Definition of Negotiated Learning

Negotiated Learning is the process involved when a teacher deliberately establishes a structure to enable students to have an ongoing say, as a group, in all elements of the learning process – the content, emphasis, teaching and assessment methodology, evaluation and even the selection of guest speakers and other teachers, as well as the logistical elements like location, times, days, child-care facilities etc.

Negotiated Learning needs a carefully developed plan or structure whether it is for an individual or a group.

1) Negotiating Individual Learning:

at the individual level, the learning contract or plan typically requires students to negotiate with their teacher, their goals, the methods by which those goals will be met and the means by which the achievement of the goals can be assessed and at what level.

2) Group Negotiated Learning:

There are many educational terms which include at least some elements of negotiated learning, and each of these may have a slightly different nuance to the educators/students involved eg:

• Self-directed learning
• Group-based learning
• Learning that builds on students’ existing experience and knowledge
• Collaborative learning
• Reflective learning/self evaluation and assessment
• Linking theory and practice
• Enquiry and Action learning
• Enquiry based learning
  Problem centred learning

Negotiated Learning - October 2005

Setting the Scene:

• Welcome/Intros
• Ground – rules
• Expectations/Timetable of Day
• Definitions & Resources for the day

Session 1: Negotiating Learning with a Group:

• The video: What does Grey Matter?
• Key Success Factors
• The Structure
• Box Of Tricks:

Session 2: The nuts & bolts – how to do it:

1. Why use it – the benefits of letting the reins go slack!
2. How to implement it: tips & discussions
3. Example: full group role-play or small groups on different examples

Session 3: Other uses & how to make sure it works:

• Community planning meetings
• Teacher meetings
• Course planning sessions
• With Outreach Modules eg 9801A
• With less flexibleTAFE modules
  

Session 4: Where to From Here:

• The 4 other workshops
• Those wanting UTS accreditation for these Workshops
• Additional Information and reading, and staying in touch
• How you will use these skills in your teaching
• Reflections on the day

To download the full timetable click here.

How can we implement Negotiated Learning?

1. make the entire course/module negotiable, i.e. sit down with a group of students, & work out from scratch what they want to learn (see Gateway notes & What does Grey Matter video)
2. start with a module title & rough parameters & negotiate the details, e.g. Creative Thinking or Carpentry, either in the first session, or at a special planning meeting.
3. present the class with the official course/module outcomes*, & negotiate within those parameters, e.g. by asking:
4. which outcomes interest you most?
   
   1. are there any you can do already?
   2. which are most relevant to you at present?
   3. which would you like to start with?
   4. are there any outcomes you are happy to work on alone or in pairs between classes? (some things are more easily learned on your own, whereas others really need group involvement)
   5. are there any other outcomes you want included?
   6. any suggestions on the topics/exercises/projects we can use to explain or practise these outcomes?
      
   * Obviously with some classes, you will have to simplify the wording of the outcomes
5. whatever the situation, you have to establish a structure or format, which the students understand, & which embeds the opportunities for negotiation at the core of the day-to-day running of the module, so that:
   
   1. you always remember to do it
   2. the students realise it is an important part of their learning
   3. it becomes a habit for both the teacher and the students
   The structure will vary according to the subject & facilities & students, & should suit your personality & preferred teaching styles, but it should include at least some of the attached suggestions.
   

What is Negotiated Learning?

• educational democracy
• involving all your students in all the major decisions concerning their learning
• structured regular opportunities to have a say in:
  • how the session is run - - pace & methodology
  • the content, including emphasis & priorities
  • the level it is at
  • the lay-out of the room & the resources used
    

What are the benefits of Negotiated Learning?

• helps you set the right level


• indicates what students do & do not know


• highlights students’ priorities & fears


• makes students think


• makes students take responsibility for their own learning, & they are more likely to become Lifelong Learners


• demonstrates respect & enhances self-esteem & confidence
• having a say leads to commitment


• helps you gain students’ trust & respect


• if they are not interested it’s their fault too!


• therefore easier for you; and more fun

"G A T E W A Y" M E T H O D

(as demonstrated in the video: What does Grey Matter)
RATIONALE (Why?):

• We can learn all life long
• We become better at some things the older we become
• Learning can be fun and exciting
• USE IT OR LOSE IT!

KEY POINTS:

• Attendance voluntary / quiet room / circle/ horse-shoe
• Students make choices / decisions → responsibility
• Fun, exciting, possible
• Realistic but not limiting – take risks and create challenges (or it slowly dies)
• Problems are thrown back to the group – become the opportunity for group decision making
• Keep records of what happens (self esteem/motivation)
• End of session – check that happy with how it’s going and plan next session

STEPS:

1. Preparation – bag of tricks / questions / background information
2. Introduce self and aims
3. Share learning ideas (offer chance to everyone)
4. Decide what to do next
5. Group ideas
   • Redirect those that are inappropriate or unrealistic – they can become a forum for lots of activities
   • Prioritise

HANDY HINTS:

1. Talk to quiet ones outside group
   
2. Wall-charts – Interests / Learning Ideas / Jobs / Decisions
   
3. Create as many roles as possible for students, e.g.
   
   • group/librarian
   • publicity officer
   • recorder
   • video/book reviewers
   • liaison with D.O.N. / Resident Committee
   • music club organiser


4. Give “homework” without pressure, i.e. start tentatively – an option rather than an obligation some will do it, but probably not all of them.

Some ways to nurture Negotiated Learning

• establish ground-rules (wall-chart or OHT or circular)
• check students’ understanding regularly
• check regularly that the session is proceeding as the group has asked through frequent opportunities for suggestions, and in as many different ways as possible, so that all students gradually feel comfortable with being involved in making decisions


• set time aside for each student to keep a personal (confidential) journal:
  • what I want out of this subject (in first session & can be added to at any time)
    
  • what I have learned to-day (in last 5 minutes of each session)
• refer back to the outcomes of the module regularly, for students to check how they feel they are progressing
• In the final session, you can also ask students to write:
  • what I learned from this subject
  • what I still want to learn
  • how I will set out to achieve these personal study goals
• have a suggestion box/envelope/wall-chart clearly available during each session
• chat to shyer members of the group during breaks
• keep a record of suggestions. & make them available to the class for consideration & updating

Outreach Teacher Workshops

Certificate in Outreach & Popular Education:
a joint project of the TAFE Equity & Outreach Unit & the Centre for Popular Education at UTS

A series of 5 workshops designed to examine:
• How Outreach teachers and coordinators can make their courses an integral part of local community strengthening projects
• The nuts and bolts of being an effective Outreach teacher – the who, how, why and what.
• How Outreach can open up options and opportunities for its students, and help them take control of their own lives again.
The 5 topic areas have been selected as the key teaching skill areas required to enable teachers to be effective community educators. A team of facilitators is being finalised, but there will be a combination of UTS academics and experienced Outreach coordinators, to ensure that both the theoretical frameworks and the necessary practical skills are covered in each workshop.

Fri. 14 October: Negotiated Learning Derek Waddell
Fri. 28 October: Collective Learning Rick Flowers
Fri. 11 November: Keeping Access & Equity alive in VET Barbara Bee
Fri. 25 November: Teaching in and with your community
Camilla Couch, Anne Bicer & Liz Mackie
Fri. 9 December: Teaching Social Justice Mike Newman

Who can attend: any experienced teachers or community educators who:
• currently work in TAFE Outreach
• currently work in Disabilities, multicultural, Indigenous or other community areas
• would like to teach in these areas

A few more details about the workshops:
• They will each run for one day (9.30 am – 2.30 pm), with an hour break for lunch, informal discussion and reflection
• The workshops and lunch will be provided free of charge. Any travel or other expenses will have to be negotiated with your Outreach Coordinator or Equity Manager.
• You may choose to attend any number of workshops
• We intend restricting registrations to 25 participants for each workshop, so please register your interest early to avoid disappointment
• Anyone wishing to gain accreditation for these workshops (a UTS Certificate in Outreach & Popular Education) must attend at least 4, and complete a written assignment which will be assessed by Rick Flowers
• in 2006, we intend developing a fuller Certificate, which will probably include 3 additional modules: Community Practicum, Adult Learning & Teaching, and Portfolio Development.