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PS / HRC TeachingDiplomaLesson 5

Functional (Core) Skills, Teaching Based Activities and

Active T & L Strategies

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In todays session we will

Recap last weeks topics

Look at Embedding Functional/Core/Literacy andNumeracy skills into instrumental lessons.

Examine other teaching/learning activities.

Evaluate a range of active inclusive teaching andlearning strategies and resources that engage andmotivate learners.

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By the end of todays lesson

we will Have defined the term Functional Skills and

identified the importance of and ways in which wecan incorporate Functional skills into our

instrumental lessons.

Have examined other ways we can teach musicalideas.

Have reviewed and selected ways in which we canincorporate active teaching and learning strategiesinto our instrumental lessons.

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Last weeks topics

Legislation

Codes of Practice

Equality and Diversity

Differentiation

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Last weeks topics

Legislation

Codes of Practice

Equality and Diversity

Differentiation

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Functional (Core) Skills

Today we are looking at Functional Skillswhat

are they?

Activity 1

In your seated groups, spend a couple of minutes

discussing your initial thoughts

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Functional Skills

the core elements of English, Mathematics and

ICT that provide an individual with the essentialknowledge, skills and understanding that willenable them to operate confidently, effectivelyand independently

Department for Education and Skills

14-19 Education and Skills : Implementation plan (DfES,2005a)

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What Ofsted say

It is always important that teachers promote

pupils literacy and numeracy skills, and readingin particular, across all areas of the curriculum.However, where good musical teaching andlearning takes place, the development of pupilsmusical skills and understanding is the primaryconsideration. Literacy and Numeracy skills

should always be considered, but also always asappropriate to and in support of musicallearning.

Ofsted Music in Schools : wider still and wider 2008-2011

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For Example

80% of 12 year old could correctly divide 225 by 15

But only 40% could solve the following problem :

If a gardener has 225 bulbs to plant equally in 15flower beds, how many bulbs would he need to put in

each bed?

Most of the failing learners did not know whichmathematical operation to use.

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Activity 2

What Functional

Skills will this learner

be practising? A Few Suggestions

Functional Mathematics

CountingNotes, Bars

FractionsNote divisions

TimeTempo, BPM

Functional English

Reading from a worksheet

Lyrics

Instructions

Functional ICT

Your Blog

Youtube homework

MP3s

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Is it our responsibility ?

Yes!!!

Teachers of ALL subjects will use naturallyoccurring opportunities in their teaching forlearners to develop and apply these practical,everyday skills (embedding).

A noise break in our lessons (H&S)

Embedding implies that we are actively involvedin taking responsibility for what skills our learnersare developing.

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Activity 3 In pairs

Identify ways in which you could embed somefor of functional skills in to your instrumentallessons.

Feedback to the class.

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Break15 Mins

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Teaching Musicusing other

activities.Fun ways of teaching music.

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Example 1 - Footballers

Frank Lampard

David Beckham

Ashley Cole

Joe Hart

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Activity 4 - Playtime

Each group has some materials with which tocome up with an alternative way of teaching aRhythmical Musical Idea or concept.

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Ofsted again develop strategies that lead to increased

participation in musical activities by under-represented groups of pupils, particularly boys,

pupils with special educational needs

. Establish musical sound as the targetlanguage of teaching and learning, with talkingand writing about music supporting, rather than

driving, the development of pupils musicalunderstanding

Sound as the dominant language of musicallearning

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V.A.R.K learning styles

Visual

Aural

Read / Write

Kinesthetic

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Activity 5The Learning

Pyramid

Fill in the missing % of Recall rate for eachTeaching / Learning Activity.

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Lecture

Reading

Audio Visual

Demonstration

Discussion Group

Practice by Doing

Teach Others / Immediate Use

Learning Pyramid

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Learning Pyramid

Ears

Eyes

Ears, Eyes

Ears, Eyes

Ears, Eyes, Voice/Writing

Ears, Eyes, Voice, Doing

Ears, Eyes, Voice, Doing/Touch

Lecture

Reading

Audio Visual

Demonstration

Discussion Group

Practice by Doing

Teach Others / Immediate Use

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Learning Pyramid

5%

10%

20%

30%

50%

75%

90%

Lecture

Reading

Audio Visual

Demonstration

Discussion Group

Practice by Doing

Teach Others / Immediate Use

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Its not about

what you will

teach

Ann GravellsPassing PTLLS Assessments

but about how

they learn!

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It is always possible to improve. If you step out ofyour comfort zone and experiment with newmethods and resources you will find thisenormously rewarding, just so long as you are incontrol of the change and doing it at acomfortable pace that gives you some time forreflection

Geoff Petty, Evidence Based Teaching

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How abouta quiz or agame?

Consider VARKLearningstyles

Think about yourlearnersdifferent levelsand experience

Remember to

have aquiet time

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Plenary We can now defined the term Functional Skills and

we have identified its importance and ways inwhich we can incorporate Functional skills into our

instrumental lessons.

We have examined other fun ways we can teachmusical ideas.

We have looked at ways in which we canincorporate active teaching and learning strategiesinto our instrumental lessons.

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