““Activation as part of the Accelerated Activation as part of the Accelerated Learning Cycle”Learning Cycle”

CPF – 8CPF – 8thth September 2008 September 2008

Connect

Demonstrate

Consolidate

Activate

supported by professional consideration of:

Psychological

Physical

Physiological

factors

The Accelerated Learning Cycle

Connection PhaseConnection Phase

• Connect the students and their Connect the students and their learning to the content of the lessonlearning to the content of the lesson

• Share the process by which the Share the process by which the learning will actually take placelearning will actually take place

• Explore the outcomes of the learning, Explore the outcomes of the learning, emphasising why this will be emphasising why this will be beneficial for the learnerbeneficial for the learner

Connection PhaseConnection Phase

For the students, this becomes:For the students, this becomes:

• What are we going to learn?What are we going to learn?

• What do we already know?What do we already know?

• How are we going to learn?How are we going to learn?

• What are the benefits of learning?What are the benefits of learning?

Competences & LOsCompetences & LOs

• I am developing an understanding of I am developing an understanding of how I learn besthow I learn best

• To re-familiarise with the AL cycleTo re-familiarise with the AL cycle

• To understand the principles behind To understand the principles behind the Activation phasethe Activation phase

• To understand classroom techniques To understand classroom techniques for Activation for Activation

Activating the LearningActivating the Learning““There is little point in giving students There is little point in giving students

ready-made meaning” ready-made meaning”

Paul Ginnis 2002 Paul Ginnis 2002 

• The Activation phase should help The Activation phase should help students become familiar with the key students become familiar with the key information they need to solve a information they need to solve a problem, hypothesise or remember. problem, hypothesise or remember.

• In the Activation phase students In the Activation phase students become directly engaged with the become directly engaged with the problem presentedproblem presented

Activating the LearningActivating the Learning• Use problems, role plays, props, story, Use problems, role plays, props, story,

visual or electronic aidsvisual or electronic aids

• Provide the necessary information for Provide the necessary information for students to students to beginbegin finding solutions finding solutions

• Encourage students to learn through seeing, Encourage students to learn through seeing, hearing and doing (VAK)hearing and doing (VAK)

• Provide opportunities to pause and describe, Provide opportunities to pause and describe, to pair/share, to reflect and to speculateto pair/share, to reflect and to speculate

• Encourage students to learn in a variety of Encourage students to learn in a variety of groupsgroups

Easy ActivationEasy Activation

•Reveal itReveal it

•Piece it togetherPiece it together

•Label itLabel it

•Get physicalGet physical

•MatchingMatching

More Challenging ActivationMore Challenging Activation

• Multisensory immersionMultisensory immersion

• Home and Away groupsHome and Away groups

• Group recreationGroup recreation

• Teacher/student reporterTeacher/student reporter

• Learning within a storyLearning within a story

Activation & QuestioningActivation & Questioning

““Most teachers answer their own Most teachers answer their own questions”questions”

• Use open questioning techniquesUse open questioning techniques

• Average think time is between 0.7-1.3 Average think time is between 0.7-1.3 secondsseconds

• Teachers rarely plan questionsTeachers rarely plan questions

• Encourage students to ask questions of Encourage students to ask questions of each othereach other

The Island ProjectThe Island Project

Learning ObjectivesLearning Objectives

• To develop group work skillsTo develop group work skills

• To make a decision based on To make a decision based on evidenceevidence

• To improve oral and written To improve oral and written explanationsexplanationsCompetence:Competence:

I am learning how to use I am learning how to use information to make my own information to make my own decisionsdecisions

Operation Island SurvivalOperation Island Survival

• Congratulations! You have been Congratulations! You have been selected as one of a small group of selected as one of a small group of people of your age to take part in people of your age to take part in Operation Island Survival. For one Operation Island Survival. For one month you and your companions will month you and your companions will live together on an uninhabited island live together on an uninhabited island to show just how resourceful, brave and to show just how resourceful, brave and fit you really are. You will make your fit you really are. You will make your own decisions.own decisions.

Activate: Which Island?Activate: Which Island?

• Study the information presented for Study the information presented for each islandeach island

• For each island, make two lists: good For each island, make two lists: good points and bad pointspoints and bad points

• As a group, which island will you As a group, which island will you choose for the challenge?choose for the challenge?

Burion IslandBurion Island

• The deserted island of Burion is a tropical The deserted island of Burion is a tropical paradise. The island boasts an abundance paradise. The island boasts an abundance of wildlife – animals, birds and fish as well of wildlife – animals, birds and fish as well as luxurious vegetation. But beware! Many as luxurious vegetation. But beware! Many of the animals are hostile to humans: for of the animals are hostile to humans: for example, poisonous snakes and fierce example, poisonous snakes and fierce mountain cats. Many of the exotic fruits mountain cats. Many of the exotic fruits may provide a wonderful meal, but some may provide a wonderful meal, but some contain a deadly poison. There is no contain a deadly poison. There is no source of drinking water on the island – source of drinking water on the island – unless you are clever enough to find some unless you are clever enough to find some way of catching it as rainfall, and it does way of catching it as rainfall, and it does rain nearly every day.rain nearly every day.

Clovis IslandClovis Island

• Clovis island is a place of contrasts. In Clovis island is a place of contrasts. In general it is pleasantly cool, and there general it is pleasantly cool, and there are no problems in finding drinking are no problems in finding drinking water. There are lots of vegetables on water. There are lots of vegetables on the island, but no animals and fish are the island, but no animals and fish are difficult to catch. It is heavily wooded difficult to catch. It is heavily wooded and there are frequent heavy rains and there are frequent heavy rains which make it a rather gloomy place. It which make it a rather gloomy place. It can be very cold at night; it is likely that can be very cold at night; it is likely that you will need to build huts to survive.you will need to build huts to survive.

Apoa IslandApoa Island

• The island is low and risks severe flooding The island is low and risks severe flooding at times of high tides or storms. While the at times of high tides or storms. While the climate is always warm and dry, this can climate is always warm and dry, this can cause problems. There is only one stream cause problems. There is only one stream and when the rains fail this can dry up and when the rains fail this can dry up altogether. Vegetation is rather scarce. altogether. Vegetation is rather scarce. The only food easily gathered is the The only food easily gathered is the coconut. Fish are plentiful, but it is coconut. Fish are plentiful, but it is necessary to travel well away from the necessary to travel well away from the shore to catch them because the waters shore to catch them because the waters are so shallow.are so shallow.