| Teacher Interview: Question 22: What do the students learn
from the loans that they could not have learned in any other way? |
Conclusion: 96% of 25 teachers suggested 43 aspects that they believed
students learned from the loans that they could not learn in any other way. 30% (13) of
these suggestions acknowledged that the loans offered something over and above books and
the pictures contained in them. 26% (11) of these aspects highlighted that the loans gave
a sense of reality to learning. In addition, touch (16%), materials (14%) and a general
increased enthusiasm for learning (14%) were seen by teachers to be the special
contribution of learning through loans to the curriculum.
Summary of findings:
25 teachers were asked this question. They suggested 43 aspects they believed
students learn from the loans that they could not learn in any other way. Their
suggestions fell into the five categories listed below.
- · 30% (13) of the quotes compared and contrasted what the loans have to offer in
addition to books and pictures in books: Teachers B, C, D, E, G, J, O, Q, S, U, V, W and
X.
- · 26% (11) of the quotes mention the importance of the "real". 44% of
teachers see this as something that their students would not have understood without the
loans - a sense of the reality in what they are learning: Teachers B, D, G, J, N, O, S, T,
U, W and X.
- · 16% (7) of the answers relate to being in touch or touching the artefacts as a unique
contribution of the loans to learning: Teachers D, J, M, P, T, W and Y.
- · 14% (6) of the teachers mentioned the learning generated by investigating the
materials as well as the true size of the loan object. This is something they rated highly
as an important aspect of learning from loans: Teachers H, I, K, Q, R and S.
- · 14% (6) of the responses referred to the enthusiasm for learning generated by the
loans: it brings learning "alive" for the student and "fires" them to
continue discussion during class time and to go home to do independent research: Teachers
B, F, L, N, O and V.
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Some of the teachers' quotes:
1. That the objects are real. That history is real not just textbooks. This
is how people used to live - people just like them. History has a tendency to seem static.
The loans act as a major stimulus - this continues for the rest of the term. Some children
will go home and look up about the objects.
2. That things are "real". They often just have a lot of pictures. But
they can't touch these. This is really important. It gives meaning.
3. Learning from "real" things - not reading, re-enactment, from TV.
Something that's a true part of history - it was there. A true, real and tangible link
with the past.
4. They learn the feel of the things and "Seeing them REAL" - they are
real three-dimensional objects as opposed to photographs.
5. The children can discuss something as a whole group with their own
interpretation. It fires their enthusiasm about what they are here for.
6. They get the sense of the age of something. Its something from the past and I'm
in touch with it. Otherwise, history doesn't relate to them and their circumstances. We
have had the student interview their grandparents. They need to know that they (the
students) are part of history. It is an extra dimension.
7. When they listened to the shells, one of the children said "Its almost like
I'm there!" It makes it real for them - this is the crux of what you want them to
take away from education.
8. Children can learn so much from books and the internet but artefacts bring the
subject alive. Artefacts on Buddhism, for instance, makes it meaningful and in touch with
real life - it is real life learning.
9. Masses! They can look at colours, something of the lives of the people that used
them, much more so than from looking at books. In a special school, this is particularly
necessary.
10. Cultural understanding; size and scale; materials and the use of materials; the
quality of skill in carving, etc. There has been a big change in the last fifteen years.
We recognise that we live in a multicultural society. There is so much more a use of
decoration and surface patterns in art from other cultures.
11. They have to use books so much and the computer. We get sizeable things from
the museum - real sizes of things. Also texture.
12. They don't realise that they really existed before they see them. It makes it
concrete. There is the hands on element too. Sometimes links are made with things learned
in other lessons.
13. Touching and smelling can help you to learn about things. They realise there's
another way of finding out other than reading. These children think it's only real if its
on a TV screen.
| Teacher Interview: Question 22: Individual Answers: |
Key: A "user" is a school that already uses the loan
service. A "non-user" is a school that does not currently use the loan service.
1. Teacher A: User: Primary
What do the students learn from the loans that they could not have learnt in any
other way?
I wouldn't say they could not have learnt what they did in any other way. We use the
loans in addition to other things - they give an extra dimension to what we are teaching.
We support the loans with other material.
2. Teacher B: User: Primary
What do the students learn from the loans that they could not have learnt in any other
way?
That the objects are real. That history is real not just textbooks. This is how people
used to live - people just like them. History has a tendency to seem static. The loans act
as a major stimulus - this continues for the rest of the term. Some children will go home
and look up about the objects.
How important is this? 1 2 3 4 5 6
3. Teacher C: User: Primary
What do the students learn from the loans that they could not have learnt in any other
way?
They are concrete. They are remains. The children can't visualise it otherwise. A
picture is not always good enough.
How important is this? 1 2 3 4 5 6
4. Teacher D: User: Primary
What do the students learn from the loans that they could not have learnt in any other
way?
That things are "real". They often just have a lot of pictures. But they
can't touch these.
How important is this? 1 2 3 4 5 6
This is really important. It gives meaning.
5. Teacher E: User: Primary
What do the students learn from the loans that they could not have learnt in any other
way?
Observation of details that don't come across in a book. Also they can generate
questions.
How important is this? 1 2 3 4 5 6
6. Teacher F: User: Primary
What do the students learn from the loans that they could not have learnt in any other
way?
Care of and enthusiasm for historical artefacts.
How important is this? 1 2 3 4 5 6
7. Teacher G: User: Primary
What do the students learn from the loans that they could not have learnt in any
other way?
Learning from "real" things - not reading, re-enactment, from TV. Something
that's a true part of history - it was there. A true, real and tangible link with the
past.
How important is this? 1 2 3 4 5 6
8. Teacher H: User: Primary
What do the students learn from the loans that they could not have learnt in any other
way?
Looking for evidence and clues. Looking at materials. They learned a lot about the
after life from the artefacts.
How important is this? 1 2 3 4 5 6
9. Teacher I: User: Primary
What do the students learn from the loans that they could not have learnt in any other
way?
They would not have known some of the things/facts: that water bottles were glass not
plastic; they didn't know beer was carried in a carriage.
How important is this? 1 2 3 4 5 6
10. Teacher J: User: Primary
What do the students learn from the loans that they could not have learnt in any other
way?
They learn the feel of the things and "Seeing them REAL" - they are real
three-dimensional objects as opposed to photographs.
11. Teacher K: User: Primary
What do the students learn from the loans that they could not have learnt in any
other way?
They learn what things are made of - especially with older things, they learn that
they are not usually made of plastic but types of wood and metal.
12. Teacher L: Non-user: Primary
What do the students learn from the loans that they could not have learnt in any other
way?
The children can discuss something as a whole group with their own interpretation. It
fires their enthusiasm about what they are here for.
13. Teacher M: Non-user: Primary
What do the students learn from the loans that they could not have learnt in any other
way?
They get the sense of the age of something. Its something from the past and I'm in
touch with it. Otherwise, history doesn't relate to them and their circumstances. We have
had the student interview their grandparents. They need to know that they (the students)
are part of history.
How important is this? 1 2 3 4 5 6
It is an extra dimension.
14. Teacher N: Non-user: Primary
What do the students learn from the loans that they could not have learnt in any other
way?
When they listened to the shells, one of the children said "Its almost like I'm
there!" It makes it real for them - this is the crux of what you want them to take
away from education.
How important is this? 1 2 3 4 5 6
15. Teacher O: Non-user: Primary
What do the students learn from the loans that they could not have learnt in any other
way?
Children can learn so much from books and the internet but artefacts bring the subject
alive. Artefacts on Buddhism, for instance, makes it meaningful and in touch with real
life - it is real life learning.
How important is this? 1 2 3 4 5 6
16. Teacher P: Non-user: Primary
What do the students learn from the loans that they could not have learnt in any other
way?
First hand appreciation of objects.
How important is this? 1 2 3 4 5 6
17. Teacher Q: User: Secondary
What do the students learn from the loans that they could not have learnt in any other
way?
Masses! They can look at colours, something of the lives of the people that used them,
much more so than from looking at books. In a special school, this is particularly
necessary.
How important is this? 1 2 3 4 5 6
18. Teacher R: User: Secondary
What do the students learn from the loans that they could not have learnt in any other
way?
Cultural understanding; size and scale; materials and the use of materials; the
quality of skill in carving, etc. There has been a big change in the last fifteen years.
We recognise that we live in a multicultural society. There is so much more a use of
decoration and surface patterns in art from other cultures.
How important is this? 1 2 3 4 5 6
19. Teacher S: User: Secondary
What do the students learn from the loans that they could not have learnt in any other
way?
They have to use books so much and the computer. We get sizeable things from the
museum - real sizes of things. Also texture.
How important is this? 1 2 3 4 5 6
20. Teacher T: User: Secondary
What do the students learn from the loans that they could not have learnt in any
other way?
They don't realise that they realise really existed before they see them. It makes it
concrete. There is the hands on element too. Sometimes links are made with things learned
in other lessons.
21. Teacher U: User: Secondary
What do the students learn from the loans that they could not have learnt in any other
way?
Just being able to look at an object and see it in real life rather than a book works.
22. Teacher V: Non-user: Secondary
What do the students learn from the loans that they could not have learnt in any other
way?
They are a different tack. There are different types of learning - visual,
kinaesthetic, etc. - it is often difficult to find appropriate visual stimulation. The
weaker children - those who can't write so well - tend to be better visually. I had two
weak students who, when they saw the paintings, wouldn't shut up.
How important is this? 1 2 3 4 5 6
23. Teacher W: Non-user: Secondary
What do the students learn from the loans that they could not have learnt in any other
way?
Touching and smelling can help you to learn about things. They realise there's another
way of finding out other than reading. Aid: These children think it's only real if its on
a TV screen.
How important is this? 1 2 3 4 5 6
24. Teacher X: Non-user: Secondary
What do the students learn from the loans that they could not have learnt in any other
way?
The museum is behind glass. The loans are something tangible - something real - not
just in a book.
How important is this? 1 2 3 4 5 6
The teacher's delivery is going to make the difference.
25. Teacher Y: Non-user: Secondary
What do the students learn from the loans that they could not have learnt in any other
way?
Handling which in itself leads on to interpretation.
How important is this? 1 2 3 4 5 6
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