keeping them motivated…using the fs strand to maintain pupil achievement part two

Keeping them motivated…Keeping them motivated…using the FS strand to using the FS strand to

maintain pupil achievementmaintain pupil achievementPart TwoPart Two

Phil SmithPhil Smith

FS ConsultantFS Consultant

Bury LEABury LEA

The trouble today…The trouble today…

““The trouble with pupils today is that The trouble with pupils today is that they just don’t want to learn.”they just don’t want to learn.”

Activity 1Activity 1

In pairs, divide the statements into the In pairs, divide the statements into the best groups you can think ofbest groups you can think of

Then divide them intoThen divide them into

(i)(i) Things you feel you could do something Things you feel you could do something aboutabout

(ii)(ii) Things that are outside of your controlThings that are outside of your control Then share your responses to the Then share your responses to the

statements about which you feel you statements about which you feel you have no controlhave no control

The Foundation Strand does The Foundation Strand does identify some of the key identify some of the key

features of successful teaching features of successful teaching and learningand learning

““A full classroom, with a sole-A full classroom, with a sole-performer on stage before an performer on stage before an audience sitting in rows looking and audience sitting in rows looking and listening, is essentially theatre.” listening, is essentially theatre.” Muriel SparkMuriel Spark

““The curriculum is like a script to be The curriculum is like a script to be interpreted, performed and enacted, interpreted, performed and enacted, or like a musical theme from which to or like a musical theme from which to improvise. It cannot merely be improvise. It cannot merely be delivered.”delivered.”

Robin RichardsonRobin Richardson

We are not postal workers simply delivering the History National Curriculum!

Motivating themMotivating them

““The highest challenge we face as The highest challenge we face as classroom teachers is to motivate classroom teachers is to motivate our pupils to love history…although our pupils to love history…although our pupils may seem less well our pupils may seem less well motivated or prepared these days, motivated or prepared these days, ultimately the responsibility for their ultimately the responsibility for their motivation rests with us.” motivation rests with us.”

P. FrederickP. Frederick

Tackling motivation and Tackling motivation and engagementengagement

Schools and teachers can have a significant Schools and teachers can have a significant impact on pupils’ engagement and motivation.impact on pupils’ engagement and motivation.

Some action can be implemented in the short Some action can be implemented in the short term: other action requires long-term term: other action requires long-term implementation.implementation.

All action needs to be planned, monitored and All action needs to be planned, monitored and reviewed.reviewed.

When do you learn most When do you learn most effectively?effectively?

Interest in what’s being learntInterest in what’s being learnt

Video examplesVideo examples Year 8 mixed ability group of pupils (1/3 Year 8 mixed ability group of pupils (1/3

on SEN register)on SEN register) Intake is just below average for uptake of Intake is just below average for uptake of

free school mealsfree school meals As you watch the video, record in the right As you watch the video, record in the right

hand column a symbol to indicate which hand column a symbol to indicate which approach is shown by each pf the approach is shown by each pf the teacher’s actions.teacher’s actions.

These could beThese could bePS…Physical statePS…Physical stateES…Emotional stateES…Emotional stateLS…Learning styleLS…Learning stylePKA…Prior knowledge and attainment.PKA…Prior knowledge and attainment.

How do their brains work and stating of How do their brains work and stating of objectivesobjectives

Three brains for the Three brains for the price of one!price of one!

1. 1. The reptilian brain The reptilian brain (brain stem) deals with the (brain stem) deals with the

5 F’s5 F’s

(i) Fight(i) Fight

(ii) Flight(ii) Flight

(iii) Flock(iii) Flock

(iv) Freeze(iv) Freeze

(v) Sex(v) Sex

Think of the intelligence of a Think of the intelligence of a newt..stay alive and try to have newt..stay alive and try to have

sex….or an undergraduate!sex….or an undergraduate!

How do their brains work?How do their brains work?


2. 2. The limbic system The limbic system (emotional brain) deals (emotional brain) deals

with emotionswith emotions

(i) Long-term memories(i) Long-term memories

(ii) Experiences emotions(ii) Experiences emotions



3. The neocortex (Thinking 3. The neocortex (Thinking Cap) deals withCap) deals with

(i) Speech(i) Speech

(ii) Processing new information(ii) Processing new information

(iii) Abstract thought and (iii) Abstract thought and reasoningreasoning

Helping pupils improve their Helping pupils improve their transfer skillstransfer skills

““Doctor, doctor, I can’t remember…Doctor, doctor, I can’t remember… When did this happen?When did this happen? When did what happen?”When did what happen?”

In a 1996 research study 85% of the In a 1996 research study 85% of the sample of 12 year olds asked, did not sample of 12 year olds asked, did not know what the word “revise” meant!know what the word “revise” meant!


“Children who are having a good time learn much better than those who are miserable.”

“Nowadays life is hard, life is earnest: it’s all pass this test, reach that target, sit down, shut up and check out today’s dreary list of objectives.”Sue Palmer TES 6th Dec 2002

What are some of the key What are some of the key features of teaching that can features of teaching that can

raise pupils engagement?raise pupils engagement?

See card sort taskSee card sort task Place the cards into groups of Place the cards into groups of

statements that are similar in some statements that are similar in some way.way.

Decide on the headings for the Decide on the headings for the groups and what the grouped groups and what the grouped statements have in commonstatements have in common

Pupils are more likely to be Pupils are more likely to be engaged in their work when….engaged in their work when….

They are clear about why they are doing this work…because it’s been well explained

Work builds on previous work

They are emotionally, physically and intellectually involved in the task

There is variety and structure in lessons

They have opportunities to pose their own questions and try out ideas

They can see what they have achieved and how they have made progress

They get a feeling of satisfaction and enjoyment from the work

The ideal learning stateThe ideal learning state

High

Low

High Low

ChallengeChallenge

StressStress

Getting you and them ready Getting you and them ready for motivating and engaging for motivating and engaging

lessonslessons1. The physical state of the pupil1. The physical state of the pupil

(i)(i) Classrooms need to be airy.Classrooms need to be airy.

(ii)(ii) Lessons need to be structured to Lessons need to be structured to take account of concentration take account of concentration levels. Generally speaking no levels. Generally speaking no single activity should be longer single activity should be longer than 20 minutesthan 20 minutes


lessonslessons2. The emotional state of the pupil2. The emotional state of the pupil(i)(i) They need to know the purpose and They need to know the purpose and

value of what they are being asked value of what they are being asked to doto do

(remember WALT/WILF/TIBS and (remember WALT/WILF/TIBS and enquiry questions?)enquiry questions?)

(ii) Feel safe in taking risks and realise (ii) Feel safe in taking risks and realise that failure and making mistakes are that failure and making mistakes are important parts of learning.important parts of learning.


lessonslessons ““If you want the kids to take If you want the kids to take

chances, you better had. chances, you better had. Otherwise it’s an unfair contract.” Otherwise it’s an unfair contract.”

Barry TeareBarry Teare


lessonslessons This has big implications for the This has big implications for the

able and talented in your lessons.able and talented in your lessons. ““Those who are able and talented Those who are able and talented

do not fail enough.” Barry Tearedo not fail enough.” Barry Teare

The silent sound of the The silent sound of the scaffoldscaffold

Teacher: Can anyone hear the sound Teacher: Can anyone hear the sound of hammering?of hammering?

Pupil: NoPupil: No

Teacher: Good, that’s because no-one Teacher: Good, that’s because no-one will be executed for making mistakes will be executed for making mistakes in my lesson. If you’re going to make in my lesson. If you’re going to make a mistake, do it in style!a mistake, do it in style!

Visual noughts and crossesVisual noughts and crosses

Just because I can’t do it doesn’t Just because I can’t do it doesn’t mean they can’t!mean they can’t!


lessonslessons3.3. Learning stylesLearning styles

4.4. Prior knowledge and attainmentPrior knowledge and attainment

So what does David Beckham So what does David Beckham have in common with Albert have in common with Albert

Einstein?Einstein? They are equally They are equally

intelligent…but intelligent…but it is not being it is not being suggested that suggested that they were they were intelligent intelligent equallyequally

Multiple IntelligencesMultiple Intelligences

What this really means…What this really means…Logical/Mathematical Logical/Mathematical

(i) Puzzles

(ii) Charts

(iii)Graphs

(iv)Analysis

(v) Forecasts

(vi)Predictions

Important cognitive skillsImportant cognitive skills

5 sense visual tool5 sense visual tool

Feel

Taste Smell

Hear

See

Imaginative use of this Imaginative use of this modelmodel

Logical/Mathematical in EnglishLogical/Mathematical in English

M-KD= (KM)M-KD= (KM)

Macbeth minus King Duncan equals Macbeth minus King Duncan equals King Macbeth-but not for long, so put King Macbeth-but not for long, so put it in bracketsit in brackets

What this really means…What this really means…InterpersonalInterpersonal

(i) Group work

(ii) Team work

(iii)Interviewing

(iv)Chat shows

(v) Drama

(vi)Teaching others

(vii)Group leading

(viii)Group co-ordinating


InterpersonalInterpersonal

(i)(i) This can free yourself up to work This can free yourself up to work with those who really need your with those who really need your support.support.

(ii)(ii) Buddy-up systemsBuddy-up systems

What this really meansWhat this really means

IntrapersonalIntrapersonal

(i) WIIFM’s?(ii) Empathy(iii) Emotional(iv) Metacognition(v) Target setting(vi) Hypothetical…What if?


IntrapersonalIntrapersonal

(i)(i) Encourage reflection…”Well done…Encourage reflection…”Well done…how did you do it?”how did you do it?”

(ii)(ii) Which bits did you learn quickest and Which bits did you learn quickest and why?why?

(iii)(iii) How would you feel if….? (Geography How would you feel if….? (Geography and the rain cycle)and the rain cycle)

(iv)(iv) Science experimentsScience experiments


Visual/spatialVisual/spatial

(i) Learning maps(ii) Posters(iii) Highlighter pens(iv) Symbols(v) Icons(vi) Instructive display work

Using visual stimulus to raise the level Using visual stimulus to raise the level of thinkingof thinking

5Ws5Ws Who?Who? What?What? When? When? Where?Where? Why?Why?

What does metacognition What does metacognition look like in a Year 9 look like in a Year 9 Geography lesson?Geography lesson?

USAUSA

The border

Mexico

Thinking processes during Thinking processes during the drawing task: questions the drawing task: questions

to reflect uponto reflect upon Did you draw as you listened or did you wait for Did you draw as you listened or did you wait for

pauses?pauses? Which of your symbols represent concrete Which of your symbols represent concrete

phenomena and which represent abstract ones?phenomena and which represent abstract ones? Did you get visual images in your head? Where Did you get visual images in your head? Where

did they come from?did they come from? What happened when you did not have to What happened when you did not have to

draw?draw? What parts were difficult to make sense of?What parts were difficult to make sense of? Did drawing the border and labelling the two Did drawing the border and labelling the two

countries provide a useful structure?countries provide a useful structure?

Pupils’ comments on the Pupils’ comments on the tasktask

““Doing this made me understand more Doing this made me understand more what listening is about. Listening is what listening is about. Listening is more than having your ears open…more than having your ears open…your brain has to work as well.”your brain has to work as well.”

““The pictures in your head. I get a lot The pictures in your head. I get a lot of those and now I try and use them, of those and now I try and use them, like try to see things in pictures. You like try to see things in pictures. You remember them better.”remember them better.”


Visual/spatialVisual/spatial

(i)(i) We have a better memory for We have a better memory for pictures than we do for wordspictures than we do for words

(ii)(ii) Using colour improves our memoryUsing colour improves our memory

(iii)(iii) Mind-mapping (see video clip)Mind-mapping (see video clip)


Body/physicalBody/physical

(i)(i) Role playRole play

(ii)(ii) Making modelsMaking models

(iii)(iii) MovementMovement

(iv)(iv) ActingActing

(v)(v) PracticalPractical

(vi)(vi) Walking through Walking through the learningthe learning

Video: Video: Running Dictation 1Running Dictation 1

Class divided into mixed Class divided into mixed gender/ability groups of 4 or 5 pupilsgender/ability groups of 4 or 5 pupils

Suitable text selected, copied and Suitable text selected, copied and pinned to wall some distance away pinned to wall some distance away from the classroomfrom the classroom

Gute Reise 1, Nelson, Gute Reise 1, Nelson, p70p70


In each group there is a scribe, a proof In each group there is a scribe, a proof reader and 2-3 runnersreader and 2-3 runners

These roles may change during the These roles may change during the activityactivity

Only one runner is allowed out of their Only one runner is allowed out of their seat at any one timeseat at any one time

Pupils have to bring back as much Pupils have to bring back as much accurate information to the scribe in as accurate information to the scribe in as short a time as possible.short a time as possible.


When the time for the activity has When the time for the activity has expired, the proof reader leads the expired, the proof reader leads the other members of the group in other members of the group in checking their final version. Does it checking their final version. Does it all make sense? From their prior all make sense? From their prior knowledge of the topic can they find knowledge of the topic can they find any errors?any errors?


Scoring: 1 point for every group of Scoring: 1 point for every group of three wordsthree words spelled accurately. spelled accurately.

Use the text book as the modelUse the text book as the model


Questioning:Questioning: Which role did you prefer? Which role did you prefer? Why?Why? In which role did you perform the best? In which role did you perform the best? Why do you think so?Why do you think so? How did you try to remember the story?How did you try to remember the story?


Recall strategies:Recall strategies: Use of visual stimulus (picture)Use of visual stimulus (picture) Individual words phoneticallyIndividual words phonetically Individual words semanticallyIndividual words semantically Pairs or groups of wordsPairs or groups of words Clauses / sentencesClauses / sentences Oral repetition en routeOral repetition en route OtherOther

Reflect and evaluate the lessonReflect and evaluate the lesson


Body/physicalBody/physical

(i)(i) English Dept used “Go high” and “Go low” English Dept used “Go high” and “Go low” when developing a new area of learning.when developing a new area of learning.

(ii)(ii) Happy-sad continuums.Happy-sad continuums.(iii)(iii) Moving around the classroom (Trenches-Moving around the classroom (Trenches-

table example)table example)(iv)(iv) Science lesson (solar system in the hall-Science lesson (solar system in the hall-

moving to Holst’s “The Planets”)moving to Holst’s “The Planets”)(v)(v) Maths…Jumping from column to columnMaths…Jumping from column to column


MusicalMusical

(i)(i) RhymesRhymes

(ii)(ii) RapsRaps

(iii)(iii) JinglesJingles

(iv)(iv) SongsSongs

(v)(v) Background Background musicmusic


MusicalMusical

(i)(i) Creates the right kind of Creates the right kind of atmosphere for learningatmosphere for learning

(ii)(ii) Examples (Bach’s Goldberg Examples (Bach’s Goldberg Variations/Pachelbel)Variations/Pachelbel)

Learning activities 3Learning activities 3

Songs and MFL for exampleSongs and MFL for example Web Pages\Web Pages\etreetre verbs.htmverbs.htm

Web Pages\Web Pages\Bob.htmBob.htm Web Pages\Web Pages\rap.htmrap.htm Web Pages\Web Pages\Fisch.htmFisch.htm

Thanks to Richard Taylor Luton for these sound files


Verbal linguisticVerbal linguistic

(i)(i) DebatesDebates(ii)(ii) StoriesStories(iii)(iii) DiscussionsDiscussions(iv)(iv) PoemsPoems(v)(v) Word gamesWord games(vi)(vi) SpeechesSpeeches(vii)(vii) Diary entriesDiary entries


Verbal/linguisticVerbal/linguistic

(i)(i) Class discussions (think carefully Class discussions (think carefully about your enquiry question)about your enquiry question)

(ii)(ii) Radio commercialsRadio commercials

(iii)(iii) Poems to help with remembering Poems to help with remembering key conceptskey concepts


NaturalisticNaturalistic

(i)(i) Going out of the Going out of the classroom to classroom to learnlearn

(ii)(ii) Classifying into Classifying into family groupsfamily groups


NaturalisticNaturalistic

(i)(i) Varying your classroom environment (Battle of Varying your classroom environment (Battle of Hastings out doors?)Hastings out doors?)

(ii)(ii) Which animals would Disney use in a cartoon Which animals would Disney use in a cartoon version of Macbeth?version of Macbeth?

(iii)(iii) Persecution of other groups through Darwin’s eyes?Persecution of other groups through Darwin’s eyes?(iv)(iv) Emily Davison throwing herself in front of the horse Emily Davison throwing herself in front of the horse

from the horse’s point of viewfrom the horse’s point of view(v)(v) Amazonian rainforest through the eyes of the Amazonian rainforest through the eyes of the

creatures living there and dying therecreatures living there and dying there

SCOTS CLAN MAPSSCOTS CLAN MAPSSS SensorySensory

CC Colourful and visualColourful and visual

OO OutrageousOutrageous

TT Thematic or topicalThematic or topical

SS SequencedSequenced

CC ChunkedChunked

LL LocatedLocated

AA AssociatedAssociated

NN NumberedNumbered

MM MnemonicsMnemonics

AA Alliteration, rhythm, rhymeAlliteration, rhythm, rhyme

PP PersonalisedPersonalised

SS Shared Shared

SensorySensory

““To learn anything fast and effectively To learn anything fast and effectively you need to see it, hear it, feel it.” T. you need to see it, hear it, feel it.” T. StockwellStockwell•Physical sequencing activities using post-its or cards (e.g. Physical sequencing activities using post-its or cards (e.g.

German vocab posted around the room and pupils have to German vocab posted around the room and pupils have to move to find meanings of words)move to find meanings of words)

•Living essaysLiving essays

•Creating flow diagrams on the floor using pupils and propsCreating flow diagrams on the floor using pupils and props

•Bar graphs using chairs to mark different pupil responsesBar graphs using chairs to mark different pupil responses

•Creating living photographsCreating living photographs

Colourful and visualColourful and visual

““Our memory for images is better than Our memory for images is better than our memory for words.” Tony Buzanour memory for words.” Tony Buzan

•Use review posters in bold primary colours and for a specific Use review posters in bold primary colours and for a specific audience or purpose in mindaudience or purpose in mind

•Coloured highlighters can be used to associate related topics Coloured highlighters can be used to associate related topics or keywordsor keywords

•Use coloured highlighters to review vocabulary in modern Use coloured highlighters to review vocabulary in modern foreign languages-look for different colours for adjectives, foreign languages-look for different colours for adjectives, verbs and nounsverbs and nouns

•Complete topics using mind maps in bright coloursComplete topics using mind maps in bright colours

OutrageousOutrageous

““I suppose the high water mark of my I suppose the high water mark of my youth in Columbus, Ohio, was the youth in Columbus, Ohio, was the night the bed fell on my father.” J. night the bed fell on my father.” J. ThurberThurber•Have pupils rehearse a speech in the most outrageous voice Have pupils rehearse a speech in the most outrageous voice

manageablemanageable

•Construct “outrageous applications” for new information. Construct “outrageous applications” for new information. How might you teach this topic to a Martian? How might a How might you teach this topic to a Martian? How might a creature who had never been to this planet view the creature who had never been to this planet view the information?information?

•List the key learning points from a unit of work (3 or 5 or 7). List the key learning points from a unit of work (3 or 5 or 7). Now think of some very famous people, or people you know Now think of some very famous people, or people you know well, and have them tell you one of the points each, imagine well, and have them tell you one of the points each, imagine they saying the points, one each, in order, whilst sitting round they saying the points, one each, in order, whilst sitting round a table, or singing at a concert, or going round a roundabout.a table, or singing at a concert, or going round a roundabout.

Thematic or topicalThematic or topical

““They say that most adults over the age of forty can remember They say that most adults over the age of forty can remember where they were and what they were doing when Kennedy where they were and what they were doing when Kennedy was killed. My memory on this one’s pretty hazy-all I can was killed. My memory on this one’s pretty hazy-all I can remember is being on top of a book depository in Dallas, remember is being on top of a book depository in Dallas, Texas and then these policemen chasing me down the Texas and then these policemen chasing me down the street…” US Comedianstreet…” US Comedian

•Teach chronology by starting with the chronology of the pupil-Teach chronology by starting with the chronology of the pupil-which family member lived where? And when? And with which family member lived where? And when? And with whom? And what did they do? And how are they related? And whom? And what did they do? And how are they related? And how do we know?how do we know?

•Encourage pupils to make and use analogiesEncourage pupils to make and use analogies

•Use mind mapping to encourage identification of associations, Use mind mapping to encourage identification of associations, common themes and connectionscommon themes and connections

•Teach settlements or ecosystems, or census data, or Teach settlements or ecosystems, or census data, or population change by starting with the immediate environment population change by starting with the immediate environment the pupils know best and build outthe pupils know best and build out

Sequenced Sequenced

•Pupils use cards and detail the stages of an Pupils use cards and detail the stages of an experiment on the back. Mix the cards up, turn experiment on the back. Mix the cards up, turn them over and explain each turn in stage. them over and explain each turn in stage. Events in a role play or a novel, historical Events in a role play or a novel, historical events, laws, principles of maths or science events, laws, principles of maths or science can all use sequencing activities.can all use sequencing activities.

•Templates for structured thinking, structured Templates for structured thinking, structured written or oral responseswritten or oral responses

•Fish bone diagrams, flow chartsFish bone diagrams, flow charts

LocatedLocated

•Ensure that groups who are sitting SATs or GCSEs visit Ensure that groups who are sitting SATs or GCSEs visit the room in which they willsit the exam beforehand. If the room in which they willsit the exam beforehand. If possible, have them sit at the very desk they will sit at possible, have them sit at the very desk they will sit at when they complete the exam. Ideally have revision when they complete the exam. Ideally have revision lessons in that room with them at that desk!lessons in that room with them at that desk!

AssociatedAssociated

•How do you use your long and How do you use your long and medium term planning to ensure that medium term planning to ensure that both knowledge and processes are both knowledge and processes are revisited and developed?revisited and developed?

“You can remember any new piece of information if it is associated to something you already know or remember.”

Lorayne and Lucas

Numbered MnemonicsNumbered Mnemonics

“These are best when invented by the learner!” A. Smith00 Pill (nill is replaced Pill (nill is replaced

by pill)by pill)

11 Sun (think of a Sun (think of a comic sun with a comic sun with a yellow smiley yellow smiley face)face)

22 Shoe (one of your Shoe (one of your own shoes is best)own shoes is best)

33 Tree (a fully grown Tree (a fully grown tree in leaf that tree in leaf that you are familiar you are familiar with)with)

44 Store (as in Store (as in superstore selling superstore selling everything)everything)

MnemonicsMnemonics

“These are best when invented by the learner!” A. Smith55 Jive (moving to a Jive (moving to a

rhythm)rhythm)

66 Bricks (hear the Bricks (hear the sound they make sound they make as they are as they are stacked)stacked)

77 Heaven (pearly Heaven (pearly gates and angels gates and angels with harps)with harps)

88 Crate (a wooden Crate (a wooden box for storing)box for storing)

99 Line (a railway or Line (a railway or even a clothes even a clothes line)line)

Alliteration, rhythm, rhymeAlliteration, rhythm, rhyme

“These are best when invented by the learner!” A. Smith

The vitamin called A has important connections

It aids in our vision and helps stop infections.

To vitamin C this ditty now comes

Important for healing and strong healthy gums.

Finished with both of these?

Here come the B’s:

B1 for the nerves

B2 helps cells energise

Digesting the protein’s

B6’s prize


AA

BrilliantBrilliant

DeviceDevice

ForFor

FindingFinding

GoodGood

GeographicalGeographical

InformationInformation

IsIs

LinkingLinking

NamesNames

ProperlyProperly

So So

SpeciallySpecially

United United

“These are best when invented by the learner!” A. Smith AustriaAustria

BelgiumBelgium

DenmarkDenmark

FinlandFinland

FranceFrance

GermanyGermany

GreeceGreece

ItalyItaly

IrelandIreland

LuxembourgLuxembourg

NetherlandsNetherlands

PortugalPortugal

Spain Spain

SwedenSweden

United Kingdom United Kingdom


Try remembering geometric shapes to the tune of “On Top of Old Smokey.”

Oh, take a rectangle

And give it a squish

The sides will be equal

A square if you wish

Now take a square

And cut it in half

Slice on the diagonal

And you have a triangle

Now take two triangles

And place base to base.

It is a rhombus,

The base line erase

Oh six triangles

We can take

Assemble together

A hexagon shape


Try remembering weather words to the tune of “Clementine”

Condensation, evaporation

Water cycle, cirrus clouds

Wind chill factors, ocean currents

Trade winds, high pressure zones

Stratosphere and centigrade

Fahrenheit and barometers

They excite you, they can’t bite you

Please make friends with weather words

Strong winds blowing

Hail, sleet, snowing

The weather’s with us all day long

So look out your window in the morning

Just in case the forecasts wrong

Personalised Personalised

“Where the pupil has a strong personal connection with the information it is readily recovered.” A. Smith

•Encourage pupils to consider applications in his or her personal life: how might you apply this? In what ways might you benefit? How might you teach a younger brother or sister?

•Using pupil questions to shape a series of lessons within an enquiry (see Robert Philips and ISM’s Initial Stimulus Material article)

SharedShared

•Structured opportunities to test understanding are a powerful aid to recall.

•Use a variety of regular and informal tests. “Each one teach one.”, explaining personal notes or mind maps, preparing a lesson plan on how you would teach this to another group and formulating key questions and asking someone to test you on your understanding of them!

Be awareBe aware

We tend to teach according to the We tend to teach according to the way WE prefer to learn.way WE prefer to learn.

Wear your creative thinking hatWear your creative thinking hata. How can we incorporate music into

science lessons?

b. Can we use these models to evaluate our current schemes of work?

c. Would Mozart have been happy just doing Music one hour a week?

Video examplesVideo examples Year 8 mixed ability group of pupils (1/3 Year 8 mixed ability group of pupils (1/3

on SEN register)on SEN register) Intake is just below average for uptake of Intake is just below average for uptake of

free school mealsfree school meals As you watch the video, record in the right As you watch the video, record in the right

hand column a symbol to indicate which hand column a symbol to indicate which approach is shown by each pf the approach is shown by each pf the teacher’s actions.teacher’s actions.

These could beThese could bePS…Physical statePS…Physical stateES…Emotional stateES…Emotional stateLS…Learning styleLS…Learning stylePKA…Prior knowledge and attainment.PKA…Prior knowledge and attainment.

Ready for more?Ready for more? Try out some of the strategies shown in the video or listed Try out some of the strategies shown in the video or listed

on the handouts and report back to a departmental meeting.on the handouts and report back to a departmental meeting.

Review a unit of work to assess whether it offers Review a unit of work to assess whether it offers opportunities to work across a range of learning styles.opportunities to work across a range of learning styles.

At a departmental meeting, analyse a range of lesson plans At a departmental meeting, analyse a range of lesson plans to identify opportunities for access by pupils with different to identify opportunities for access by pupils with different learning needs and styles. Group the lesson plans according learning needs and styles. Group the lesson plans according to the learning needs and styles that they seem to favour. to the learning needs and styles that they seem to favour. Resolve disagreements about categorisation by exploring Resolve disagreements about categorisation by exploring the key activities of the lesson that led to the categorisation. the key activities of the lesson that led to the categorisation. End the session by agreeing possible adjustments to the End the session by agreeing possible adjustments to the plans to provide access to a fuller range of needs and plans to provide access to a fuller range of needs and styles.styles.

keeping them motivated…using the fs strand to maintain pupil achievement part two

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