Active Learning Ht 1


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  • Provide overview of the journey so far in the Authority. ASG and Secondment have provided a collegiate platform to move further forward with AL – highly motivating and engaging process for the teachers involved and their pupils. Appreciate that there are other settings within EL which are implementing AL very successfully and our experience this session aims to contribute to the wider picture of success. Delighted to share some of this process we have been through and the progress we have made with you today
  • Active Learning Ht 1

    1. 1. Active Learning Early Years Headteachers’ Meeting 5 th March 2008
    2. 2. East Lothian’s Move Towards Active Learning <ul><li>East Lothian’s work with Claire Warden and her Mindstretchers team - experiences of learning outdoors as well as active play and learning </li></ul><ul><li>East Lothian’s pilot and Active Learning Guidelines </li></ul><ul><li>Building the Curriculum 2: Active learning </li></ul>
    3. 3. Building the Curriculum 2 <ul><li>“ In recent years, a more formal approach to learning and teaching has become prevalent in the early years of primary school, perhaps due to schools’ response to an increasingly crowded curriculum. </li></ul><ul><li>Research indicates that developmentally appropriate practice is most conducive to effective learning. For example, it suggests that there is no long-term advantage to children when there is an over-emphasis on systematic teaching before 6 or 7 years of age. </li></ul><ul><li>A key message is that approaches to fostering learning need to be flexible to take account of the needs of the child, and will change as children develop.” </li></ul><ul><li>(Building the Curriculum 2: Active Learning) </li></ul>
    4. 4. Pupils’ smooth transition from Nursery to Primary 1 - Continuity and Progression <ul><li>Classroom setting </li></ul><ul><li>Resources and space </li></ul><ul><li>Learning Experiences – independence, motivation, confidence, challenge, talk </li></ul><ul><li>Handover of information – Learning Stories and transition documents </li></ul>
    5. 5. Staff’s transition to Active Learning <ul><li>Outdoor Play in-service – Aug 2006 </li></ul><ul><li>Last May – half-day sessions </li></ul><ul><li>Guidelines </li></ul><ul><li>Drop-in sessions </li></ul><ul><li>Workshops </li></ul><ul><li>School/Cluster developments </li></ul>
    6. 6. Issues arising from drop-in sessions <ul><li>Realising the need for a balance of whole-class lessons, group work and individual tasks. </li></ul><ul><li>The use of formative assessment to underpin our progress in AL. </li></ul><ul><li>The need for the learning intention to be clear at areas around the class but also need to allow for spontaneous play and investigation at these areas too. </li></ul><ul><li>The need for support when extending learning. </li></ul><ul><li>The growing need for changes in traditional planning and assessment strategies. </li></ul><ul><li>Ideas on how to implement active approaches in Literacy and Numeracy. </li></ul>
    7. 7. Active Learning is/Active Learning is not <ul><li>AL is… </li></ul><ul><li>Focused on learning </li></ul><ul><li>Involving children in decisions about their learning </li></ul><ul><li>Enables children to explore, investigate in learning contexts using a range of resources and spaces </li></ul><ul><li>Working in pairs, groups and as a whole class </li></ul><ul><li>Increasing independence and confidence in learning </li></ul><ul><li>AL is not… </li></ul><ul><li>Focused on simply setting up activities </li></ul><ul><li>Having children moving around to keep them “active” </li></ul><ul><li>Allowing children to “choose” all day </li></ul><ul><li>Abandoning whole class teaching time </li></ul><ul><li>Abandoning rigour and tracking </li></ul><ul><li>The “Integrated Day” </li></ul>
    8. 8. Staff’s progress <ul><li>Planning </li></ul><ul><li>Observation and Assessments </li></ul><ul><li>Learning logs – photos, pictures, emergent writing, DVDs </li></ul><ul><li>Collaborative Planning – e.g.Talking and Thinking floorbooks/Mind-mapping </li></ul><ul><li>Formative Assessment underpinning active approaches to learning </li></ul><ul><li>Developing literacy and numeracy in early years – namely P1 </li></ul>
    9. 9. Transition from P1 to Nursery!!! <ul><li>Planning focused on learning intentions </li></ul><ul><li>Observations as one form of assessment </li></ul><ul><li>Collaborative planning </li></ul><ul><li>Responsive planning </li></ul><ul><li>Continue to review set-up of learning environment </li></ul><ul><li>Focus on talking </li></ul>