1 Revised Curriculum Thinking Skills and Personal Capabilities Nursery Teachers

Download 1 Revised Curriculum Thinking Skills and Personal Capabilities Nursery Teachers

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<ul><li> Slide 1 </li> <li> 1 Revised Curriculum Thinking Skills and Personal Capabilities Nursery Teachers </li> <li> Slide 2 </li> <li> 2 Programme 9.30am 10.00am Welcome, Introductions Background to Northern Ireland Curriculum 10.00am 10.30am Workshop 10.30am 11.00am Coffee 11.00am 11.30pm Examining the Stands of TS&amp;PC 11.30am 12.15pm Ethos, strategies and the environment 12.15am- 13.00pm Incorporating TS &amp;PC 1.00pm 2.00pm Lunch 2.00pm 3.00pm Questioning 3.00pm - 3.15pm Review and Looking Ahead Evaluation Evaluation </li> <li> Slide 3 </li> <li> 3 The big picture The Big Picture </li> <li> Slide 4 </li> <li> 4 The DE Vision The vision of the Department of Education is to educate and develop the young people of Northern Ireland to the highest possible standards providing equality of access to all </li> <li> Slide 5 </li> <li> 5 Workshop The Nursery Child </li> <li> Slide 6 </li> <li> 6 Coffeebreak </li> <li> Slide 7 </li> <li> 7 Why thinking Skills and Personal Capabilities Thinking Skills and Personal Capabilities enable pupils to learn how to learn </li> <li> Slide 8 </li> <li> 8 Thinking skills are the tools that help children to go beyond the acquisition of knowledge to search for meaning,applying ideas analyse patterns and relationships, create and design something new and monitor and evaluate their progress Northern Ireland Curriculum Primary </li> <li> Slide 9 </li> <li> 9 &amp; Managing Information Thinking, Problem Solving Decision Making Being Creative Working with Others Self Management </li> <li> Slide 10 </li> <li> 10 Managing Information Work with a focus, ask and respond to questions to clarify the task Select with help, information from materials and resources provided and suggest ways to obtain information Follow directions in relation to a task Begin to plan Identify and record simple methods to record information </li> <li> Slide 11 </li> <li> 11 Thinking Problem Solving and Decision Making Show their ability to memorise by recalling restructuring experiences and stories Make close observation and provide descriptions of what hey notice Show the ability to sequence and order events and information and to see wholes and pars Identify and name objects and events as same / different, sort and put objects into groups Give opinions and reasons Ask different types of questions Thinking, Problem Solving Decision Making </li> <li> Slide 12 </li> <li> 12 Being Creative Be curious and ask questions about the world around them, using all the senses to explore and respond to stimuli Talk about their memories and experiences Play for pleasure and as a form of creative expression Show excitement, enjoyment and surprise in learning Be willing to take on new challenges Experiment with ideas through writing, drawing, mark making and model making </li> <li> Slide 13 </li> <li> 13 Working with Others Be wiling to join in Learn to work and play cooperatively Develop routines of listening, turn taking, sharing, co-operating and reaching agreement Be able to learn from demonstrating and modelling Be aware of how their actions can affect others Learn to behave and use words to suit different purposes Develop a confidence at being with adults and other children in a variety of contexts </li> <li> Slide 14 </li> <li> 14 Self - Management Self Management Talk about what they are doing and what they have learnt Develop the ability to focus, sustain attention and persist with tasks Develop awareness of emotions about learning, their likes and dislikes Be able to make choices and decisions Ask a friend for help </li> <li> Slide 15 </li> <li> 15 Active engagement Deepening understanding Habits and dispositions Greater independence Ability to transfer skills and capabilities What are the benefits to the children? </li> <li> Slide 16 </li> <li> 16 TEACHING STRATEGIES Add a Comment ModelQuestionScaffold Foster Creativity Encourage Listen Promote Reflection Introduce Critical Thinking Provide Challenge Introduce Ambiguity Observing Offer Alternatives Allow time Make Links Provide Open Tasks Accept Mistakes </li> <li> Slide 17 </li> <li> 17 PHYSICAL ENVIRONMENT Thinking aids on display Well- organised Attractive Displays Outdoor facilities available Childs ownership Stimulating Childrens own work evident Colourful and Spacious </li> <li> Slide 18 </li> <li> 18 LEARNING ETHOS Friendly Caring Relaxed WelcomingSupportive Challenging Encouraging </li> <li> Slide 19 </li> <li> 19 Workshop Putting it into practice </li> <li> Slide 20 </li> <li> 20 Lunch </li> <li> Slide 21 </li> <li> 21 Effective Questioning Workshop Shauna McCrea and Emma Brown, Advisory Speech and Language Therapists WELB/WHSCT The Speech and Language Project </li> <li> Slide 22 </li> <li> 22 Aims for session are To empower teachers to use the Language for Learning Model in context of questioning. Use the Language for Learning Model to explore TS +PC Ask quality questions pitched at childs level Aims for session </li> <li> Slide 23 </li> <li> 23 We will.. Place responding to questions in the context of communication processes Relate LfL to other systems of questioning Introduce the Language for Learning Model as a tool for developing more effective questioning Provide opportunity to apply the Model in a practical session Introduce screening tool Respond to questions </li> <li> Slide 24 </li> <li> 24 The Communication Chain Self monitor Ideas Decide Choose words Choose appropriate sentence structure Select the sounds = phonology Co-ordinate instructions to the speech muscles Articulate sounds Produce voice Speak fluently Speak appropriately Look/Attend Listen Hear Remember = auditory memory Understand: individual words = semantics and meaning of sentence, literal &amp; underlying </li> <li> Slide 25 </li> <li> 25 The focus of this model is Your expressive language and the childrens receptive language A qualitative approach to receptive language This broad focus may well indicate difficulties in receptive language that will require a narrowing of the analysis of childrens responses </li> <li> Slide 26 </li> <li> 26 The Language For Learning Model Blank, Rose, and Berlin(1978) Materials produced by Liz Elks and Henrietta McLachlan of Elklan Training </li> <li> Slide 27 </li> <li> 27 Elklan Speech and Language Support for under 5s Session 5 </li> <li> Slide 28 </li> <li> 28 Language for Learning Model Teaching materials Language demands Language matches the materials. Looking at the whole object I </li> <li> Slide 29 </li> <li> 29 Level 1 Questions Whats this? Where are the plant pots? Find another one like this (show a bulb). Wheres the ? What did you see on the table? </li> <li> Slide 30 </li> <li> 30 Language for Learning Model Teaching materials Language demands Language matches materials, looking at the whole object Language relates to the materials but child focuses selectively on parts of the object. I II </li> <li> Slide 31 </li> <li> 31 Level 2 Questions Which one do we dig with? You can water the garden with a Find me something that is big Find a big black pot What else can you find here that we put in the ground? What is different about the fork and the trowel? </li> <li> Slide 32 </li> <li> 32 Level 2 Questions What goes with a fork? Name something that is a plant. Mum planted the bulbs in the garden. Who planted the bulbs? Where was she? What did she plant? Show a planting bulb picture. What is happening in the picture? </li> <li> Slide 33 </li> <li> 33 Language for Learning Model Teaching materials Language demands Language matches materials, seeing the whole object Language relates to the materials but child focuses selectively on parts of the object Language does not map directly to materials. Use language &amp; materials to organise response. See the object in its context I IIIII </li> <li> Slide 34 </li> <li> 34 Level 3 Questions I want you to, put the bulb in the top, add soil with the trowel then tap it down Find me something else you can put plants in which is not made of plastic How are these the same? What does sow mean? </li> <li> Slide 35 </li> <li> 35 Level 3 Questions Arrange pictures in a sequence Tell me how to plant the bulb The flower looks lovely, what does Mum say? Tell the story What might happen next? Summarise the story in one sentence </li> <li> Slide 36 </li> <li> 36 Language for Learning Model Teaching materials Language demands Language matches materials, looking at the whole object Language relates to the materials but child focuses selectively on parts of the object Language does not map directly to materials. Use language &amp; materials to organise response. See object in its context Demands go beyond materials. Have to use language to justify &amp; solve problems IIIIIIIV </li> <li> Slide 37 </li> <li> 37 Level 4 Questions Why will the bulb grow? Why did you use a watering can to water the flowers? What made the plant grow? What could you do if the plant doesnt grow? What could Mum do if the plant doesn t grow? </li> <li> Slide 38 </li> <li> 38 Level 4 Questions How can we tell that this trowel is old? How could we grow a plant without soil? Why do we plant the bulbs in a pot? Why is this called a flower pot? </li> <li> Slide 39 </li> <li> 39 Percentage of Children Able to Respond at Different Language for Learning Levels Level INaming things 60% of 3 year olds understand at level I and level II Level II Describing things Who? What? Where? Level IIITalking about stories and events 65% of 5 year olds understand at level III and level IV Level IV Solving problems and answering Why? </li> <li> Slide 40 </li> <li> 40 Language for Learning Practical </li> <li> Slide 41 </li> <li> 41 To Conclude Implications of the range of LfL levels presenting in your class The 80/20 rule Self reflection sheet The LfL levels and behaviour The TALC screening tool Keep within context of overall language development levels. </li> <li> Slide 42 </li> <li> 42 Questions (effective ones of course!) </li> <li> Slide 43 </li> <li> 43 Objectives: To increase participants knowledge and understanding of the Thinking Skills and Personal Capabilities framework To identify practical opportunities for the infusion of Thinking Skills and Personal Capabilities </li> <li> Slide 44 </li> <li> 44 Thinking skills are the tools that help children to go beyond the acquisition of knowledge to search for meaning,applying ideas analyse patterns and relationships, create and design something new and monitor and evaluate their progress Northern Ireland Curriculum Primary </li> </ul>