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• Maths & Memory - for Years 6-8 (PYP) - establishing the patterning base of maths and memory • Learning About Learning – for Years 7-10 (MYP) - noticing and improving learning strategies and techniques,
developing personal learning style for success at school
• Digital Learning – for all students, all ages - effective use of web-based resources for schoolwork • Exam Confidence – for Years 10-13 (DP) - practical study and self-motivation skills for high achievement in
all tests and exams
• Learning Resilience – for Years 12 & 13 (TOK & GATE)
- developing flexible thinking, understanding intelligence, becoming a resilient learner
For……
the money?
the status?
the power?
the admin work?
the meetings?
- to wake up young minds, open up new horizons, impart wisdom and knowledge, help children to succeed?
To Teach?
Crowd control?
To gain good qualifications?
To get to a good university?
To get a good job?
Preparation for life?
To develop brilliant
learners?
self-motivated
self-directed
self-regulated
autonomous
independent
lifelong learners?
“Teaching is the canny art of
intellectual temptation”
- Jerome Bruner
“Great teaching involves putting children
into difficult situations out of which they
can only get by thinking”
– John Heron
1. Look for patterns
2. Build belief
3. Engage all senses
4. Develop metacognitive awareness
5. Teach skills
6. Create inquiry
7. Use reflection to consolidate learning
8. Never stop learning
Look at these numbers on the chart, work out what the pattern
is and then add some more numbers to the series:
a) 11, 13, 17…
b) 22, 26, 34 …
c) 33, 39, 51…
d) 25, 55…
e) 16, 20, 28 …
f) 12, 18, 30 …
g) 24, 36, 48 …
h) what’s special about:
60?
72?
Biology
Biology
Biology
Cells
Human
Plants
Micro-org
Biotechnology
Biology
Cells
Human
Plants
Micro-org
Biotechnology
Protozoa
Bacteria
Yeast and mould
Viruses
Procaryote & Eucaryote
Pathogens
Role models – biographies, local heroes
Self confidence – measuring self against self
Self esteem – valuing children for who they are
Reaction to challenges - help them move from
“I can’t” “I haven’t yet”
Engage both sides of the brain
Multi-sensory delivery
Have students self-assess most effective ways of
learning
Verbal Non-Verbal
All the red jars and all the
large jars have beans in them.
Can you be sure that every jar
that does not have beans
and is not large is not red?
R L R
R L L R
R
Choose a number somewhere along this line for your response to each of the following situations and write your choice alongside each one:
1…..…..….……2….…....….…3………….……4……..…..……5
1) Getting to appointments, I am… always on time or early……………………………………………………………………..…...always late
2) I tend to think… always in words…………………………………………………………...…...…………………..always in pictures 3) In maths when I get the right answer I… can always explain how I got there………………………………….…can never explain how I got there
4) When learning something new, I prefer starting… with the ‘big picture………………………………………………….…...……………..…….…with the detail
5) I am… very organised………………………….…………………….…………..……………………..……very disorganised
Add up all your scores and divide by 27
Mark your final score on this line:
Very VERBAL VERBAL very EVEN NON-VERBAL Very NON- VERBAL
1…..……..2……..…..3……..…..4…….……5
VERBAL NON-VERBAL
reading out loud,
describing, dictation
telling stories
word games, puns, jokes
asking and answering questions
formal and impromptu speeches
creating discussions, debates
students listening, writing notes
key word summarising
recording and playing back
teaching each other
learning from the radio
inviting in guest speakers
video, film, photographs
using colour on the board
experiments, laboratory sessions
field trips, real-life experience
students drawing pictures,
diagrams, making flowcharts
underlining, highlighting key words,
using hands-on models,
role playing, acting out
making notes in different colours,
making mindmaps
visualisation
using flashcards
Date
One new thing
that I learned
today/yesterday
was…
Where was I?
What time of
day was it?
How was I
taught - pictures,
diagrams,
listening,
discussing,
hands-on,
activity…?
Who helped me
to understand?
14/2
what an isosceles
triangle is
in maths class
11am
reading, drawing
looking at a
model
my friend
Date
One time I
noticed I wasn’t
learning well
was was…
Where was I?
What time of
day was it?
How was I
taught - pictures,
diagrams,
listening,
discussing,
hands-on,
activity…?
I found it
difficult to learn
because…
28/2
in Geography on
Tuesday
in class
2.30pm
watching a video
I got distracted
and sleepy
setting learning goals
planning out their study
asking good questions
generating motivation and perseverance
processing information effectively – sifting, sorting, comparing, verifying, trying out different ways to learn
working to deadlines
reflecting on their achievement – both process and content
making changes to their learning processes where necessary
Do your students have all these skills?
up to 73% of university students report difficulties preparing for an exam
most tertiary students have been found to have weak or ineffective strategies for processing information both in the classroom and in their own study
when making notes from lectures or from text most students miss 60 - 70% of the key points
- good note making is positively correlated with academic achievement
- material omitted from notes has only a 5 - 15% chance of being recalled
Even when they have good notes many students still have great difficulty organising the information they have collected.
52% admit that their notes are disorganised
61% report having trouble sequencing the ideas to make coherent sense
At the secondary level, even given well organised, well structured notes with summaries provided:
two thirds of students study for tests purely by rereading their notes
more than half of them do that reading the day before the test or exam
around 12% of students do nothing more than recopy their notes verbatim
50% use passive repetition of key points as their single study technique.
Only 20% of teachers believe that teaching students how to learn is a priority
Only 17% of students report that teachers actively help them learn or improve their ‘study skills’
Are a combination of cognitive affective metacognitive
- processes, skills, techniques and strategies
Organising and transforming information
Asking good questions
Taking good classroom notes
Using memory techniques
Goal setting
Reviewing information regularly
Time management
Organising the study environment
Persistence and perseverance
Focus and concentration, overcoming distractions
Self-motivation
Mindfulness
Reducing anxiety
Delaying gratification
Managing impulsiveness and anger
Developing resilience
Knowledge – awareness of how I think and learn
- noticing own thinking
Noticing the effectiveness of different learning strategies used and skills practiced in the understanding and retention of content
Performance – using that knowledge to improve performance
Being prepared to change ineffective strategies, learn new skills
Student Self Regulation
high low
Self initiated task
statements
22 per hour 11 per hour
Questions asked
by students
questioning peers half
the time
mostly asking the
teacher
Task directed
statements from
teacher
2
- encouraging the
child’s own thinking
and planning
17
- doing the thinking
and planning for the
child
‘Student’ – must keep talking:
“I see ......” “I imagine ....”
“I think .......” “I feel ........”
“I know ......” “I am trying to ........”
‘Teacher’ – must only ask questions:
focus on the process not the solution
elicit learning and thinking strategies
ask process focused questions
DO NOT provide the answer
2008 QCA - “A Framework of personal, learning and thinking skills that are essential to success in learning, life and work”:
Independent inquirers
Creative thinkers
Reflective learners
Team workers
Self-managers
Effective participators
EIC - Elementary Integrated Curriculum Framework – core curriculum adopted by 47 states (2011)
Academic Success Skills: Collaboration Effort/Motivation/Persistence Intellectual Risk Taking Metacognition
Creative Thinking Skills: Elaboration Flexibility Fluency Originality
Critical Thinking Skills: Analysis Evaluation Synthesis
Learning Skills and Work Habits:
Responsibility
Organization
Independent Work
Collaboration
Initiative
Self-Regulation
Poland Belgium
Italy Korea
Singapore Mexico
New Zealand The Slovak Republic
Spain and Turkey
have all developed curricula of essential learning skills for students
ATL - 5 Skill Categories
Communication
Social
Self Management
Research
Thinking
ATL - 10 Skill Clusters
Communication
Collaboration
Organisation
Affective Skills
Reflection
Information Literacy
Media Literacy
Critical Thinking
Creativity and Innovation
Transfer
Communication The skills of effectively exchanging thoughts, messages and
information through interaction
The skills of reading, writing and using language to communicate
information
Collaboration The skills of working cooperatively with others
Organization The skills of effectively managing time and tasks
Affective skills The skills of managing state of mind
Reflection The metacognitive skills of re-considering what has been taught
and learned by reflection on content, learning skills and learning
strategy use
Information
literacy
The skills of finding, interpreting, judging and creating information
Media literacy The skills of interacting with different media to compare and
contrast different representations of information
Critical thinking The skills of critique of text, media, ideas and issues
Creativity and
innovation
The skills of invention – developing ideas and things that never
existed before
Transfer Utilising skills and knowledge in multiple contexts
Curiosity
Independence
Cooperation
Asking questions
Exploration
Risk taking
Learning from experience
Positivity
Reading
Writing legibly
Engaging with others
Listening well
Persevering with tasks
Concentrating
Time management
Researching
Remembering
........
Time management
Making good notes
Reviewing information regularly
Self-motivation
Perseverance
Goal setting
Researching
Asking good questions
Processing information effectively
Working to deadlines
Remembering
........
In order to succeed in your class, what are the
most important learning skills your students
need?
decide on the skills to focus on
make the skills clear – description, examples
have students self-assess skill proficiency
analyse class results for general skill deficiencies
develop lessons to bring all students up to the same skill
level – (explicit
create opportunities to build skill practice into subject
lessons – (implicit)
encourage students to regularly self-assess proficiency up
to mastery level
At the junior school level:
raising awareness of the existence of learning skills
teaching generic skills across whole level
At the middle school level:
teaching specific skills, strategies and techniques
some generic, some subject specific
At the senior school level:
utilising skills in concert
many skills in operation in every subject
Under- privileged
Under-resourced
and yet
curious
interested
adventurous
courageous
good skills?
good learners?
self-motivated
self-directed
self-regulated
autonomous
independent
lifelong learners?
Why do you think it is that the longer children stay in school
- the less curious they become?
- the less questions they ask?
..... is always self managed
and self-regulated
6 billion cell phones in the world
85% of new phones are web enabled
2 billion broadband subscriptions
255 million websites
150 million blogs
8 trillion text messages sent in 2011
107 trillion emails – 89% of which were spam
Youtube – 48 hours uploaded every minute
– 3 billion videos viewed every day
every piece of subject matter was available to your students on the internet, and
they all had access to internet linked tablets, and
they all had access to high speed broadband all day....
What could teaching look like then?
Process Oriented Skills Based Guided
Inquiry Learning
To teach learning skills, practice inquiry and
develop self-regulated learners
A focus on the teaching of learning skills in 12 countries
and across the IB curricula
The proliferation of high quality school subject based
websites
The ubiquity of internet accessible devices
The availability of high speed broadband
The high level of comfort your students all have with the
digital world
1) Form subject or interest groups of 2-3 people with one
internet connected device per group
2) Connect to www.topmarks.co.uk
3) Select ‘subject’ and ‘level’ – click ‘go’
4) Evaluate 3 websites in your subject that none of you are
familiar with for:
▪ breadth – what range of topics are presented?
▪ depth – what levels of schooling are covered?
▪ structure – how is the information presented – video, audio, games
are aware of their own learning process
can describe how they are thinking
treat any failure to understand as a failure of the process
they are using not a failure of themselves
are prepared to try different techniques, strategies until
they understand
have access to resources
learn by exploration and inquiry
learn cooperatively and collaboratively with others
Teach both the subject and the processes needed to
learn that subject well
Pose questions, outline problems, set challenges, give
clear measurable objectives
Allow students to work collaboratively in small groups
Assign roles – researcher, questioner, recorder, director
Enable them to connect to the best subject based
resources both on and off the internet
Facilitate their journey
Regular reflection on:
Content – understanding of subject matter
what don’t I understand yet?
what questions do I have?
Learning Skills – progress towards mastery
what skills have I practiced today?
how competent do I now feel in each skill?
Strategies – effectiveness of learning/teaching strategies
what strategies have I used or been exposed to today?
how effective was each one for me?
Metacognition 1 – Reflection on Content
Evaluate understanding of subject matter, identify gaps
What I don’t understand is ……..How do I ………?What do I have to do to ……..?What I need to know is ……… The thing I just don’t get is ………What do you mean when you say ………?
What questions do you have so far?
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SKILLS HEIRARCHY
Level 1
The Novice
Observation
Level 2
The Learner
Emulation
Level 3
The Practitioner
Demonstration
Level 4
The Expert
Self-Regulation
Observes others performing
tasks and using the skill
Gains an understanding of
how the skill
operates and what the
distinguishing
characteristics of the skill
are
Gathers procedural
information about the
performance of the skill,
asks questions to clarify
procedure
Errors are frequent
High levels of scaffolding
from teacher needed -
explanations, training,
structural support
Copies others performance
of the skill
Works through the skill in a
step by step fashion, seeks
clarification for correctness
of performance
Consolidation of learning is
occurring through
experience
Is very conscious of
performing the skill and
correcting errors with
deliberation
Performs skill only with
known content in known
context
Medium level of scaffolding
needed - correcting poor
Can demonstrate the skill on
demand
Flexibility of skill use in
different contexts is
developing
Automaticity is developing
Errors are corrected quickly
Can perform skill either with
different content or in
different context
Minimal teacher scaffolding
required – setting directions,
goals, assessable outcomes
Can perform the skill without
thinking through the process
first
Can teach others the skill
Automaticity is established
Can use skill with unfamiliar
content in unfamiliar context
High levels of performance
occur
Any errors are corrected
automatically
No teacher scaffolding
needed
Novice
- observation
Learner
- emulation
Practitioner
- demonstration
Expert
- self-regulation
Organising, transforming, information
Asking good questions
Taking good classroom notes
Using memory techniques
Goal setting
Reviewing information regularly
Time management
Organising own home study environment
Persistence and perseverance
Focus and concentration, overcoming
distractions
Self-motivation
Mindfulness
Reducing anxiety
Delaying gratification
Managing impulsiveness and anger
Metacognition 2 – Reflection on learning skills
Teaching/Learning Strategies I understood and
learnt well
I mostly understood I did not understand
Number chart for maths
Upside down drawing
Zoned Analysis diagram
Rolemodels, self confidence, self esteem
Juggling
Verbal/non-verbal thinking/teaching
Learning logs
Moonwalking bear /card trick clips
‘Think Aloud’ tengrams exercise
Top 10 learning skills exercise
Sugata Mitra videos
Curiosity of students - discussion
Internet search – ‘Topmarks’
Metacog 1 – Reflection on Content
Metacog 2 – Reflection on Skills
Metacog 3 – Reflection on Strategies
SET - Student Evaluation of Teaching
Metacognition 3 – Reflection on Strategy Use
Focusing on teaching learning skills rather than subject
content
Allowing students to engage in inquiry learning using
good quality internet resources
Enabling self-regulated learning to occur in the
classroom
Using self-assessment of content, process and learning
skill proficiency to develop full metacognitive awareness
BLOOM’S REVISED TAXONOMY
On a regular basis, ask your students...
How was my teaching today?
What are some of the things I did today that
helped you understand and remember?
What are some of the things I did today that
didn’t help you understand and remember?
Focus on developing your own metacognitive awareness
Reflect on your own processes of teaching
Keep all the processes that improve student learning
Change any processes that don’t improve student learning
Continually improve your own effectiveness as a teacher
Never stop learning