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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?

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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!