anything that represents their life; •time consuming.May need to manage judgements about the content of each poster•

What participants have said about this activity:

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‘This was good fun and informal. Feel much more confident.

Good to say something personal about yourself, and find out about people’s different personalities.

The time went really quickly and I really enjoyed working on the floor. Good to have music on while we were

working. Liked keeping the posters on the wall – felt more like our own room. It was good that

everyone had to speak, even though some people were shy.‘

‘Didn’t have enough magazines. Could be a bit

personal. It was difficult to fill a whole piece of flipchart paper, so it would have been good to know that

you could use half or leave lots of space.’

Activity 4 – Mad Hatter’s tea Party

Time – 1 hour


This ice breaker activity is ideal for getting people to talk to each other and start the process of getting to know each other. It won’t be ideal for every course and for some classes you may wish to change some of the topics.


A set of booklets based on a range of topics (see attached for suggestions)•Set the chairs out in 2 lines facing each other, ensuring enough seats for •everyone

For even numbers set the chairs out like this0 0 0 0 0 0 0 0 0 00 0 0 0 0 0 0 0 0 0

For odd numbers set the chairs out like this0 0 0 0 0 0 0 0 0 00 0 0 0 0 0 0 0 0 0

In the above the each person takes a turn at sitting out when moving clockwise.


Everyone is given a booklet, and shouldn’t open it until, asked to by the tutor. Once directed to, the participants discuss the first topic in the booklet with the person opposite. They have 2-3 minutes to discuss the topic between them, and then are directed to move clockwise by the tutor. This is repeated until everyone has had an opportunity to speak to everyone else in the group.

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Activities for Initial group formation and Ice-breakers

this person does not move

0 this person sits out when in this chair

Things to consider

This can be quite noisy•Some participants may be reluctant to discuss personal information•

Feedback from a lecturer on using this exercise:

Student feedback

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I feel it worked quite well. There can sometimes be a sense of anxiety

when you suggest something different. They may think ‘Oh no, I’m going to have to talk to a stranger’. And

we, as teachers may think, ‘Oh no, I’m not really doing anything here – shouldn’t they all be looking and listening to me?’ Of course, we are doing something – on a logistical level, we are managing an activity which ensures that each student in the class gets to talk, on

a one-to-one basis, with everyone in the class. In terms of the bigger picture, we are trying to establish, from the very start,

an atmosphere and classroom ethos which encourages talking and listening to each other.

‘I found the exercise the class did this morning a good

way to break the ice. I usually hate that uncomfortable atmosphere that sometimes comes

along when entering a new environment with different people. It helped me feel a lot more relaxed as I can be

pretty shy. I feel that had we not done the exercise this morning I may not have got the chance to

speak to the people I did.’

Mad Hatter’s Tea Party questions (to be made into a booklet)

Page 1 instructions

With each new partner, turn to a new page in this booklet and take turns sharing the topic printed there. Do not skip pages. Do not look ahead in this booklet.

My favourite time of the year is …1.

What I like/dislike about where I live …2.

My favourite way to spend my free time is …3.

A place I’d like to visit …4.

My favourite meal is …5.

A person I’d like to meet is …6.

My best friend from school was/is … 7.

The best party I ever had or went to …8.

A favourite film or book is …9.

A hobby or sport that I enjoy is …10.

Something I’m good at, or would like to be good at …11.

You’d be surprised to know that I…12.

How I feel about coming here today …13.

Something I’m looking forward to in the future …14.

If I had 3 wishes, I’d …15.

My favourite singer/band is …16.

One thing I would change about myself …17.

A good day out for me is …18.

A country I would like to visit …19.

What I think of college so far…20.

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Activity 5 – People Bingo

Time – 20 minutes


fun activity that helps learners communicate with each other•helps establish commonalities and acceptance of diversity•a good ice-breaker•helps identify young people who have difficulties in speaking to others•


attached (and adapted) worksheet•pencils/pens•works best in an open space, with tables and chairs pushed aside•

How do I use this activity?

Everyone is given a work sheet and asked to write down the name of someone in the group who satisfies the requirement of each square. The first one to complete the work sheet shouts bingo.

Things to consider

Make sure that you include relevant items on the worksheet. It will need to be adapted to reflect the group participants and current interests.

Some people may be very shy and need some encouragement to speak to others.

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Has had a kiss today Has blue eyes Has been abroadWhere?

Is a volunteer

Has/had a part-time job

Has a pet Has the same star sign as you

Plays a musical instrument

Plays a sport.Which?

Has a trophy or a medal

What for?

Came in the bus today

Watches Dancing on Ice

Has driven a car or motorbike

Has an ipod Has met a famous person. Who?

Lives in the same area as youWhich area?

Had toast for breakfast

Went to the same school.

Which school?

Is on BEBO Wants to progress into Higher education

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Activity 6 – What we have in Common

Time – 45 minutes


helps learners interact and communicate with others in the group •(encourages verbal communication and active listening skills).promotes feelings of acceptance and safety through the highlighting of •similarities and shared experiences/feelingsteam and group bonding •discussion and sharing things of personal interest, talents and aspirations•can be used to challenge stereotypes and judgemental attitudes•can be used to identify common behaviours and attitudes to learning •amongst group members (dependent on questions/discussion prompts used)


a list of starter questions or prompts to stimulate discussion.•the topics and focus of the questions should be varied and relate to things •that are relevant to the group of learners (age, gender, background etc.) without being stereotypicalarea(s) to sit down in and chat with others in the group•tools to record responses. This could be paper and pencils using pro forma •designed by the tutor or any other suitable alternative.

How to use the activity?

Ask the learners to think of the range of things that interest them and which 1. they could have in common with other classmate(s).Using the list of question prompts as a discussion starter; choose someone 2. from the group to pair up with for the exercise.Take turns asking questions and creating a list of all the things that you have 3. in common. The object of the exercise is to create the biggest list.Once you have your list think about how you tackled the exercise. You will 4. have the chance to discuss this after everyone has completed their list during an exercise debrief/feedback session.

How well did you listen to the other person? •What assumptions did you make about what they liked to do?•Why did you think this was a fair conclusion to reach? •Were you surprised at any of the things you found out?•Who took the lead?•Who compiled the list?•

Things to consider

If using this exercise early on at induction, allow the learners to pair up •themselves. If anyone appears to be left out of the group or if learners are holding back from pairing up, use a time limit to prompt action. A group of three learners can be included if numbers are uneven or alternatively the tutor can participate in the process provided that their participation will not inhibit discussion. It may seem too personal depending on the question/prompts used; it could •polarise groups and behaviours if poorly managed.

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Activity 7 – What do you mean? (a cultural awareness activity)

Time – 30 minutes


Helps learners develop cultural awareness•Help learners recognise that we make assumptions based on our own culture •and experienceFun activity which can be a good ice-breaker•Can act as a stimulus for further discussion of equality and diversity•


Worksheets (attached)•

How to use the activity?

Explain that gestures have different meanings in different cultures. Give out worksheets (this can also be done electronically and encourages ICT skills) and give 10 minutes to complete individually. Lecturer or tutor should then discuss each answer ,giving correct answer, and generate a discussion on how different gestures could be misinterpreted, and examining the possible consequences.

Things to consider

It’s important that different cultures don’t become stereotyped.•

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Cultural Awareness

Gestures

Tick the one you think is correct.

1. How should one point in China?With a closed fistWith open handWith the thumb

2. In Honduras, a finger placed below the eye means...I’m watching youI disagreeBe careful

3. In Bolivia you are waiting for a bus and when it arrives the driver gives you the so-so gesture (twisting the flat, open hand). This means...

There may be room if you give me a tipGet onIts full

4. If you make the V for victory sign in the UK, you must do so with the palm...Facing outwardsFacing inwards

5. To indicate someone is miserly, the Dutch would..Slap their elbowGlide the forefinger down the noseMake a fist

6. The OK gesture (thumb and forefinger curled in an O) means what in Japan?Slow DownMoney

7. In Belarus, when someone pokes their thumb between their forefinger and middle finger it means...

You have been beaten (i.e. in negotiations)You will get nothingGo away

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8. When an Arab brings the tips of all fingers and thumb together and bobs the hand up and down, this means...

Calm downHurry UpGet lost

9. When a Pole flicks their finger against the neck it means..You’re deadJoin me for a drinkDon’t test may patience

10. A toss of the head in Finland means...NoCome here

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Answers

1. How should one point in China?With open hand

2. In Honduras, a finger placed below the eye means...Be careful

3. In Bolivia you are waiting for a bus and when it arrives the driver gives you the so-so gesture (twisting the flat, open hand). This means...Its full

4. If you make the V for victory sign in the UK, you must do so with the palm...Facing outwards

5. To indicate someone is miserly, the Dutch would:Glide the forefinger down the nose

6. The OK gesture (thumb and forefinger curled in an O) means what in Japan?Money

7. In Belarus, when someone pokes their thumb between their forefinger and middle finger it means...You will get nothing

8. When an Arab brings the tips of all fingers and thumb together and bobs the hand up and down, this means...Calm down

9. When a Pole flicks their finger against the neck it means..Join me for a drink

10. A toss of the head in Finland means...Come here

Your final score is:

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Activity 8 – College Treasure Hunt.

Time – 1 hour


To familiarise learners with the college and helping them feel more confident •in dealing with the complexities of a college building.Team building•Develop communication skills. Each college should adapt the information •required to suit the needs of their college building and local community.


Attached (and adapted) worksheets•


It is best to give students a limited amount of time and divide them into groups. You can also give each group different requirements, so that they don’t all end up in the same place at the same time.

Things to consider

If you are requiring staff from across the college to sign or give pieces of information it may be a good idea to forewarn them!

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Activities for Introduction to the College and the Course

College Treasure Hunt 1

Working in your group find the following items/pieces of information:

The college phone number1.

An absence form (self-certification) from outside of the faculty office on the 22. nd floor

The make of the photocopier on the 33. rd floor

The room number of the door into the lecture theatre 4.

The room number of ‘our’ faculty office5.

Date stamp on this paper from Student Advice Office6.

Number of lockers on the ground floor of the building7.

Which set of stairs does not take you to the 88. th floor

The buses that takes you from the city centre to the college9.

The college postcode10.

The room number of the janitor (ask him/her to sign this paper)11.

The number of steps between the library and the 312. rd floor

The locations of three Wi-fi hot spots13.

The room number of the study skills centre14.

The names of all the staff who work in student support.15.

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College Treasure Hunt 2Faculty Office

What room number is it?1.

How many days do you need to be off before you 2. need a self-certificating form?

Can you leave a message for your lecturer there?3.

Library

What are the opening times of the library?1.

Name three magazines you could read in the library.2. 1.

2.

3.

What do you need to take a book out?3.

What times is study skills open?4.

Information Office

Does this office help with accommodation?1.

Could you get an appointment with a careers officer?2.

Department floors

Name the departments that are on each floor of the college main block?1.

1. 2. 3. 4.

5. 6. 7. 8.

How much is it to join the Sports Centre?2.

Name three things you can do there?3. 1.

2.

3

Bonus Question

Where is the janitor’s office?

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Activity 9 – Timetable Quiz

Time – 20 minutes


To familiarise learners with the course timetable and helping them feel more •confident in dealing with the complexities of moving from one room to another within (and out-with) the college building.Develop confidence in managing self •Develop communication skills. Each college should adapt the information •required to suit the needs of their course, college building and local community.


Attached (and adapted) worksheets•


It is best to give students a limited amount of time and divide them into pairs or small groups. Make sure you leave adequate time for answering questions about timetables.

Things to consider

You may have to do this activity more than once.Watch out for learners who really are very confused and consider walking them through class-room changes, or pairing them with a learner who is more confident in this area.

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Timetable Questionnaire

In pairs, or small groups, and using the timetable given answer the following questions.

What class (subject and room number) will you be in on Tuesday at 1030?1.

What time will you have lunch on Wednesday?2.

Who is the lecturer teaching you on Friday mornings?3.

What room are you in on Monday afternoons?4.

Look at the room you’re in on Wednesday morning, what floor is it on?5.

Do you have an afternoon break on Thursdays?6.

Are you on placement during the week, if so, what day(s)?7.

How many hours a week are you in class?8.

When would be a good time to do homework?9.

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Activity 10 – Liar Liar

Time – 45 minutes


To deepen our shared knowledge of the group members•To encourage learners to learn about others using humour•It challenges pre-assumptions that we make about other people•It encourages associational learning and self reflection and can be used to •help develop wider skillsPromotes group cohesion and sharing of expectations.•


A round table discussion forum where all group members can watch non •verbal cues while listening to each other.Note paper and pencils for jotting down the three statements•

How do I use the activity

Write down three things about yourself that you are happy to share with the 1. group. One of these (interesting) facts should be true but two of the three should be false. These may be embellished stories about something that you really have done or something you have simply made up.Take turns to read out your three statements to the group and let each 2. individual, and then the group collectively, decide on which one is true.Think about how you and the group tried to figure out which was the true 3. statement. What cues or clues helped you to reach your decision? What your decision correct? How did you try to persuade the group to come to the right decision? Did the group get it right collectively?

Things to consider

Oversharing. Ensure that the information shared by the group is not of a •sensitive nature by looking at the written notes before these are read out by individuals.Body Language Cues. Encourage the learners to notice changes to speech •(tone/pace) and body language for clues which show that someone is bluffing or trying to hide something.

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Activity 11 – Activity Map

Time – 1 hour


For students to get to know each other better.•For you to better understand what motivates your students.•To discover students likes and dislikes - in general and in relation to course •activities.To discuss values and principles underlying activity preferences.•It can serve as an appetiser for the course ahead - if you include activities (or •learning methods) that will be part of the course.It provides an opportunity to discuss which aspects of the course students •are most and least looking forward to. You can then correct any false assumptions or allay concerns.If you have any flexibility in what and how you teach the course, Activity •Map can give you early warning about how you may want to adjust your approach.

What do I need for setting up this activity?

Floor space: a little larger than the space needed for the group to stand •comfortably in one circleA means of marking out four boxes (2x2) on the floor. Use rope, string, tape, •chalk, or make use of a pattern that is already on the floor.Big labels for naming each box or each line. •A prepared list of activities and learning methods that you want to ask •about.

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Activities for Group Development and identifying Learning Skills


Activity Map is a map with four zones on which students reveal their attitudes towards specific activities. The group version involves marking the zones on the floor. Everyone quickly discovers the range of attitudes towards each activity, and whether or not this is based on experience of the activity.

Name an activity and ask everyone to go to the zone where that activity •would belong on their own personal map.Keep naming activities, pausing now and again for comments and questions. •This can be fun to facilitate – especially when asking students with positive experiences of the activity to persuade others to overcome their ‘dislikes’.To make it more of a game, let participants call out names of activities - •but be ready to challenge or veto activity suggestions that are offensive or unsuitable.You will usually want to position yourself in (whichever becomes) the •emptiest box so that everyone can see you (and vice versa). Your primary role is a facilitator. It can be confusing if you try to join in, but it is sometimes more facilitative to be a role model!

Things to consider

Everyone crowding into one box. There are no clear differences to explore •and standing squashed together is not conducive to good discussion. Solution: name another activity!Someone always going into a ‘dislike’ box. Solution: Ask the person to name •an activity that would place them in one of the ‘happy’ boxes.People being uncomfortable or inattentive if standing for a long time.•

Variation: making a personal Activity Map

Making a personal map gives each student a record of their starting point. •Making a personal map is useful preparation for the more sociable versions •of Activity Map described above and below.

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How would I use this activity?

Explain that the map is for a personal record as well as for showing to •others.Each student draws four squares and lists at least three activities in each •square.If individuals end up with one or two blank squares - that’s OK. Blank •squares can communicate a lot!

Sharing the personal map

Find a partner and talk through each other’s maps. Discuss any surprises you •find.In small groups of 3 or 4, look for similarities and differences and discuss •ways in which some dislikes could become likes.Each person chooses one activity from each of their boxes, and tells the •group - adding short explanations if they want to.As above, but each individual walks round the four zones as they talk about •their map.

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Sample Activity Map

What I’d like to try What I don’t want to try

What I enjoy What I don’t enjoy

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Activity 12 – Bridge Building

Time – 1 ½ hours


Helps develop individual team roles•Helps develop a group ethos•Helps develop communication skills•Helps develop critical thinking skills•Helps deal with conflict between group members and establish group •boundaries Helps develop self-awareness through reflection and discussion•


Instructions for each team•Old newspapers•Cardboard boxes (preferably cut up)•Rolls of sellotape•Scissors•String (if available)•


Depending on the numbers in the class, divide into groups of 5 or 6. Give out materials evenly between groups and instructions and make sure everyone understands what they have to do. Allow about ½ hour for the groups to work on their bridge and then use the rest of the time to reflect on

What helped help and hindered them building their bridge•What kind of roles did everyone take on e.g. leader, encourager, harmoniser, •time keeper, resource finder etc.Did anyone feel left out?•If they were to build a bridge again as a team what would they do •differently?How do these skills apply to other areas of their life?•

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Things to consider

While this can be a fun activity, it is important to use some to reflect with learners on team roles and what is needed to work cooperatively. Some learners find working in teams very difficult, so it is important to acknowledge that team work can be difficult and skills can be developed.

Instructions – For your team bridgeYou must use all the materials you have been issued with•Your bridge must be at least three feet long•Your bridge must have two arches•You will get points for the highest bridge•You will get points for the strongest bridge•Creativity will be rewarded•Everyone in the team must participate•

TutorMake sure everyone contributes•Give each group approx 1½ hours; leave enough time to tidy up•If needed, time can be used in the next tutorial to continue if the groups are •enjoying itHave a review of activity (communication, listening skills etc.)•

MaterialsOld newspapers•Cardboard boxes (preferably cut up)•Rolls of sellotape•Scissors•String (if available)•

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Instructions – For your team bridge

You must use all the materials you have been issued with

Your bridge must be at least three feet long

Your bridge must have two arches

You will get points for the highest bridge

You will get points for the strongest bridge

Creativity will be rewarded

Everyone in the team must participate

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Activity 13 – Moon Survival

Time – 1 ½ hours

Why would I use this activity

To help learners to work through a task justifying and reaching joint •conclusionsFor developing effective interpersonal communication skills (conciseness, •active listening, reflective development of ideas and balancing individual contributions within a group setting)Helping to develop persuasive argument through logical thinking•To help learners find ways to resolve differences in perspective without •conflictHelps learners think about goal setting and prioritising•


Task instructions including a list of items/objects•Paper, pencils etc for recording the final hierarchy of objects•

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Divide up the learners into groups of 4 or 5 or use as a whole class activity1. Read out the instructions to the class, stressing the importance not only of 2. the task itself, but on their active participation in the group.Give every group a copy of the task instructions and a list of the objects to 3. be placed into a hierarchy. Issue pens and paper etc which can be used to record the finalised list.

Post Exercise feedback should include discussion about any differences between individual and group rankings. This should include reference to how group consensus was reached, Other key considerations/question/prompts include:

How well were all group contributions valued?•How was respect for different points of view supported / managed by the •group?How did the group members behave during the activity? Did they all •participate well?

Things to consider

People trying to bully or shout down objections to their point of view•People not contributing effectively in the task (not engaging / contributing, •hogging the discussion).Try to avoid majority decisions… this is about taking time to reach a real •group opinion that means that although the final ranking will not entirely satisfy everyone in the group, all learners can reach agreement to some extent

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Moon Survival

Read the following passage very carefully. You will need this information in order to take your individual task.

You are a member of a space crew originally scheduled to rendezvous with a mother ship on the lighted surface of the moon. Due to mechanical failure your ship was forced to land at a spot some 200 miles from the original rendezvous point.

During landing, much of the equipment on board was damaged and since survival depends on reaching the mother ship, only the most critical items must be chosen for the 200-mile trip.

Fifteen items were left intact and undamaged after the landing.

Your task is to list, in order of priority, the fifteen items that have been left intact.

Using the list below, write number 1 by the most important item, number 2 by the second most important item and so on, finishing the task by placing number 15 by the least important item.

INDIVIDUAL LIST Order of importance

Box of matches

Food concentrate

50ft of nylon rope

Parachute silk

Portable heating unit

2 x .45 calibre pistols

One case of dehydrated milk

2 x 100lb tanks of oxygen

Stellar map of the moon’s constellation

Life raft made of rubber fabric

Magnetic compass

5 gallons of water

Signal flares

First aid kit containing injection needles

Solar powered receiver/transmitter

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Moon Survival – Answers

1 2 x 100lb tanks of oxygen No air on the moon

2 5 gallons of water You can’t live long without this

3 Stellar map of the moon’s constellation Needed for navigation

4 Food concentrate Can live for some time without food

5 Solar powered receiver/transmitter For communication

6 50ft of nylon rope For travel over rough terrain

7 First aid kit containing injection needles First Aid kit ok, needles are useless

8 Parachute silk Useful for carrying

9 Life raft made of rubber fabric Some value for shelter or carrying

10 Signal flares No oxygen

11 2 x .45 calibre pistols Some use for propulsion

12 One case of dehydrated milk Needs water to work

13 Portable heating unit Lighted side of the moon is hot

14 Magnetic compass Moon’s magnetic field differs from the earth’s

15 Box of matches No oxygen

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Activity 14 – Pushing The Boundaries

Time – 1 hour


to help people to step outside the familiar•to place learners in unfamiliar and new positions and circumstances•to help learners overcome their resistance to fear and possible failure using a •structured learning activity approachto help release increased confidence and enjoyment gained from being brave •enough to learn from past experience and progressive challenges.


An assortment of lego blocks split into equal packs (One for each group) •Other children’s building toys/resources that could be used for creating •supporting structures (card, paper, foam etc)Table/room space•Instruction sheets•Stopwatch•Independent adjudicator ( tutor or other group member) •Group record sheet.•

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Split learners into groups of four or five.1. Read through the task instructions to the group, leaving a written copy of 2. the instructions with each group. The tutor should answer any task related queries as they arise.The group should be given 10 minutes to discuss and plan for the task 3. before carrying out stage one of the task ( five minutes)On completion the independent adjudicator should record the second set of 4. results on the record sheetThe group should now be given 15 minutes to review their past experience 5. and to plan for the second stage of the task, before carrying out the task ( five minutes to complete)On completion the independent adjudicator should record the second set of 6. results on the record sheetThe group should now be given 20 minutes to review their past experiences 7. while planning stage three. The final task should be completed in 10 minutes.

Ensure that the progressive nature of the building tasks builds sequentially and encourages and supports the use of past learning.

Things to consider

Ensure that the adjudicator maintains an unbiased position by reference to •set criteria for performance/ratingsEnsure that all groups members participate in the activity•Ensure that no pieces of lego get lost during the staged process and that all •groups have access to the same resources

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Task Instructions

Stage 1

You have to produce a highly stable tower using the lego pieces. The stability of 1. the tower must be robust enough to withstand a foam ball being thrown at it (underhand throw from a distance of XXXX feet)You have 10 minutes as a group to plan for the build at the end of this process 2. all of the lego pieces must be separated out before starting to build your tower.You will be given five minutes to build your tower on the floor before the 3. adjudicator will test its stability and record the result.

Stage 2

You now have to produce a high and stable freestanding tower using the lego 4. pieces. The stability of the tower must be robust enough to withstand a desk fan blowing on it from a distance of XXXX feet You have 15 minutes as a group to think about your past experience and to 5. plan for the build. At the end of this process all of the lego pieces must be separated out before starting to build your new tower.You will be given five minutes to build your tower on the floor before the 6. adjudicator will test its stability and record the result.

Stage 3

You have to produce the highest possible tower using the lego pieces. The 7. tower does not need to be free standing. You have 20 minutes in your group to plan for the build. At the end of this process all of the lego pieces must be separated out before starting to build your tower.You will be given 10 minutes to build your tower before the adjudicator will 8. record its height.

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Activity 15 – Making the Most of Your Life

Time – 1 hour


To help learners view their life holistically•To help learners develop skills in prioritising•To help learners make connections between aspects of their life•To help learners set realistic goals and use stepping stones to get there•To create opportunities for learner to discuss barriers to learners and take •some responsibility for creating solutionsTo develop communication skills eg. listening and positive use of coaching •style questions


Attached worksheet and instructions•Pencils/pens•

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Activities for Individual reflection, development and goal setting


Give out the worksheet and discuss how all the sections relate to learners’ 1. lives. Sometimes it’s useful to give out or demonstrate how to complete the 2. sections.Give time (20 mins) for learners to work on these independently3. Encourage sharing and discussion about areas of strengths and areas to 4. work on.Ask everyone to choose one area they would like to improve on.5. Working in pairs they should ask each other what steps they could take to 6. move their satisfaction up by 1 or 2 points on the rating scale. Encourage learners to use open questions eg. what, who how, rather than give advice. Ask for feedback and examples as this can generate ideas for the rest of the 7. group.Ask each person to create a small action plan based on their ideas. This can 8. be stored in a personal/guidance file and reviewed regularly.

Things to consider

Some learners may find some aspects of their lives too difficult or distressing to discuss. It is important not to push learners into discussing issues that they do not feel comfortable about.

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Making the Most of Your LifeBy completing the following task, you will be able to see which areas you need to work on to make your life more balanced.

Each section of the circle represents one aspect of your life.

Taking the centre of the circle as ‘0’ and the outer edge as ‘10’ rate your own level of satisfaction in each area and shade in the appropriate area. For example, if you rate the state of your money as extremely poor, you might only score yourself as one or two out of ten. However, if you believe your money situation to be good, you might fill in a score of nine or ten.

When you have filled in the circle, you will be able to identify which aspects of your life leave room for improvement. By recognising these areas, you have taken the first step to achieving a greater level of life balance.

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Activity 16 – College Personal Goals

Time – ½ hour


To help learners identify your strengths and areas for development•To help learners think about future goals and•Establish a link between learner and future employment•To establish motivation for being at college•To help learners distinguish the differences and similarities between school •and collegeTo create a sense of ownership of learning •


Attached worksheets•Coloured pencils/pens•


Give out worksheets and explain the purpose of identifying future goals. 1. Learners can either draw pictures/symbols in the boxes or write.2. Sharing can be done in pairs or small groups.3. Classroom discussion should focus on recognising strengths and abilities and 4. how these relate to future goals.The completed worksheets and notes can be stored in personal/guidance 5. files and referred to throughout the course.

Things to consider

There could be a mismatch between current skills, course of study and •intended goals. This should be discussed with appropriate staff.Some students may struggle to recognise achievements and may need to •support to think about successes.

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College Personal Goals

Name

My greatest achievement so far is Something I am good at is

My ideal job would be I would really like to learn to

I am at college because The difference between college and school is

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Activity 17 – Knowing Yourself

Time – 1 hour for each section(could be delivered over several weeks)


Helps learners recognise their strengths and areas for development•Encourages self-awareness•Helps develop realistic goals •Identifies motivators •Helps identify additional support that a learner may need•


Attached work sheet•Pencil/pens•Can be useful to work in small groups•


Give everyone a worksheet and explain about the importance of honest 1. reflection. You can link this to personal development plans or individual learning plans.Allow about 20 minutes for learners to complete each section. You can do 2. as many or as few sections as you feel appropriate to the group.Encourage learners to share reflection in pairs or small groups.3. Use whole class discussion to encourage reflection on motivation for work, 4. life and learning skills.This information could be stored in a guidance folder and the reflected and 5. altered during the course of the year.

Things to consider

Some learners may find it hard to rate themselves and may need support.•Be aware of learners being over critical of each other.•

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KNOWING YOURSELF

To be aware of your strengths and weaknesses is an important part of knowing yourself and helps you make good decisions about your future

In order to create a picture of yourself, you should give yourself a ‘rating’ on each item in the grid below. Tick the box which you think best indicates what you are like. A rating of 6 stands for ‘very much’ or ‘very good’: a rating of 1 stands for ‘very little’ or ‘very poor’.

SECTION 1 – The Work you like 6 5 4 3 2 1Please Tick √

1. I want outdoor work2. I want indoor work3. I want to work alone4. I want to work with others5. I want to be my own boss6. I want to work near home7. I want to work away from home8. I want to travel as part of my job9. I want to do a practical job – making, repairing things

10. I want an office-type job11. I want a job in which I need to help others12. I will train properly, for years if necessary, for my job13. I will give up some free time to do my job well14. I want a well-paid job15. I want an interesting job16. To me, money matters more than job interest17. To me, job interests matters more than money18. I am prepared to discuss a possible job with others19. I will make up my mind about any job I take or am offered20. I am prepared to share a job rather than be out of workSECTION 2 – How you feel you deal with 6 5 4 3 2 1

Please Tick √1. Boredom?2. Treatment you feel to be unfair?3. Being tired?4. Being supervised?5. Being instructed/shown what to do?6. Responsibility?7. Work or situations requiring patience or persistence?8. Working with others in a team?9. Being under pressure (pushed for time)?

10. Having to make decisions?11. Having to be in charge of other people? In12. Sympathising with those in difficulty or with problems?13. Quarrelsome workmates or friends?14. Situations which change frequently?15. Working on your own, unsupervised?

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SECTION 3

Being aware of your good and bad points is the first step towards understanding yourself and other people.

From this list of characteristics, tick the ones you think apply to you. Be honest.

I am:

Easy to get on with Selfish Careless Sure of myself

Moody Brave Sarcastic Adventurous

Hard working Full of fun Easily worried Reliable

Generous Considerate Snobbish Bossy

Honest Outspoken Helpful Bad tempered

Friendly Kind Warm hearted Nervous

Shy Sulky Excitable Quiet

Now make a list below of what points you think are your good and bad points

My good points My bad points

Which do you think is your worst characteristic?

Why?

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SECTION 4

Now ask one friend, one person who wouldn’t mind hurting your feelings, a parent and one other person who knows you well, to put a tick against the characteristics which they think belong to you.

Please Tick √

Easy to get on with

Selfish

Careless

Sure of myself

Hard working

Full of fun

Easily worried

Reliable

Honest

Outspoken

Helpful

Bad tempered

Shy

Sulky

Moody

Brave

Sarcastic

Adventurous

Generous

Considerate

Snobbish

Bossy

Friendly

Kind

Warm hearted

Nervous

Excitable

Quiet

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Each characteristic with two or more ticks can probably truthfully be said to belong to you. List what other people think are your good and bad points

My good points My bad points

SECTION 5Compare your list of good and bad points in Section 3 and the list at the end of Section 4. Check if there any differences. Why might there be differences?

Which is more likely to be correct?

Why?

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Induction toolkit

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Transcript of Induction toolkit