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Green - Information/Input

Yellow - Community Building

Red - Problem-Based Task

Blue - Instruction

Purple - Reflection

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'TAKE FLIGHT' - An experiential training day.

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Who are we? What is the focus for today?

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Who are we? What is the focus for today?

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Who are Andrew and Lynne?

A brief introduction to the 'Designing for Learning' training offered by Single Steps Learning

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We may see the same thing but understand it in different ways. We may see different things but think they are the same. It is important to communicate and understand our different perspectives.

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Can we form a line in correct alphabetical order...in silence? Will we need to be creative? Will we need to make decision? Will we need to use critical thinking and check for quality? What skills and attitudes will be important?

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How confident am I in the Japanese art of paper-folding? How can we measure confidence? What skills and attitudes might be important in this line-up?

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Count off to form teams of 3 with a variety of confidence in Origami.

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Assign teams roles:

* Facilitator

* Timekeeper

* Quality Checker

When we assign team roles, which will be important for the task? How do we know when 'team roles' are embedded in the learning process? How do we give ownership to learners?

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Time to share some personal information. Which mode of flight would you like to experience...or would you prefer to keep your feet firmly on the ground?

Can we manage the check-in process so that everyone has the opportunity to share?

Opportunity to vocalise and explain confidence levels with origami.

Opportunity to share previous experience of 'Designing for Learning' with Lynne & Andrew

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An introduction to the Five Key Concepts of 'Designing for Learning'.

What underpins your curriculum design? Which strategies, principles and pedagogy influence your IDL project design? How can today support this?

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Introduction to the next sequence of linked learning experiences. However, the previous elements of the morning have already been leading towards this.

The linked design of this mirrors our approach to IDL projects with children of different ages.

How do these designs explicitly enable the development of skills?

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Direct teaching with an active element.

Applying techniques as skill development for upcoming problem-based task.

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Which skills, attitudes and knowledge did you need to be successful in the glider task?

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Brainstorm and Prioritise FOCUS Skills for your next team task based on your experience of the GLIDER task and reflection.

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Small Team Problem-Based Task: Create a Logo

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Small Team Problem-Based Task: Create a Logo

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Create a logo to represent your team using your prioritised skills.

Opportunity to use team roles and experience a short open-ended problem-based task. Progression in collaboration and team dynamics.

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How would your chosen skills, attitudes and knowledge integrate with the 6 WDC's and the META-SKILLS from Skills Development Scotland?

How can we use 'child/learner-friendly' words and icons to raise the profile and understanding of skills within our school community? How do we make them more tangible and visible?

**We are aware that the 6 WDCs make use of our icons (©SingleStepsLearning). We are happy for the council to continue to promote the use of the icons. A word of warning - they can just become 'wall-paper' if not used correctly.

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Small Team PROBLEM-BASED TASK: Flight Mode

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Small Team PROBLEM-BASED TASK: Flight Mode

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Use your identified skills, attitudes and logo to create a new product.

(Purpose: a 'vehicle' to show how problem-based tasks are a part of linked learning experiences.)

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Feedback and Reflection: PRODUCT & PROCESS

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Feedback and Reflection: PRODUCT & PROCESS

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TEST FLIGHT and Slo-Mo Video

Feedback/Self-Assessment - PRODUCT CRITERIA

Feedback/Self-Assessment - PROCESS CRITERIA (Focus Skills)

FEEDBACK - See/Hear Board (Non-Judgemental Observations) followed by dialogue - which skills do we now have evidence for in action?

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Task Design Elements, Progression, Types of Problem-Based Task

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123 or Stickability

A decision will be made during the training as to which will be more relevant for this particular group of participants.

Each community builder is purposefully placed to enhance the learning experience.

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Fun vs Hard Fun

Deeper Learning - Interconnected Learning - Progression

How can we design a project with linked learning experiences? What does this look like?

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EXAMPLES IN PRACTICE: Connection to Classroom

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EXAMPLES IN PRACTICE: Connection to Classroom

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An opportunity to view examples in practice. This session is split into Early, First and Second Level. Participants can engage with all three OR focus on one stage, then use the rest of the time to explore the TRAINING WEBSITE or browse the project books. (The project books are not for sale - they are with us as examples. You may take photos of ideas in the books BUT please do not take photos of the children in the books.)

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Final thoughts, reflection and input on Project-Based Learning (IDL), Problem-Based Learning, Skills Development, Learner Agency.

What small changes can we make that will have a big impact?

MORE AVAILABLE ON THE TRAINING WEBSITE - www.designingforlearning.co.uk/august2026

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Stickability

Each community builder is purposefully placed to enhance the learning experience.

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Please keep in contact if you have questions or would like further information about future training opportunities.

lynne.singlestepslearning@gmail.com

andrew.singlestepslearning@gmail.com