café
career magazine |
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making it work - monographs and handbooks | ||||
Planning
for progression |
teaching-and-learning methods, moving from 'getting enough to go on' towards a basis for action in 'knowing how this works' |
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Developing portfolios |
graphic 'profile' material, enabling people to portray career-development experience, ranging from 'listing' to 'narrative' methods |
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Narratives for well-being how we can use stories and why we should |
telling of both how we can use stories, and why we should - setting out a full account of storyboarding - emphasising the importance of ‘sequence’, ‘points-of-view’, ‘turning-points’ and ‘change-of-mind’ - looking at ways in which students can usefully reflect on their own experience - signposted so that you can find your way about in your own order - with continuing updates on useful narrative thinking | |||
Using storyboards |
setting out the group work and individual process of learning from narrative - a practical manual giving the formats and describing the method - incorporates twelve worked examples showing you and your students-and-clients how it works and why it is useful - also points to uses in evaluation and research | |||
Diagnosing
career-learning needs
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the thinking behind 'game for career' #1, showing: how it is useful to advisers and coordinators, what the key elements in its design are, and how you can get the most from it for your purposes | |||
'what
are we going to do about curriculum?' |
helping design of curriculum which gains credibility through working with life-roles that learners will recognise - by sharpening the relevance of material. Part of a CPI-based project, more of which can be found in 'moving on' | |||
'what
are we going to do about curriculum?' Progression - stepping stones to learning |
helping design of curriculum which transforms 'hit-and-run' lessons into coherent schemes of work - by positioning stepping stones to learning and making it more progressive. Part of a CPI-based project, more of which can be found in 'moving on' |
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'what
are we going to do about curriculum?' Learning outcomes - and their frameworks |
helping design of curriculum which gets to grips with a comprehensive range of learning outcomes for careers work - by organising programmes around appropriate learning outcomes, sharpening those outcomes into a usable form and creating schemes to enable learners to reach these outcomes. Part of a CPI-based project, more of which can be found in 'moving on' | |||
which way is forward? |
probing branding, its impact on research and its consequences for our inventiveness - develops the two most persistent metaphors for career-management: 'positioning', as though people are in a race, and 'travelling', as though they are on a journey - shows how images like these frame our thinking, shape our programmes, and can limit our horizons - but also shows how they can expand our horizons for future development | |||
back to café career magazine - making it work | ||||
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