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Peter Harwood and Jo Harwood, What is a good learning environment?
 

Peter Harwood and Jo Harwood, What is a good learning environment?

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    Peter Harwood and Jo Harwood, What is a good learning environment? Peter Harwood and Jo Harwood, What is a good learning environment? Presentation Transcript

    • School Library Association 2008 A good learning environment
    • A good learning environment provides…….
      • “ 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!)
    • 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
    • High expectations
      • 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
    • Progressive demand
      • 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
    • 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….)
    • Mutual respect
      • 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)
    • Encourage their questions
      • 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
    • Use different strategies
      • 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
    • Avoid confrontation
      • 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
    • 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
    • Avoid the pitfalls
      • 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
    • 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
    • Importance of questioning
      • 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 ………
    • 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
    • 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
    • Collaboration
      • 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 ………
    • 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!