Hands on Training PP Slides
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Accompanying slide to the Hand on Training pack for Learning from objects and paintings training course.

Accompanying slide to the Hand on Training pack for Learning from objects and paintings training course.

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  • 1. These slides are for use with the ‘Learning with Objects and Paintings’ training pack. The training session supports the use of Hands On: Learning from objects and paintings. A Teacher’s Guide: Early Years and Primary. (Published by Museums Galleries Scotland in partnership with Glasgow Museums)
  • 2. You become familiar with, and confident to use, the Hands On guide. You take part in practical activities that can be used in classrooms or museum workshops. You become more familiar with the Active Learning approach promoted in A Curriculum for Excellence. You learn with, and, from each other. You have fun. Outcomes for the session
  • 3. For Early Years and Primary educators A tailored resource For use in the classroom as well as to support museum visits User friendly and fun - activities tested in classrooms Text light with strong images Explores objects and paintings separately About Hands On
  • 4. What do objects mean to you?
  • 5. What is the value of using a real object or painting?
  • 6. What skills does learning with objects develop in children?
  • 7. Learning to see
  • 8. Children need a framework to help them develop thinking skills. They also need the vocabulary. Learning with objects helps develop Thinking Skills
  • 9. Why is it made of this material? Why does/doesn’t it have laces? Why is the heel flat/high? Why is it this colour? What can/can’t you do wearing this shoe? Does it have a special use? Is it old or new and how can you tell? Who wears this shoe? Where do you think the wearer has been/does? Who made it? Can we find out where it was made? If it has a number on it what is it for? What is the same about this shoe and the one you are wearing? Parts of the shoe: sole, heel, uppers, laces. Hands On Framework What does it look like? What colour? Has it got a pattern? What does it feel like? How heavy? What smell? What is it made of? Interpret Deduce Describe Classify Vocabulary
  • 10. Object Question Framework
  • 11. I see, I think, I wonder Framework (David Perkins Make Thinking Visible) I think Old or new? What is it used for? How does it work? Does this link to something you already know? Does this remind you of something else? What strikes you as unusual? sad? out of place? I see Who? What? Where? Size? Shape? Colour? Pattern? Material? Feel? Smell? Sound? I wonder Who used this? Who made it? How does it work? Are they still available? Poses questions where learning will take place
  • 12. Learning to see and investigate using objects
  • 13. Input data Observation using all senses Process data Thinking using variety of strategies Applying what we have learned Explaining Making Writing..... Three stages of learning
  • 14. Writing about objects © Culture and Sport Glasgow (Museums)
  • 15. Make our own museum Curators consider the following when describing objects: What is it? What is it made of? Who uses it? What is its significance? Who made it? What can it do? Does it have a special meaning? What can you do with it? Where do you use it? Why is it like this? Who found it or invented it? Using one of the thinking frameworks take a close look at the gloves in front of you. Choose one or two for the museum. Write a label for your object/s. You can use up to 30 words.
  • 16. Learning from paintings
  • 17. © Culture and Sport Glasgow (Museums)
  • 18. Paintings Question Framework
  • 19. The Scotsman © Ron O’Donnell
  • 20. We come from different work environments. Take time to consider how you could use and adapt the materials and strategies you used today to your own set of circumstances. Discuss with your partner something you will try. Take the opportunity to share expertise and experience. Back in the classroom
  • 21. You become familiar with, and confident to use, the Hands On guide. You take part in practical activities that can be used in classrooms or museum workshops. You become more familiar with the Active Learning approach promoted in A Curriculum for Excellence. You learn with and from each other. You have fun. Outcomes for the session