School Library Association 2008 A good learning environment
A good learning environment provides…….  <ul><li>“ the right to teach  </li></ul><ul><li>and  </li></ul><ul><li>the right ...
Education and Lessons <ul><li>Education is not about filling a pail, it’s about lighting a fire. </li></ul><ul><li>(W B Ye...
The role of the librarian <ul><li>? </li></ul>
Beginnings  <ul><li>Be welcoming and positive </li></ul><ul><li>Notice everybody </li></ul><ul><li>Engage them in the firs...
High expectations <ul><li>Must - all pupils, the bottom line </li></ul><ul><li>Should - the majority of the class </li></u...
High expectations <ul><li>What I expect from everyone </li></ul><ul><li>What I am looking for </li></ul><ul><li>For top ma...
Progressive demand <ul><li>Recall </li></ul><ul><li>Comprehension </li></ul><ul><li>Application </li></ul><ul><li>Analysis...
Endings <ul><li>End early – leave 10minutes </li></ul><ul><li>Reflect on what has been learned (plenary) </li></ul><ul><li...
The physical environment <ul><li>When you go back, look at your library </li></ul><ul><li>Is it pleasant to work in </li><...
Mutual respect <ul><li>Everyone has the right to be heard </li></ul>
Use all responses <ul><li>Tell me what you  think   </li></ul><ul><li>(not what you think is right) </li></ul><ul><li>Tell...
Encourage their questions <ul><li>Look to use their ideas </li></ul><ul><li>Questions show interest </li></ul><ul><li>Good...
Be positive <ul><li>All contributions are valued and valuable </li></ul><ul><li>Encourage respect </li></ul><ul><li>Teach ...
Use different strategies <ul><li>Visual  </li></ul><ul><li>Auditory  </li></ul><ul><li>Kinaesthetic  </li></ul><ul><li>If ...
Resolving the issues <ul><li>Stand in good places </li></ul><ul><li>Be consistent </li></ul><ul><li>Develop mutual respect...
Avoid confrontation  <ul><li>Positive reinforcement versus positive correction </li></ul><ul><li>Make behaviour the third ...
Non-verbal skills (facial expressions) <ul><li>Smiling to encourage continuation of on-task behaviour  </li></ul><ul><li>M...
Non-verbal skills (body language) <ul><li>Nodding to affirm or approve  </li></ul><ul><li>Hand gestures to show acceptance...
Avoid the pitfalls <ul><li>Pitfalls Task  </li></ul><ul><li>Suggest more effective strategies for the phrases given in the...
Be positive (rewards) <ul><li>Verbal praise </li></ul><ul><li>Good written comments </li></ul><ul><li>Reward points/merits...
Be positive (consequences) <ul><li>Reminder </li></ul><ul><li>Name recorded </li></ul><ul><li>Asked to work away from othe...
Importance of questioning <ul><li>Most common form of interaction </li></ul><ul><li>In virtually every lesson </li></ul><u...
Prompt, support, encourage <ul><li>Avoid win-lose situations </li></ul><ul><li>Ask extra questions to help </li></ul><ul><...
Pitfalls of questioning <ul><li>Asking too many closed questions </li></ul><ul><li>Asking too many recall questions </li><...
Thinking time <ul><li>Think about it first </li></ul><ul><li>Jot your answer down </li></ul><ul><li>Indicate if you think ...
Collaboration <ul><li>Use an expert </li></ul><ul><li>Discuss with your friend </li></ul><ul><li>Hot seating </li></ul><ul...
Develop speaking and reasoning <ul><li>Answer in 15 words </li></ul><ul><li>Write a limerick </li></ul><ul><li>Answer with...
Plenary  <ul><li>Write one thing you will do on a sticky note </li></ul><ul><li>Put your note in a prominent place in your...
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Peter Harwood and Jo Harwood, What is a good learning environment?

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

  1. 1. School Library Association 2008 A good learning environment
  2. 2. A good learning environment provides……. <ul><li>“ the right to teach </li></ul><ul><li>and </li></ul><ul><li>the right to learn” </li></ul>
  3. 3. Education and Lessons <ul><li>Education is not about filling a pail, it’s about lighting a fire. </li></ul><ul><li>(W B Yeats) </li></ul><ul><li>“ a successful lesson is one where effective learning takes place” </li></ul><ul><li>(peter harwood!) </li></ul>
  4. 4. The role of the librarian <ul><li>? </li></ul>
  5. 5. Beginnings <ul><li>Be welcoming and positive </li></ul><ul><li>Notice everybody </li></ul><ul><li>Engage them in the first minute (starter) </li></ul><ul><li>Potential for learning is greatest at the beginning ….. </li></ul><ul><li>Have lots of beginnings </li></ul>
  6. 6. High expectations <ul><li>Must - all pupils, the bottom line </li></ul><ul><li>Should - the majority of the class </li></ul><ul><li>Could – for the more able </li></ul>
  7. 7. High expectations <ul><li>What I expect from everyone </li></ul><ul><li>What I am looking for </li></ul><ul><li>For top marks </li></ul>
  8. 8. Progressive demand <ul><li>Recall </li></ul><ul><li>Comprehension </li></ul><ul><li>Application </li></ul><ul><li>Analysis </li></ul><ul><li>Synthesis </li></ul><ul><li>Evaluation </li></ul><ul><li>(Bloom’s taxonomy) </li></ul>
  9. 9. Endings <ul><li>End early – leave 10minutes </li></ul><ul><li>Reflect on what has been learned (plenary) </li></ul><ul><li>Identify areas of learning (plenary) </li></ul><ul><li>Set the scene for next time (plenary) </li></ul><ul><li>Clear departure routines </li></ul>
  10. 10. The physical environment <ul><li>When you go back, look at your library </li></ul><ul><li>Is it pleasant to work in </li></ul><ul><li>Is it stimulating enough - or too stimulating </li></ul><ul><li>Is it well organised </li></ul><ul><li>Ask them! (what works well, could be better if…., I would like to see….) </li></ul>
  11. 11. Mutual respect <ul><li>Everyone has the right to be heard </li></ul>
  12. 12. Use all responses <ul><li>Tell me what you think </li></ul><ul><li>(not what you think is right) </li></ul><ul><li>Tell me what you think </li></ul><ul><li>(not what your friend thinks) </li></ul>
  13. 13. Encourage their questions <ul><li>Look to use their ideas </li></ul><ul><li>Questions show interest </li></ul><ul><li>Good questions show thought </li></ul>
  14. 14. Be positive <ul><li>All contributions are valued and valuable </li></ul><ul><li>Encourage respect </li></ul><ul><li>Teach and use active listening </li></ul><ul><li>Create an environment where children can explore ideas </li></ul>
  15. 15. Use different strategies <ul><li>Visual </li></ul><ul><li>Auditory </li></ul><ul><li>Kinaesthetic </li></ul><ul><li>If all these learners are in one class, how can we accommodate this manageably and effectively </li></ul><ul><li>Discuss! </li></ul>
  16. 16. Resolving the issues <ul><li>Stand in good places </li></ul><ul><li>Be consistent </li></ul><ul><li>Develop mutual respect </li></ul><ul><li>Avoid confrontation </li></ul><ul><li>Use a range of strategies </li></ul><ul><li>Adopt a positive approach </li></ul>
  17. 17. Avoid confrontation <ul><li>Positive reinforcement versus positive correction </li></ul><ul><li>Make behaviour the third party </li></ul><ul><li>Use meaningful praise </li></ul><ul><li>Be in control </li></ul>
  18. 18. Non-verbal skills (facial expressions) <ul><li>Smiling to encourage continuation of on-task behaviour </li></ul><ul><li>Mouthing to show surprise, delight or pleasure </li></ul><ul><li>Frowning/looking to invite redirection of further progress </li></ul>
  19. 19. Non-verbal skills (body language) <ul><li>Nodding to affirm or approve </li></ul><ul><li>Hand gestures to show acceptance or approval or acknowledgement </li></ul><ul><li>“ thumbs up” to recognise achievement </li></ul><ul><li>Soft applause to congratulate </li></ul><ul><li>Silent signal for attention </li></ul>
  20. 20. Avoid the pitfalls <ul><li>Pitfalls Task </li></ul><ul><li>Suggest more effective strategies for the phrases given in the handout </li></ul>
  21. 21. Be positive (rewards) <ul><li>Verbal praise </li></ul><ul><li>Good written comments </li></ul><ul><li>Reward points/merits/stickers </li></ul><ul><li>Letter/card home </li></ul><ul><li>Termly/annual rewards </li></ul>
  22. 22. Be positive (consequences) <ul><li>Reminder </li></ul><ul><li>Name recorded </li></ul><ul><li>Asked to work away from others </li></ul><ul><li>Reminder of consequence </li></ul><ul><li>Stay back after class - discussion </li></ul><ul><li>10 minute detention – reflection </li></ul><ul><li>Behaviour slip etc </li></ul>
  23. 23. Importance of questioning <ul><li>Most common form of interaction </li></ul><ul><li>In virtually every lesson </li></ul><ul><li>Provides challenge </li></ul><ul><li>Major influence on progress </li></ul><ul><li>An immediate form of assessment </li></ul>
  24. 24. Prompt, support, encourage <ul><li>Avoid win-lose situations </li></ul><ul><li>Ask extra questions to help </li></ul><ul><li>Be encouraging </li></ul><ul><li>Now answer it using ……… </li></ul>
  25. 25. Pitfalls of questioning <ul><li>Asking too many closed questions </li></ul><ul><li>Asking too many recall questions </li></ul><ul><li>Asking questions with yes/no responses </li></ul><ul><li>Guess what is in my head </li></ul><ul><li>Focussing on a small number of pupils </li></ul>
  26. 26. Thinking time <ul><li>Think about it first </li></ul><ul><li>Jot your answer down </li></ul><ul><li>Indicate if you think you know </li></ul><ul><li>I will let you think for …… </li></ul><ul><li>Self or peer appraisal </li></ul>
  27. 27. Collaboration <ul><li>Use an expert </li></ul><ul><li>Discuss with your friend </li></ul><ul><li>Hot seating </li></ul><ul><li>Phone a friend </li></ul>
  28. 28. Develop speaking and reasoning <ul><li>Answer in 15 words </li></ul><ul><li>Write a limerick </li></ul><ul><li>Answer without words </li></ul><ul><li>Miming or body movements </li></ul><ul><li>Now answer it using ……… </li></ul>
  29. 29. Plenary <ul><li>Write one thing you will do on a sticky note </li></ul><ul><li>Put your note in a prominent place in your library, for you </li></ul><ul><li>When you’ve done it, remove note </li></ul><ul><li>Look smug! </li></ul>

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