Tool 3.1 – Scenario writing guide and template

The actual production of a Future Classroom Scenario is best done in a face-to-face workshop involving the members of the Core Group (see toolset 1). The workshop would normally take half a day.

1. Example scenarios 

Prior to holding the Scenario writing workshop, share examples of Future Classroom Scenarios with members of the Core Group. This toolkit provides several scenario examples. They illustrate a range of teaching practices using ICT at various levels of Future Classroom maturity.

2. Adapting an existing scenario

One optional approach to creating a Future Classroom Scenario is to adapt an existing one. The Core Group reads and considers whether some existing scenarios address appropriate trends and how they could be adapted for the local context.

When reading and discussing scenarios prior to the workshop, remember that:

  • The scenario to be created has to be one or more levels higher than the current status of the local context in the Future Classroom Maturity Model.
  • It's better not to be overambitious; if the scenario is too radical and the jump from the current situation to the desired one is too great in terms of technology or practice, then it may not be achievable.
  • The scenario must address relevant trends. For example, if the Core Group has agreed that game-based learning is an important trend, then choosing a scenario that uses that trend, or choosing a scenario which can be adapted to incorporate that trend, is a good starting point. Prior to the workshop, the Core Groups should have identified 1 to 2 relevant trends as described in Toolset 1.

3. Writing a Scenario

The process for writing a new scenario or adapting an existing one is similar. Participants in the workshop work in groups of 3-4 (with a mixture of stakeholders). In workshops with a larger number of stakeholders, several scenarios will be created. The FCS template is available here (.doc)

To work collaboratively online, you can upload the template to Google Docs or TitanPad

Step 1. Learners' skills to be developed

Think about the skills the scenario aims to develop. These should not be related to a specific curriculum or subject area. These should be more transversal, 21st Century Skills. Further information on this is given in Tool 3.2 – Transversal skills.

Add this information to the Future Classroom Scenario template under "Learning Objectives and Assessment". 

Step 2. Building Future Classroom Maturity

The Future Classroom Maturity Model from Toolset 2 should be used to create a scenario so that, if and when implemented, it will help move the school/system up one or more levels in maturity. Ideally, a scenario should be written to achieve just one level above the current level of maturity, as any higher may be unrealistic.

Add the level of maturity the scenario is intended to achieve to the Future Classroom Scenario template (changing the maturity level, if necessary, if you are adapting an existing scenario.) If you have used the interactive Future Classroom Maturity Model (Tool 2.1), it will have provided a report to guide you on what to include in the scenario under the following dimensions:

  1. Learning Objectives and Assessment
  2. Learners Role
  3. Teachers role
  4. School Capacity to Support Innovation in the Classroom
  5. Tools and Resources

Step 3. Responding to trends

Participants now consider how the school should respond to the trends identified in Toolset 1. There are a number of ways to address the trends:

Adapt to that future – this is necessary if it is a trend that may not be welcome but is inevitable and changes need to be made to tackle it, for example, increasing student numbers.

Embrace that future – This is normally the case for a trend that provides an opportunity for the school, for example, technology providing quick and efficient ways to monitor student progress.

Decide how you can adapt for the future and/or embrace the future, and add this information to the Future Classroom Scenario Template by adding to, or modifying the information already present under the 5 dimensions (adapting existing information if you are adapting an existing scenario):

  1. Learning Objectives and Assessment
  2. Learners Role
  3. Teachers Role
  4. School Capacity to Support Innovation in the Classroom
  5. Tools and Resources

Also consider the final dimension "People and Places" and add ideas here for including other people in the scenario and the location/s the scenario should take place.

Step 4. Writing or adapting the scenario narrative

The Scenario narrative is written to describe the vision for learning and teaching from either the teacher's or students' point of view. Consider this as a story that describes the learning experience. It should be about 500 words long and can describe a learning experience as long or as short as desirable, sometimes in a single lesson, but normally over more than one lesson, e.g. a project that may take several lessons to complete.

The scenario narrative should include the ideas included under the five dimensions previously discussed, and meet the requirements of the desired level of maturity as discussed in step 2. (Make the necessary changes to the scenario narrative if you are adapting an existing scenario.) Try to avoid making the scenario too subject specific. This can be quite difficult but it helps if the scenario can be used across a number of subjects. Remember, this is not a lesson plan so need not include about curriculum learning objectives or detailed timing.

To complete the Future Classroom Scenario, give it a suitable name that is a good indication of the innovative ideas it includes.