• 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