School Library Association 2008 A good learning environment

A good learning environment provides……. “ the right to teach and the right to learn”

“ the right to teach

and

the right to learn”

Education and Lessons Education is not about filling a pail, it’s about lighting a fire. (W B Yeats) “ a successful lesson is one where effective learning takes place” (peter harwood!)

Education is not about filling a pail, it’s about lighting a fire.

(W B Yeats)

“ a successful lesson is one where effective learning takes place”

(peter harwood!)

The role of the librarian ?

?

Beginnings Be welcoming and positive Notice everybody Engage them in the first minute (starter) Potential for learning is greatest at the beginning ….. Have lots of beginnings

Be welcoming and positive

Notice everybody

Engage them in the first minute (starter)

Potential for learning is greatest at the beginning …..

Have lots of beginnings

High expectations Must - all pupils, the bottom line Should - the majority of the class Could – for the more able

Must - all pupils, the bottom line

Should - the majority of the class

Could – for the more able

High expectations What I expect from everyone What I am looking for For top marks

What I expect from everyone

What I am looking for

For top marks

Progressive demand Recall Comprehension Application Analysis Synthesis Evaluation (Bloom’s taxonomy)

Recall

Comprehension

Application

Analysis

Synthesis

Evaluation

(Bloom’s taxonomy)

Endings End early – leave 10minutes Reflect on what has been learned (plenary) Identify areas of learning (plenary) Set the scene for next time (plenary) Clear departure routines

End early – leave 10minutes

Reflect on what has been learned (plenary)

Identify areas of learning (plenary)

Set the scene for next time (plenary)

Clear departure routines

The physical environment When you go back, look at your library Is it pleasant to work in Is it stimulating enough - or too stimulating Is it well organised Ask them! (what works well, could be better if…., I would like to see….)

When you go back, look at your library

Is it pleasant to work in

Is it stimulating enough - or too stimulating

Is it well organised

Ask them! (what works well, could be better if…., I would like to see….)

Mutual respect Everyone has the right to be heard

Everyone has the right to be heard

Use all responses Tell me what you think (not what you think is right) Tell me what you think (not what your friend thinks)

Tell me what you think

(not what you think is right)

Tell me what you think

(not what your friend thinks)

Encourage their questions Look to use their ideas Questions show interest Good questions show thought

Look to use their ideas

Questions show interest

Good questions show thought

Be positive All contributions are valued and valuable Encourage respect Teach and use active listening Create an environment where children can explore ideas

All contributions are valued and valuable

Encourage respect

Teach and use active listening

Create an environment where children can explore ideas

Use different strategies Visual Auditory Kinaesthetic If all these learners are in one class, how can we accommodate this manageably and effectively Discuss!

Visual

Auditory

Kinaesthetic

If all these learners are in one class, how can we accommodate this manageably and effectively

Discuss!

Resolving the issues Stand in good places Be consistent Develop mutual respect Avoid confrontation Use a range of strategies Adopt a positive approach

Stand in good places

Be consistent

Develop mutual respect

Avoid confrontation

Use a range of strategies

Adopt a positive approach

Avoid confrontation Positive reinforcement versus positive correction Make behaviour the third party Use meaningful praise Be in control

Positive reinforcement versus positive correction

Make behaviour the third party

Use meaningful praise

Be in control

Non-verbal skills (facial expressions) Smiling to encourage continuation of on-task behaviour Mouthing to show surprise, delight or pleasure Frowning/looking to invite redirection of further progress

Smiling to encourage continuation of on-task behaviour

Mouthing to show surprise, delight or pleasure

Frowning/looking to invite redirection of further progress

Non-verbal skills (body language) Nodding to affirm or approve Hand gestures to show acceptance or approval or acknowledgement “ thumbs up” to recognise achievement Soft applause to congratulate Silent signal for attention

Nodding to affirm or approve

Hand gestures to show acceptance or approval or acknowledgement

“ thumbs up” to recognise achievement

Soft applause to congratulate

Silent signal for attention

Avoid the pitfalls Pitfalls Task Suggest more effective strategies for the phrases given in the handout

Pitfalls Task

Suggest more effective strategies for the phrases given in the handout

Be positive (rewards) Verbal praise Good written comments Reward points/merits/stickers Letter/card home Termly/annual rewards

Verbal praise

Good written comments

Reward points/merits/stickers

Letter/card home

Termly/annual rewards

Be positive (consequences) Reminder Name recorded Asked to work away from others Reminder of consequence Stay back after class - discussion 10 minute detention – reflection Behaviour slip etc

Reminder

Name recorded

Asked to work away from others

Reminder of consequence

Stay back after class - discussion

10 minute detention – reflection

Behaviour slip etc

Importance of questioning Most common form of interaction In virtually every lesson Provides challenge Major influence on progress An immediate form of assessment

Most common form of interaction

In virtually every lesson

Provides challenge

Major influence on progress

An immediate form of assessment

Prompt, support, encourage Avoid win-lose situations Ask extra questions to help Be encouraging Now answer it using ………

Avoid win-lose situations

Ask extra questions to help

Be encouraging

Now answer it using ………

Pitfalls of questioning Asking too many closed questions Asking too many recall questions Asking questions with yes/no responses Guess what is in my head Focussing on a small number of pupils

Asking too many closed questions

Asking too many recall questions

Asking questions with yes/no responses

Guess what is in my head

Focussing on a small number of pupils

Thinking time Think about it first Jot your answer down Indicate if you think you know I will let you think for …… Self or peer appraisal

Think about it first

Jot your answer down

Indicate if you think you know

I will let you think for ……

Self or peer appraisal

Collaboration Use an expert Discuss with your friend Hot seating Phone a friend

Use an expert

Discuss with your friend

Hot seating

Phone a friend

Develop speaking and reasoning Answer in 15 words Write a limerick Answer without words Miming or body movements Now answer it using ………

Answer in 15 words

Write a limerick

Answer without words

Miming or body movements

Now answer it using ………

Plenary Write one thing you will do on a sticky note Put your note in a prominent place in your library, for you When you’ve done it, remove note Look smug!

Write one thing you will do on a sticky note

Put your note in a prominent place in your library, for you

When you’ve done it, remove note

Look smug!