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Super Learning DaysSuper Learning Days
Welcome
Please make a UFA T-shirt
UFA Fellowship TrainingManjit Shellis
Imagine a day….
That’s all about learning to learnThat’s all about learning to learn
Where staff try out new thingsWhere staff try out new things
Where students realise they are intelligentWhere students realise they are intelligent
Where there is a tangible sense of funWhere there is a tangible sense of fun
That has an impact a week, a month, That has an impact a week, a month, a year down the linea year down the line
Imagine a Super Learning Day!
Super Learning Days: What the students say………."Can we have a day like this everyday?"
"Our class doesn't usually get on with the other class, and today we have!"
"Everyone was talking about it and it was nice"
"I couldn't sleep because I was excited - it was better than I thought."
"I thought it was going to be boring but it wasn't"
"This morning I felt funny….now I feel great!"
"This is the best day ever!"
"I didn't know I brainy"
"Mind mapping is really going to help me"
"Why can't school be like this?"
Today we will…
Be introduced to the UFA Super Learning day model
Explore how we might plan and evaluate a SLD
Think about the curriculum of a “Learning to Learn” SLD.
Share some case studies of SLDs
Have some individual thinking and planning time
Raccoon Circles• Page 7-9• What is a Raccoon Circle?• Why use Raccoon circles?• What can I do with a Raccoon
Circle?
Raccoon Circles• Pass the knot• Truth or knot• Step outside – going underneath-
without using arms, shoulders or hands. Plan action, then try it out.
• Photo finish• Throw in the air
Why Super Learning Days?Why Super Learning Days?
Give students an intensive learning experience
Develop UFA activity in the school / partnership area.
Opportunity for staff development
School improvement
Why do you want one?
Pair and share
What are the benefits
?
Super Learning Days are most effective when…
closely matched to the needs of the school/students
part of an ongoing process of change
embedded in the life of the school
involve diverse, trained learning teams
as active as possible
A day full of learning opportunities!
Adults• Receive training• Experiment• Explore• Re-examine
expectations• Take part in
something different
• Have fun!• Find out about the
UFA
Young people • New skills• I am intelligent!• More effective
learners• Take part in
something different
• Become more empowered as learners
• Find out about the UFA
'Educational change depends on what teachers do and think- it's as simple and as complex as
that."
Michael Fullen
The New Meaning of Educational Change,1991
Staffing: A B C Extending Learning
Team Year Team Volunteers teachers Fellows Sixth Form peer
tutors Parents Support assistants
Your learning team…..Your learning team…..
Plan for the day: Plenary Workshop 1and 2 Lunch Workshop 3 Closing address Staff review
session
Breakfast Plenary Team building Workshop 1, 2
and 3 Lunch Workshop 4 Review session Closing address Staff review
session
Breakfast Plenary Workshop1,2 and
3 Lunch Whole group brain
gym Small group
presentation preparation
Presentations assembly
Staff review session
What might the day look like?What might the day look like?
Think about…………………
How can the structure of the day minimise the 'afternoon dip'?
What issues would a whole school SLD raise?
What are the issues around vertical grouping?
Rena’s storyRena’s story
Page 23- 26
What other people have done…
Case studies
Each table to read a case study and report back to the
rest of the group.
Write any questions that still need answering.
Thinking about the workshops
Hallmark of UFA activity
Environment
Emotional - safe yet challenging
Physical - enriched with music, colour and language
Positive talk
Belief in potential
Content
Enabling
Enriching
Extending
Challenging
Open ended
Process
Accelerated learning
Multi-sensory
Enjoyable
Thinking time
Movement
Possible workshops for a “Learning to Possible workshops for a “Learning to Learn” Learn”
Super Learning Day:Super Learning Day:
My Amazing Brain
My Amazing Intelligence
My Amazing Memory
Mindmapping
Physical Learning
Background Activities Resources
Core workshopsMy amazing brainMy amazing intelligenceGetting ready to revise
Extension workshopsMindmappingMy amazing memoryLearning styles – using themVisualisationPreparing for exams
The Brain Friendly Revision Book
For key stages 2 and 3
Workshops in 2 parts for:
1. My amazing brain
2. The power of positive thinking
3. Learning in different ways
4. My mega memory
5. Mind mapping magic!
Plus family challenges to do at home!
activity via the Multiple Intelligences
demonstrate the new knowledge
create the supportive learning environment
Accelerated Learning Cycle
Alistair Smith: Accelerated Learning in the Classroom
An update…
Connecting the learning Make links to previous learning and future
learning Describe what is going to happen and the
processes to be used Goal set
VAK input Input is fast and multi-sensory.
Spend no more than 20-30% of the session time On inputting new information
Making meaning through Multiple Intelligences Learner explores the input through multiple intelligence activity Learner demonstrates their understanding in a variety of ways
60-70 % of the session time is spent on developing and showing new understanding
Reviewing and Reflecting Review and reflect on the learning and the processes used Use memory aids Make explicit links to knowledge transfer Reflect on achievement of goals/learning outcomes
ACCELERATING THE LEARNING
The Accelerated Learning Cycle has six stages and a pre-stage. How does the ALC compare to what you
currently do in your classroom? What stages do you follow? What stages may be missing? How useful is this model for planning brain friendly learning experiences?
Have a think……
Opening up success
Giving students the chance to show what they
know in a range of ways:
Production
Performance
Presentation
Outcome specification
•Include …..
•Show you know the difference between …………
•Use at least ………
Thinking about my workshop………………Thinking about my workshop………………
The Environment
Physical
Emotional
Movement
Brain Gym
Music
Variety of learning styles
Reviewing the learning
'A traditional teacher hopes that students come to them motivated
and ready to learn. An accelerated learning teacher assumes that
students come with many barriers to learning and artfully plans an assault
on those barriers.'
(Jensen, Super Teaching,1995: p85)
One way to start the One way to start the day..day..
The learning rucksack
Planning our SLD
SLD EssentialsSLD Essentials
ActivitySort the statements into two
piles:1. SLD essentials2. SLD desirables
Extending the impact of Extending the impact of the daythe day
How can we do this?
A really important A really important question…question…
How will we know the day has been
a success?
Useful questions:
What are the specific needs of the target group? What would we like the focus of the day to be? How many staff do we need? Where will the venue be? How will we “sell” the day to the students and other staff? How else could the profile of the day be raised? How will we organise the time in the day? How are going to make the day different? In what ways will the day be followed up? How will we know the day has been a success?
Planning a Super Learning dayPlanning a Super Learning day
What other questions need addressing next time?What other questions need addressing next time?
Next steps?Next steps?
• Sort term
• Medium term
• Long term
Some examples
How does this inform your How does this inform your thinking?thinking?Some other ideas:Some other ideas:
• A Family SLD at a community venue?
• A whole school SLD
• Involving other partners to facilitate activities
• Linking to OOHL activities
Homework!
o Go and talk to your SMT/line manager – and any other relevant groups (HODs, Governors etc)
o Where does the UFA fit for you and your organisation?
o How will it contribute to your development plan?
Let’s Review: News at 10
Work on your own or in pairs.
You have 2 minutes to:
•present the headlines of the day for you
•give a very small amount of information about each
•say something about what next?
•summarise
News at 10
Format:
•Preview
•Chunked
•Consolidation
•Review
UFA Super learning day
Colour MadnessSay the colour NOT the word!
Level 1
blue
green
red
black
purple
orange
pink
brown
yellow
grey
Level 2
pink
green
blue
red
orange
purple
brown
yellow
black
grey
Level 3
pink
green
blue
red
orange
purple
brown
yellow
black
grey
Alphabet Madness
Alphabet edit
• Your brain can process 7 + or – 2 items of information at the same time.
• Theory behind alphabet edit- it consumes all of your conscious processing facilities, thus enabling your unconscious mind to get on with solving any issues.
• Good to use at the start of a lesson to clear away any other issues e.g. playtime etc.
Alphabet Edit
• Speak aloud the blue letters on the chart, and at the same time perform the following actions:
• RH: Lift your right arm• LH: Raise your left arm• Clap: clap• Space: no action• Jump: jump• Hop: hop
LH RH Clap
LH RH LH Clap
A B C D E F G H IRH Cla
pRH Cla
pRH
J K L M N O P QLH RH Clap
RH LH Clap
R S T U V W X Y Z
Level 4:
LH RH Jump Clap
LH RH LH Clap
A B C D E F G H IRH Jum
pClap
RH Clap
Jump
RH
J K L M N O P QLH Jump RH Clap
RH LH Clap
Jump
R S T U V W X Y Z
Level 5:
Hop RH Jump Clap
LH Hop LH Clap
A B C D E F G H IRH Ho
pLH Cla
pHop LH RH
J K L M N O P QLH Hop RH Hop LH Clap
Jump
R S T U V W X Y Z
Level 6:
Have a safe Have a safe journey homejourney home