learning to learn

40
Learning to Learn Yr 7 Parent Evening 16 th February, 2011

Upload: inara

Post on 19-Feb-2016

25 views

Category:

Documents


6 download

DESCRIPTION

Learning to Learn. Yr 7 Parent Evening 16 th February, 2011. What is the program about?. A program for all Yr 7 students Raising expectations Embedding literacy and organisational skills Lisa Muir. Why are we doing this?. Better learning outcomes for students - PowerPoint PPT Presentation

TRANSCRIPT

Page 1: Learning to Learn

Learning to LearnYr 7 Parent

Evening 16th February, 2011

Page 2: Learning to Learn

2

What is the program about?

• A program for all Yr 7 students

• Raising expectations• Embedding literacy and

organisational skills

• Lisa Muir

Page 3: Learning to Learn

3

Why are we doing this?• Better learning outcomes for students

• Setting the bar high at start of HS

Page 4: Learning to Learn

4

Literacy and organisational skills need to be explicitly

taught.

Page 5: Learning to Learn

5

Parents can help at home.

Page 6: Learning to Learn

6

What happens at school?

5 periods on the Learning to Learn Booklet

Sharon Russell

Page 7: Learning to Learn

7

Booklets – what is inside?

3. Navigating Text Books

2. Comprehendi

ng Text

4. Reading for Information5.

Writing

6. Study

1. Getting

Organised Learning to LearnYear 7

Program

Page 8: Learning to Learn

8

Booklets – what is inside?

1. Getting Organised: Understand school

expectations:- timetable, books, using a diary, homework, study

Page 9: Learning to Learn

9

2. How to start comprehending a text.

Jan Curran

Booklets – what is inside?

Page 10: Learning to Learn

Literacy1. Unpacking a text – checklist

Page 11: Learning to Learn

Unpacking a Text

• Background knowledge (look at headings, sub headings, key words, diagrams)

• Talk about vocab & key words • Box layout – breaking text into meaningful parts

• Identify main point of paragraph• Identify visuals, determine function, link

to text

Page 12: Learning to Learn

Read the whole text first…

Why?

• Gain understanding of overall meaning• Understanding text layout (able to more

successfully locate information in comprehension)

Page 13: Learning to Learn

Vocab

Discuss visual and indicators pointing to related information

Read and box paragraphs, stating main idea

Intro & definition

Description of how played

Detailed info on breathing/cultural significance

Usage- where, when & by whom

Detailed look at visual – ‘making’ - box

1. Selection of timber

2. Length & seal

3. Outside treatment of wood

4. Sealing holes

5. shape

Page 14: Learning to Learn

GAIL BROWN QUESTION TYPES

Page 15: Learning to Learn

Right There QuestionWhat is the didgeridoo made from?

A. The didgeridoo is made from a tree branch hollowed out by termites.

Think & Search QuestionWhat steps are followed in making a didgeridoo?

A. In making a didgeridoo, the Aboriginal people would follow the following steps: select a branch hollowed out by termites, soak the branch in water and clear out the termite residue, cut the branch to length (1 – 3m), seal the mouthpiece with beeswax, strip the outside bark away and finally seal any holes with beeswax.

On My Own Question

Why are the shapes of didgeridoos so varied?

A. Didgeridoos come in a variety of shapes because they are made from naturally occurring branches.

?

Page 16: Learning to Learn

STRATEGY - STEPS FOR FINDING THE RIGHT ANSWER

Page 17: Learning to Learn

Q. What is the didgeridoo made from?

Write answer in full sentence ensuring correct punctuation.

Page 18: Learning to Learn

Booklets – what is inside?

3. Navigating a Text Book• Contents• Index• Page• Headings• Subheadings

QUIZ

Page 19: Learning to Learn

19

Booklets – what is inside?

4. Reading to find information

More Quizzes

Page 20: Learning to Learn

ReadingSkimming: to quickly work out what

the text is about• Look: headings, diagrams,

pictures, words in bold• Read: first and last paragraphs• Find: main idea

Page 21: Learning to Learn

Reading

Scanning: to find specific information • Scan to find e.g. “word that

mean”, “sentence that tells”, “name of”, “property of”, date, heading etc

• Look for single words related to specific information

Page 22: Learning to Learn

ReadingVisual Literacy• Make connections between ideas in

text and images• Locate information in pictures / text• Interpret illustrations, symbols,

diagrams• Identify and interpret textual features

Page 23: Learning to Learn

23

Booklets – what is inside?

5. Writing

Page 24: Learning to Learn

24

Writing - Summarising

• Pick out main ideas – topic sentence

• Reduce to key words• Dot points, abbreviate &

punctuate

Page 25: Learning to Learn

25

Writing – Graphic Organisers

Page 26: Learning to Learn

26

Writing - Note Making

• High expectations – students create their own notes most of the time

• Use the frameworks given

Page 27: Learning to Learn

27

Writing - TXXXC

• Forces students to write beyond a simple sentence.

• Scaffold can be used by all staff in all classes.

• Preparation for Persuasive Writing tasks - NAPLAN.

Page 28: Learning to Learn

28

T TOPIC sentence - State your argument or idea.

X EXPLAIN - One sentence explaining a fact about the argument.

X EXTEND - One sentence extending on the above fact with a second fact.

X EXAMPLE - One sentence of personal experience or knowledge that demonstrates the argument

C CONCLUSION - Wrap up with your own opinion or a judgement - linked back to the question.

Page 29: Learning to Learn

29

Writing - Word Banks and Spelling• Assists in discussion and in

writing responses• Subject specific technical

words• 3-4 syllable words• Look-Say-Cover-Write-Check

Page 30: Learning to Learn

30

Writing - Text Types

Back of Learning to Learn Booklet - Example of assessment tasks

- Marking criteria - Scaffolds, word banks - Models of written responses

Page 31: Learning to Learn

31

Yr 7 Scaffolds – Text Type booklet

Procedure

Description

Narrative

Persuasive

Text

Discussion

Explanation

Information

Report

Page 32: Learning to Learn

32

Booklets – what is inside?

6. Study

Page 33: Learning to Learn

Helping students to see the links…Structured Topic Overview

• De-mystify the topic (like introducing a text – tell them what it is all about)

• Provide a graphic organiser – (shows the overall picture)

• Tell them what to study

• Tell them when to start studying

Page 34: Learning to Learn

Structured Topic Overview• Graphic organisers – using them to organise their

notes/ideas about a topic (great for overview/study purposes)

• Scaffolding – providing students with a Structured Topic Overview (a summary of content and skills students will cover in the topic) at the beginning of the topic

This will allow students to understand what they are doing, how it links together and what they will need to know at the end of the unit.

• Provide a word bank - discuss vocab and use as spelling• Provides a study review (use ‘tick-a-box’)

Page 35: Learning to Learn

Two formats – choose either or combine both

Page 36: Learning to Learn

This structure is flexible – number of columns may vary depending on the amount of information and the number of categories you need to include

Page 37: Learning to Learn

Kick Start Questions10 – 20 Questions posted on Moodle for

review before each topic test• Build in success (if you study these questions you are

guaranteed 10 – 20 marks)• Motivating• Builds success motivates builds success• Aiming to create a study pattern in our students which will

hopefully take them into SC and HSC

• Needs to start Term 1, Year 7!!!!• (Students are also encouraged to study for the rest of the

test by referring to the checked boxes on the Structured Topic Overview and then looking at their appropriate notes)

Belmont High School acknowledgement

Page 38: Learning to Learn
Page 39: Learning to Learn

39

How parents can help

3. Navigating Text Books

2. Comprehendi

ng Text

4. Reading for Information5.

Writing

6. Study

1. Getting

Organised

Parents

Page 40: Learning to Learn

40

Questions?