Effective learning in classrooms


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Chapters 1&2

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  • Glue stick, fancy scissors, coloured card, big paper, camera
  • Cf with our vision for learning and what we have discovered about what makes learning powerful
  • As we review in light of new advances in technology, we need to consciously decide what constitutes effective practice so that we don’t throw the good out with the overflow.
  • As we review in light of new advances in technology, we need to consciously decide what constitutes effective practice so that we don’t throw the good out with the overflow. Look at Page 18 (bullet points)
  • Consider importance of feelings, experiences, individualised learning, known purpose for learning….
  • Effective learning in classrooms

    1. 1.  Part of an Appreciative Inquiry Tool to help us think in big, inspiring waysA bridge between the best of "what is" with your own thoughts on "what might be" “Provocative” in how it stretches or challenges present assumptions/practices Useful to carry understandings forward Represents desired possibilities
    2. 2. Rabbits &The Great Wall Of China
    3. 3.  Write down 3 words or phrases which come to mind when you consider What Is Learning?
    4. 4.  Improving on what we know Thinking and Using Thinking new thinking Vibrancy Doing Fun / hard Practicing Teacher’s Responsibility Collaboration Community – all encompassing absorption Challenging the Status Quo
    5. 5.  Drawing Time: Sketch Yourself in A… Good Learning Situation
    6. 6. Week 1: Chapters 1 & 2Why This Book?o Focus On Learningo Based On Research & Professional Evidenceo Uses Appreciative Inquiry
    7. 7.  Chapters 1 – 5: An Appreciative Inquiry • Identify Good Practice, Analyse to Take Forward Chapters 6 -10: Examining The Research • Extending via Research & Assessment Practices Chapter 11: Being Exceptional • Applying The Energy of Learning
    8. 8.  “Many classrooms have reverted to a form of operation which is centuries old and does not prepare young people for the world we live in now.” “Surveys suggest that a teaching dominated form has increased in recent years, with a correspondingly passive role for learners.” “This is not the way to get the high performance which we all want for our young people…” Preface p xii Our Vision for Learning?
    9. 9. In times of change, learners inherit the earth; while the learned find themselvesbeautifully equipped to deal with a world that no longer exists. Eric Hoffer
    10. 10.  Thinkof a particular classroom where the sense of learning is +ve. - Reconstruct this in your mind’s eye Record: What were the details that made this a +ve learning experience? Share these points with one other.
    11. 11.  Active Involvement Connecting Creativity Challenge Build on prior knowledge Questions allowed Useful / learner centred / Future impact Buzz of activity Co-operation Explain / justify / share Variety of activity Making statements of discoveries Sought affirmation of learning and knowledge Learner driven Teacher as observer T Set criteria for learning (WALHT / Purpose / Focus) Not one pathway. Excitement in sharing various ways to problem solve. Discuss and Self Assess Learner Autonomy – Choice!!! Structure of groups Teacher Planning for diversification in learning Consistent Approach to these aspects!
    12. 12.  Considering Effective Learning In your Classsroom, Devise Any Number of PPs which follow this starter: Children Learn Best When…. For More On Provocative Propositions
    13. 13.  Share Which of the statements relate Best For You in this activity? Children Learn Best When…. For More On Provocative Propositions
    14. 14.  WhatMay Be The Held Beliefs or Assumptions Within This Provocative Proposition? “Learning is an active process - where prior knowledge is acknowledged, challenged and utilised - where new understandings influence further action.”
    15. 15.  What do your statements say about your view of learning and the conditions which promote it?
    16. 16.  ERO Asked Questions Similar To Those Listed In The Table On Page 6 How Do Your Students’ Responses Compare With Those On Page 6?
    17. 17.  Our concepts and those of our students regarding learning have a huge influence on how we learn. An individuals conception of learning will influence his or her approach to various learning tasks, which in turn will affect the quality of the learning outcome. From: Conceptions of learning held by students in the lower, middle and upper grades of primary school“ A low-level conception of learning will lead to a surface approach to learning (eg., rote rehearsal) whereasa higher level conception of learning will lead to a deep approach to learning (eg. elaboration). To complete this relationship, van Rossum and Schenk assert that surface approaches lead to less effective learning outcomes compared to deep approaches which lead to high-level, quality learning outcomes..” Carole Steketee, Edith Cowan University http://www.waier.org.au/forums/1997/steketee.html
    18. 18. Your 3 Words or Phrases – from Revisit the opening activity. - Compare & Contrast with list at top of page 10
    19. 19.  “A person’s conception of learning has a huge influence on what they do and how they go about learning. Italso relates to the context for learning, often perceived differently within a class to outside of school”
    20. 20.  Ask Your Students to Draw …. • A Good Learning Situation Compare this to Table 2.1 Page 15 Why Do This? Consider: “Svenssons (1979) assertion that learning has not one but several meanings. Consequently, teachers must not assume that all students perceive learning in the same way, but rather endeavour tounderstand variations in its meaning and the implications these variations are likely to have on the way students approach their learning. This knowledge will enable teachers to develop improved methods that willfacilitate learning, whatever their students conception of learning may be.”