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  • Welcome Purpose – follow up from drop in sessions last term Everyone had a chance to become familiar with the AL guidelines Develop their own style of AL - set up of classroom, management and organisation, learning and teaching strategies To move things forward, look at the crucial role that observation of childrens’ learning has in everyday practice Look at some models of how AL can be managed and organised Opportunities to hear about and share good practice


  • 1. Active Learning Workshop
    • The focus for this workshop will be:
    • Moving observations from the nursery into Primary 1
    • Looking at different models for implementing Active Learning
    • Sharing good practice
  • 2. Different examples of teaching Active Learning
    • Setting up the classroom
    • Organisation of teaching and learning
    • Organisation of planning,implementation, observation and assessment
  • 3.  
  • 4. Setting up the classroom: example 1
    • Very like a nursery in appearance
    • Mainly group work, with some “together time”
    • Lots of pupil choice
    • Possible pitfalls …
    • Very little structure
    • Unfocussed
    • Lacks quality learning and teaching
  • 5. Setting up the classroom: example 2
    • To begin with, very like a nursery for the first term or two, then gradually becoming more like a classroom
    • Opportunities for group work, with increasing focus on class teaching
    • Activities becoming increasingly structured
    • Possible pitfalls….
    • Less pupil choice
    • More teacher led
    • Focus on gathering traditional forms of “evidence” rather than observations and assessments
  • 6. Setting up the classroom: example 3
    • Some aspects of nursery set up, but predominantly looks like a Primary 1 classroom
    • Mostly whole class lessons, with some opportunities for group teaching and learning
    • Possible pitfalls….
    • Mostly teacher led
    • Is there still provision for pupil choice and personalisation?
  • 7. Setting up the classroom: example 4
    • Looks like a Primary 1 classroom, with tables for everyone and choosing areas
    • Very structured teacher planning, following programmes of work
    • Focus on generating and gathering evidence
    • Possible pitfalls…
    • Very little pupil choice and involvement in planning learning
    • Limited access to areas and resources in the classroom
    • Limited options to share and record learning
  • 8.  
  • 9. Organisation of teaching and learning
    • How do you plan?
    • How do you organise your teaching?
    • When and how do you observe and assess?
    • How does this influence further planning?