5 Developing further meaning and resilient skills for learners
Traditionally, at the end of a programme of study learners receive a grade, or some form of confirmation of their progress or completion. But is that enough? There may also be non-intended but beneficial, yet invisible, outcomes of the learning experience that go unrecognised or unrewarded by both the learner and educator. Examples could be an improved sense of determination to succeed, or study related skills such as researching, or transferable skills such as time management.
These invisible outcomes have the potential to support a wider sense of achievement with learners (which could be especially useful if they do not receive the academic outcome they hoped for) and these are also likely to be key skills that create greater resilience in any further study and their life in general. For example, a learner who improves their time management by using a study diary or study planner, has opportunities to transfer this skill into their everyday life and employment. Such new-found skills can also be something a learner can fall back on when faced with challenging situations. A determination to succeed, or the willingness to ask for help, that the learner used when studying, can also be deployed in further academic situations or into aspects of their personal life. It can be valuable for a learner to recognise and identify these skills for their wider and repeated use.
Activity 6 Identifying invisible outcomes
Think about your learning environment and what it provides your learners, beyond the new knowledge or qualification they acquire. Note down 3–5 potential invisible wellbeing outcomes that learners may achieve from their time on your course. Consider wider aspects such as study skills, research skills, confidence building, presentation skills, other learning, e.g. environmental or political awareness.
Next, choose any one of the Case studies [Tip: hold Ctrl and click a link to open it in a new tab. (Hide tip)] and consider how any of these invisible outcomes could be of benefit to the individual in their wider life.
Discussion
How you approached the task above will reflect your own values and context, so there are no specific correct answers. You may have come up with a list that is clearly linked to the subject that you teach, or you may have identified skills that are transferable into other areas of your learners lives.
Awareness of invisible outcomes can enable you to identify elements within your teaching that extend beyond the learning aims and outcomes and promote resilience and positive wellbeing.