Learning & Loans

Conclusion: The most popular "way in" during 26 observations was looking. This was followed by: discussion; relating parts and materials; handling/manipulating and placing objects in their geographical context. More than half the schools used some type of drawing, hypothesising and exploring mathematical concepts in relation to the objects.

This finding demonstrates that when loans were used there was an emphasis on a variety of intelligence links during classroom lessons.

Key: A "user" is a school that allude uses the loan service. A "non-user" is a school that does not currently use the loan service.

· 26 x Looking (Observation)
1. School A: User: Primary
2. School B: User: Primary
3. School C: User: Primary
4. School D: User: Primary
5. School E: User: Primary
6. School F: User: Primary
7. School G: User: Primary
8. School H: User: Primary
9. School I: User: Primary
10. School J: User: Primary
11. School K: User: Primary
12. School L: Non-user: Primary
13. School M: Non-user: Primary
14. School N: Non-user: Primary
15. School O: Non-user: Primary
16. School P: Non-user: Primary
17. School Q: User: Secondary
18. School R: User: Secondary
19. School S: User: Secondary
20. School T: User: Secondary
21. School U: User: Secondary
22. School V: Non-user: Secondary with Primary
23. School W: Non- user: Secondary
24. School X: Non-user: Secondary
25. School Y: Non-user: Secondary
26. School Z: Non-user: Primary

19 x Handling (Kinaesthesia)
1. School A: User: Primary
2. School B: User: Primary
3. School C: User: Primary
4. School D: User: Primary
5. School E: User: Primary
6. School F: User: Primary
7. School G: User: Primary
8. School I: User: Primary
9. School K: User: Primary
10. School M: Non-user: Primary
11. School N: Non-user: Primary
12. School P: Non-user: Primary
13. School T: User: Secondary
14. School U: User: Secondary
15. School V: Non-user: Secondary with Primary
16. School W: Non- user: Secondary
17. School X: Non-user: Secondary
18. School Y: Non-user: Secondary
19. School Z: Non-user: Primary

23 x Discussing (English/Interpersonal)
1. School B: User: Primary: Whole class then in pairs
2. School C: User: Primary: Whole class and table groups of 4 - 5
3. School D: User: Primary: Whole class then in groups of 3
4. School E: User: Primary: Whole class then table groups of 4 - 5
5. School F: User: Primary: Generally in pairs or groups then whole class
6. School G: User: Primary: In a pair
7. School H: User: Primary: Whole class
8. School I: User: Primary: Whole class
9. School J: User: Primary: Whole class and small groups
10. School K: User: Primary: Whole class
11. School L: Non-user: Primary: Whole class and table groups of 8 - 9
12. School M: Non-user: Primary: In table groups of 4
13. School N: Non-user: Primary: Whole class, groups and in pairs
14. School P: Non-user: Primary: Whole class and in groups
15. School Q: User: Secondary: Whole class
16. School R: User: Secondary: Whole class
17. School S: User: Secondary: Whole class
18. School T: User: Secondary: In tutor groups
19. School V: Non-user: Secondary with Primary: In presentation groups
20. School W: Non- user: Secondary: Whole class and small groups
21. School X: Non-user: Secondary: Small groups of 4
22. School Y: Non-user: Secondary: Whole class and in small groups of 3
23. School Z: Non-user: Primary: Whole class then half class groups

12 x Writing (English)
1. School B: User: Primary: Sentences that answered questions about the object
2. School C: User: Primary: Differences between then and now
3. School D: User: Primary: Labels for the objects
4. School F: User: Primary: Some chose to take notes
5. School G: User: Primary: Sentences that answered questions about the objects
6. School H: User: Primary: What they had learned about Ancient Egypt from looking
7. School K: User: Primary: Naming drawing
8. School L: Non-user: Primary: Writing own questions and then answers to questions
9. School M: Non-user: Primary: Descriptions and stories
10. School N: Non-user: Primary: Notes on research of specimens
11. School S: User: Secondary: Answers to questions on prints
12. School Y: Non-user: Secondary: Words describing aspects of artefact

17 x Drawing (Art/Aesthetic/Science)
1. School B: User: Primary: Drawing for information
2. School C: User: Primary: Drawing as illustration
3. School E: User: Primary: Drawing as a record of the answer
4. School F: User: Primary: Some chose to make sketches
5. School G: User: Primary: Drawing for information
6. School H: User: Primary: Drawing for information
7. School I: User: Primary: As Art - drawing with coloured pencils
8. School K: User: Primary: Drawing as illustration
9. School L: Non-user: Primary: Drawing for information
10. School M: Non-user: Primary: Drawing for information
11. School N: Non-user: Primary: Sketches of specimens for information and illustration
12. School Q: User: Secondary: As Art - drawing with pastels
13. School R: User: Secondary: Batik and printing
14. School S: User: Secondary: Collage and drawing)
15. School U: User: Secondary: Painting
16. School W: Non- user: Secondary: Sketches for information
17. School Y: Non-user: Secondary: Sketch for information

14 x Sorting/Explored length, capacity, space, mass, etc. (Maths/Logical)
1. School A: User: Primary: Testing space, capacity and strength
2. School B: User: Primary: Measured objects
3. School E: User: Primary: Ordering objects into a graph
4. School F: User: Primary: Used language of shape and space
5. School G: User: Primary: Sorting buttons from badges
6. School I: User: Primary: Modelled own clay tiles on Abbey tile shape
7. School J: User: Primary: Sorting pictures related to models by chronology
8. School K: User: Primary: Map reading
9. School L: Non-user: Primary: Working out flight of Spirit of St. Louis/model
10. School Q: User: Secondary: Shape/space orientation of landscape/portrait
11. School R: User: Secondary: Investigating pattern
12. School U: User: Secondary: Investigating pattern
13. School V: Non-user: Secondary with Primary: Ordering Tudor costumes according to chronology
14. School Y: Non-user: Secondary: Use of space/shape language in descriptions

22 x Relating parts/materials; took an interest in design (Technology/Science)
1. School A: User: Primary: Animals to landscape
2. School B: User: Primary: Investigating design/materials
3. School C: User: Primary: Comparing then and now designs/materials
4. School D: User: Primary: Design issues apparent
5. School E: User: Primary: Looking at parts of bee and connection to comb
6. School F: User: Primary: Describing how each part related to another spatially
7. School G: User: Primary: Working out context for badges/buttons from their design
8. School I: User: Primary: Compared Abbey tiles to local church tile design
9. School J: User: Primary: Discussion centred on the different parts of each model and what they did
10. School L: Non-user: Primary: Focus on movement indicated by design
11. School M: Non-user: Primary: Focus on materials of artefacts and how real version of models operated
12. School N: Non-user: Primary: Ex. research on how animal fits with their shell
13. School P: Non-user: Primary: How skeleton relates bone to bone
14. School Q: User: Secondary: Some of the students copied the designs, some adapted designs and others created own designs on similar principles
15. School R: User: Secondary: Focus on design of Indonesian materials, patterns and processes
16. School S: User: Secondary: Questions on choice of colour and composition
17. School U: User: Secondary: Interest in imitating Native American patterns
18. School V: Non-user: Secondary with Primary: Focus on fashion indicated by design of clothes on models
19. School W: Non- user: Secondary: Comparing then and now materials/design
20. School X: Non-user: Secondary: Interest in materials and function
21. School Y: Non-user: Secondary: Focus on materials and each artefact being only part of a whole context
22. School Z: Non-user: Primary: Focus on how skeleton fits together

4 x Playing (Drama)
1. School A: User: Primary: Playing with knitted farm
2. School C: User: Primary: Dressing up in Edwardian bathing suits
3. School I: User: Primary: Played with the model lock
4. School K: User: Primary: Play with objects while handling

15 x Hypothesising/Scientific concepts (Science)
1. School B: User: Primary: Making deductions
2. School C: User: Primary: Working out differences then and now
3. School D: User: Primary: Making deductions
4. School E: User: Primary: Creating food chains
5. School G: User: Primary: Making deductions
6. School H: User: Primary: Making deductions
7. School I: User: Primary: Discovered tin was magnetic which led on to related work
8. School J: User: Primary: Making deductions
9. School L: Non-user: Primary: Focus on forces
10. School M: Non-user: Primary: Working out differences then and now
11. School N: Non-user: Primary: Living things
12. School P: Non-user: Primary: The human body
13. School X: Non-user: Secondary: Making deductions
14. School Y: Non-user: Secondary: Making deductions
15. School Z: Non-user: Primary: Making deductions

19 x Understanding social/place context/origin (Geography)
1. School B: User: Primary: Victorians/poor vs. rich
2. School D: User: Primary: India/Pakistan
3. School E: User: Primary: Habitats
4. School F: User: Primary: Different ages of the various ploughs and farm machines
5. School G: User: Primary: Working out the relevance of each button in terms of regiments in WWII
6. School H: User: Primary: The place of jewellery or mummification in Ancient Egypt
7. School I: User: Primary: Visited church after seeing Abbey tiles
8. School J: User: Primary: Ordering pictures of models by chronology
9. School K: User: Primary: Kenya
10. School L: Non-user: Primary: Attention was given to the significance of each model in its time
11. School N: Non-user: Primary: Habitats
12. School R: User: Secondary: Java
13. School T: User: Secondary: WWII focus illustrated context of objects further by video
14. School U: User: Secondary: Native Americans
15. School V: Non-user: Secondary with Primary: Attentions given to actual period of models within Tudor times
16. School W: Non- user: Secondary: Native Americans
17. School X: Non-user: Secondary: In context of end of Romans study
18. School Y: Non-user: Secondary: Medieval realms

Individual School Details:

1. School A: User: Primary
Did the loans give access to learning for different types of intelligence?
Yes. Because the children were playing with the knitted farm, this allowed the students to approach learning in a variety of ways. Some of the children:
· ordered the objects into rows
· made appropriate mental and physical connections between different objects
· experimented with the capacity of the bridge to contain as well as to hold up mass
· journeyed the space of the knitted landscape with one of the animals, and
· created stories with the animals on the landscape.

2. School B: User: Primary
Did the loans give access to learning for different types of intelligence?
From being able to look closely, measure and feel the artefact, 2 girls made the following deductions:
It looks like a grown up shoe but would only fit a baby, 2 and half probably. It is decorated. The top part feels like old leather and the bottom is sanded. My object is worn out at the bottom. It is black with tin and wooden bits. My object could be used today. It looks like a small clog. It has iron around the edge. My object is very small like a big baby's shoe. It is 13 cm long. The iron is welded. My object is made of leather, wood, iron and metal. You could wear it today but you'd have to have small feet and wear thick socks.

3. School C: User: Primary
Did the loans give access to learning for different types of intelligence?
Yes. The "then" and "now" activity allowed for different strengths to dominate - drawing or writing. Both were dependent on close observation. There was a lot of discussion about the objects and handling of the objects at the student's tables.

4. School D: User: Primary
Did the loans give access to learning for different types of intelligence?
Yes. The lesson was structured on good guessing skills. This allowed everyone to say what they thought based on what they could see and feel in front of them. One student in each group was the scribe for the labels.

5. School E: User: Primary
Did the loans give access to learning for different types of intelligence?
Yes. I witnessed special needs students able to do the activity along with children of higher ability. The activity called for the students to work out a food chain based on the loans in front of them and then to do observational drawing of the loans into the correct area of the paper in front of them. There was no writing involved.

6. School F: User: Primary
Did the loans give access to learning for different types of intelligence?
Yes. The task allowed the students to learn in their own way: to either look, talk, take notes, feel, or draw in order to gain information to describe the loan orally to the teacher. The students could choose their preferred method of research.

7. School G: User: Primary
Did the loans give access to learning for different types of intelligence?
Yes. The work involved the students in looking, handling, talking, sorting, drawing and writing. The writing was mandatory, however. One of the boys in the group, the teacher told me afterwards, was a "struggler". This had not been evident in the small group as the recording element was only part of the whole process.

8. School H: User: Primary
Did the loans give access to learning for different types of intelligence?
The loans were first a focus for observational drawing, then discussion and, finally, writing. The writing aspect may have been difficult for some but differentiated products were accepted by the teacher.

9. School I: User: Primary
Did the loans give access to learning for different types of intelligence?
Yes. The students had many "ways in":
· Played with the lock
· Experimented with the magnetism of the biscuit tin
· Modelled their own clay tiles
· Compared the Abbey tiles to the ones in their local church on a field trip
· Handled all the artefacts
· Drew all the artefacts with coloured pencils

10. School J: User: Primary
Did the loans give access to learning for different types of intelligence?
Yes. The lesson was based around looking, speaking, listening and sequencing. All the students were involved. There was also a variety of ways to work: individually, with one other or in a group.

11. School K: User: Primary
Did the loans give access to learning for different types of intelligence?
Yes. The whole class took part in the activity. Every student was able to draw a carving and have a go at naming it. Further writing from the investigation of the map, from discussion points or from looking at the books shows that research could be approached at a variety of levels.

12. School L: Non-user: Primary
Did the loans give access to learning for different types of intelligence?
Yes. The whole class was involved in the activities: looking, discussing, questioning, drawing, looking at books and writing. An assistant worked particularly with special needs students to encourage them in their drawing and writing.

13. School M: Non-user: Primary
Did the loans give access to learning for different types of intelligence?
There was certainly a variety of intelligence called upon. The work involved looking, drawing, descriptive writing, imagining and story writing. But there was a dependence on the ability of the student to work independently and to be able to write.

14. School N: Non-user: Primary
Did the loans give access to learning for different types of intelligence?
Yes. The research could be based on reading books, the internet, or CD ROM, or simply through looking, touching, questioning, discussing or drawing.

15. School O: Non-user: Primary
Did the loans give access to learning for different types of intelligence?
The loans were not used by the teachers or the students.

16. School P: Non-user: Primary
Did the loans give access to learning for different types of intelligence?
I did not see a lesson.

17. School Q: User: Secondary
Did the loans give access to learning for different types of intelligence?
Yes. All the work given was differentiated according to each individual child's ability.
At one point the following work was happening in the classroom:
· One boy is doing a complex pencil drawing of the boat yard print on a piece of A3 white paper then adding colour with pastels;
· Another boy is doing the same task in reference to the castle print;
· A girl is doing a very good drawing from the print of two classical buildings;
· Another girl is covering the space of her paper with the yellow, orange and red crayons;
· A boy is covering his simple landscape with a variety of crayon colours in a seemingly random fashion;
· Another boy is doing a highly sophisticated pastel drawing based on a Monet landscape;
· Another boy is making his own drawing of the simple landscape from the computer print-out using pastels;
· Finally, another girl is sitting in front of an A3 black and white photocopy of the A4 colour photocopies and is supposed to be colour matching by covering it with the correct pastel colour.

18. School R: User: Secondary
Did the loans give access to learning for different types of intelligence?
The creation of patterns through a combination of various methods: drawing, creating relief tiles for printing, painting in gold, dying and sewing allowed for the exploration of various methods and possibly strengths of different students. All the hangings were attractive and lively.

19. School S: User: Secondary
Did the loans give access to learning for different types of intelligence?
Yes. There was an opportunity to respond to the figurative prints through looking and writing, through cutting out and sticking newsprint figures on a landscape and through drawing original figures in a landscape.

20. School T: User: Secondary
Did the loans give access to learning for different types of intelligence?
Yes. The artefacts in the library were to be explored by looking, handling, discussing and trying on.

21. School U: User: Secondary
Did the loans give access to learning for different types of intelligence?
Yes. The Native American loans were looked at, handled (where possible) and the activity allowed the students to respond artistically at their own pace and in their own chosen medium and scale.

22. School V: Non-user: Secondary
Did the loans give access to learning for different types of intelligence?
Yes. The Tudor man and woman were used for a matching activity. The primary students looked at the models and a series of A3 sheets of different Tudor period costumes and had to match the models to a particular date. The house was used during the plenary. The primary students simply explored it, opening it and looking at all the different parts. Both activities were highly accessible and involved students across most of the primary range.

23. School W: Non-user: Secondary
Did the loans give access to learning for different types of intelligence?
Yes. The whole class was a bottom set for History. Nearly all the children were special needs under-achievers. The students felt, smelled, discussed and some drew the artefacts.

24. School X: Non-user: Secondary
Did the loans give access to learning for different types of intelligence?
Yes. The aim was for the students to look, touch, question, think, remember and discuss. The students made a point of reading the labels and looking at other written information also.

25. School Y: Non-user: Secondary
Did the loans give access to learning for different types of intelligence?
Yes. The groups of boys I was sitting with were low ability yet they were all engaged in the activity with the loans for the duration of the lesson. The lesson involved them in looking, feeling, smelling, thinking, describing, questioning, interpreting, drawing and a little writing (one scribe per group).

26. School Z: Non-user: Primary
Did the loans give access to learning for different types of intelligence?
As all the students had special needs of various kinds - physical, intellectual, and so on - I would say that there definitely was access for learning for different types of intelligence. The students were expected to look, handle, and discuss the artefacts in small groups or independently.