Changing our learning ethos
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This document discusses improving student engagement and learning abilities by building understanding of the learning process, resilience, self-confidence, and independence. It recommends defining learning skills using simple images and vocabulary that students can understand and relate to their own experiences. For example, "remembering" would be associated with an image of a brain and the criteria "I know I remember when I can repeat, share my ideas, name and/or describe." The goal is to help students, especially those with special educational needs, develop a coherent sense of themselves as learners by incorporating both positive and negative learning experiences.
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The document summarizes discussions from an RVHS Twilight meeting that covered two topics: staff wellbeing and effective feedback.
For staff wellbeing, survey results identified areas for improvement such as communications, workload, and breaks. The document proposes forming a wellbeing team with a variety of skills and organizing wellbeing activities. It emphasizes making collective efforts to support wellbeing without feeling like a chore.
For effective feedback, the document outlines expectations for feedback and marking to be encouraging, challenge students, and provide opportunities for improvement. It stresses the importance of timely feedback and prioritizing major issues. Examples are given for giving targeted feedback that guides students.
Flipping with libguides
This document discusses flipping the classroom using Libguides. It begins by noting that traditional lecture-based teaching does not develop critical thinking skills in students. The document then discusses how adults and children learn differently, with adults being self-directed learners who draw on experience. Principles of adult learning are outlined, emphasizing hands-on learning and reflection. The document describes implementing a flipped classroom model using Libguides to develop students' skills in finding and evaluating peer-reviewed literature outside of class, allowing more class time for discussion and activities to enhance critical thinking. Libguides are praised for providing instruction and curated resources to support student learning before, during, and after class.
Learning objectives powerpoint
The document discusses the importance of learning objectives and providing clear success criteria for students. It emphasizes that objectives should be student-friendly, focus on skills rather than tasks, and include both short-term and long-term goals. Reflection during lessons allows students to assess their progress and teachers to address misunderstandings. Objectives mixed with context could cause students to focus on the wrong things, so they should be separated. Providing success criteria linked to objectives helps students understand expectations and how to improve.
The Learning Environment:
The Learning Environment: Learning theories- gagne’s, blooms Taxonomy, learning styles, stages of learning, learning principles, models for becoming learning organization, challenges to become learning organization, trainee readiness, trainee motivation to learn, motivational theories.
The Role of the Teacher
The document discusses the role of the teacher as the leader of the classroom. It provides several tips for effective teaching, including studying your subject and students, focusing on students and exuding passion, creating a safe learning environment, using motivation and teaching aids, asking good questions to promote thinking, allowing students to teach each other, and avoiding using the same teaching approach for all students. The overall message is that teachers must lead by example, adapt their instruction to individual students, and continually improve and innovate their teaching methods.
Stage Iii Lp
The backward design model comprises three stages:
I. Identify desired results
II. Determine acceptable evidence
III. Plan learning experiences and instruction. Once desired results and evidence are determined, a lesson plan can be developed to help students reach the objectives. Wiggins and McTighe's "WHERE" approach is used in planning instruction and experiences.
Approaches to Learning Powerpoint for IB.pptx
The document discusses approaches to learning (ATLs) and how to develop skills like thinking, communication, social skills, self-management, and research skills. It emphasizes that students should be actively engaged in classroom activities through interaction with teachers and peers. Effective teaching of ATLs involves explicitly identifying the skills, allowing students to self-assess, developing lessons to challenge students, and integrating skill-building tasks into subject lessons.
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What is growth mind set and the difference between fixed and growth mind set
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This document outlines a trip to Snowdonia, Wales between 12-15 November 2018. Snowdonia is a mountainous region in North Wales known for its natural beauty and opportunities for hiking. The document likely provides details about accommodations, transportation, planned activities, and locations to visit during the 3-day trip to Snowdonia, Wales in mid-November.
Krakow presentation for website
Kraków is one of the oldest cities in Poland with a rich history. It attracts many tourists for its beautiful cityscape including parks and gardens. During World War 2, Auschwitz concentration camp was located near Kraków where over 1 million people were killed. The old Jewish quarter was also largely destroyed during this time. Kraków has a vibrant culture with opportunities to experience Polish food, atmosphere and language. Places to visit include the historic salt mines outside the city. Accommodations have been arranged 11km from the salt mines and 22km from Kraków center with en-suite rooms and outdoor space. Flights have been scheduled from Bristol Airport for the trip.
Barcelona parent information
- A group of 12 students and 4 staff members from a school will travel to Barcelona, Spain from May 13th-17th for a residential trip.
- On the outbound flight on May 13th, students will be dropped off at Bristol Airport and signed in by staff. On the return flight on May 17th, students will be picked up and signed back to parents/guardians.
- The itinerary includes travel, activities like visiting beaches and markets, and accommodations in a villa with 6 bedrooms and 3 bathrooms sleeping up to 14 people. Technology use is restricted and spending money is limited to €50 per student.
Family fun day
Family Fun Day was held in October to provide activities and entertainment for children, parents, siblings and friends during the half term holidays. The school invited families to enjoy fun activities and a picnic lunch, which was made possible by the helpful parents. It was a successful event with good weather, and families enjoyed playing together and spending quality time. The children also watched funny films indoors after tiring of outside activities. More family fun days are planned for the future.
Brecon beacons 2015
The Brecon Beacons are a mountain range and national park in South Wales. Located in Powys and Carmarthenshire, the park covers 520 square miles and contains upland areas with grassy slopes, open moorland and bare rock. It is a popular destination for hiking and other outdoor activities due to its rugged scenery and proximity to major cities like Cardiff and Swansea.
Sailing 2016
The sailing season is upon us once again. Many sailors are preparing their boats for launch and readying their gear for a summer on the water. Whether you enjoy racing, cruising, or just relaxing with family and friends, getting out on the water provides a fun escape and opportunities to enjoy nature.
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The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
War Graves Trip 2017
The document describes a trip to visit French war graves in Normandy, France in 2017. It provides context that the graves are located in Normandy and the trip took place in 2017. However, it does not include any other details about the trip itself or what was experienced visiting the graves.
Robopts launch
The document discusses different learning styles and encourages thinking of school as learning rather than just work. It notes that while adults may tell children what to do, learning can involve different approaches for different people. The skills learned can be used throughout life. It then profiles different students - Mrs. Vincent who learns by remembering, Mr. Holl who learns by checking, Emma who learns by creating, Duffy who learns by doing, Gareth who learns by exploring, and Rachel who learns by knowing - and encourages the reader to identify their own preferred learning style.
Anomaly
The document lists three upcoming school trips for years 4 and 5, KS3 history students, and a general visit to London sites and the Houses of Parliament with an MP. The first is an adventure residential to Heatree for years 4 and 5 from April 19th. The second is a KS3 history residential to Normandy, France from June 11th to 16th. The third is a visit to various London sites and the Houses of Parliament with MP Johnny Mercer during the summer of 2017.
Mount tamar 2015 to 2017
Mount Tamar School developed an ambitious 3-year development plan from 2015 to 2017 focused on improving culture, curriculum, teaching, and outcomes for students. Key aspects included strengthening partnerships; enhancing technology, facilities, and extracurricular opportunities; increasing specialized support for students' complex needs; developing personalized learning and career pathways; and ensuring high expectations for all through an exceptional, accredited curriculum. The plan aimed to make each student's experience an "adventure" and help all students achieve their potential.
Mount tamar prevent presentation
This document outlines several session ideas and discussion topics for teachers to use when exploring PREVENT-related issues with students. It proposes discussing equality, inequality, stereotypes and prejudice, influences, extremist behavior, and conducting a case study about refugees. Sample discussion questions, activities and teaching tools are provided for each topic. The overall goals are to increase understanding of these difficult themes, challenge preconceptions, and design curriculum that addresses the needs of the school community regarding PREVENT responsibilities.
Teep team
The document discusses how children learn best through active engagement rather than passive learning. It emphasizes that children learn through concrete experiences using their senses to explore their environment. While direct experiences are best, efforts should be made to explain concepts clearly if direct experiences are not possible. The document also notes that every child is unique in their abilities and needs, and learning approaches should recognize individual strengths and weaknesses. Teachers should understand each child's individuality to prepare activities that meet varied needs and learning styles.
Activating activate!
Activate at Mount Tamar School offers students a sensory diet to help them manage their fight, flight or freeze response and be ready to learn. A sensory diet is a personalized activity plan that provides sensory input to help students stay focused and organized by offering activities like heavy work every 2 hours or deep touch to calm students. The sensory diet aims to help students be able to listen, think, problem solve and be social.
Unstructured time presentation
The document discusses the importance of unstructured play for children's development. It notes that recent research suggests children should have twice as much unstructured playtime as structured activities. It then provides examples of how a school called Mount Tamar aims to balance structured and unstructured play by developing outdoor spaces to promote freedom, fun, safety, independence and challenge for students since 2013.
TEEP
The document describes a six-phase learning cycle used to encourage students to think about how they learn as well as what and why they are learning. The six phases are: 1) prepare for learning, 2) agree learning outcomes, 3) present new information, 4) construct understanding, 5) apply knowledge, and 6) review progress. The goal is to help students get ready to learn, understand learning objectives, explore new concepts, make sense of information, use their knowledge, and check their understanding.
Working party prevent
The Prevent strategy aims to (1) stop people becoming terrorists or supporting terrorism by intervening early, (2) encourage individuals and communities to challenge extremist ideology, and (3) place a duty on schools to protect students from being drawn into terrorism. Schools must ensure a curriculum that promotes spiritual and cultural development, assess risks, ensure safeguarding partnerships, train staff, and keep students safe online. Ofsted will evaluate schools' approaches to keeping students safe from radicalization. The Channel program provides early support for those vulnerable to radicalization to build resilience against violent extremism. The school underwent Prevent training to recognize potentially vulnerable students and make appropriate referrals.
How should we deliver mindfulness
The document discusses how to best deliver mindfulness training without formal qualifications. It suggests incorporating mindfulness techniques into daily routines and activities rather than standalone lessons, to avoid issues. Some proposed activities include art, puzzles, music, nature walks, and more. The benefits of mindfulness are also listed, such as reduced stress and improved learning, health, and wellbeing. Resources for further information on mindfulness are provided.
Prevent
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Changing our learning ethos
- 1. Changing our Learning Ethos Or helping our pupils develop a sense of themselves as learners
- 2. • Good learners develop an efficient and automatic set of learning skills. • Development of self begins in early childhood with perceptions of individual competency- through experience of mastering skills and absorbing information, the perception of others and comparing oneself to peers. • SEN learners have experienced frustration and failure . This disappointment translates into a low sense of worth and a why bother attitude.
- 3. A coherent self-concept as a learner? • An SEN child can easily become confused and discouraged due to contradictory experiences- eg I’m good at designing models but really slow at reading” • This leads to a crippling sense of hopelessness and failure • Absolutely essential to incorporate negative and positive experiences of self as a learner in order to raise resilience and fight the sense of worthlessness. • Vital ingredients are constant and consistent support and feedback, role models and an understanding of the individuality of the learning process.
- 4. Our aim is to improve our students engagement with and ability to learn by • Building understanding of the learning process • Building resilience • Building self confidence • Building independent learners
- 5. Defining Learning Skills or Re-designing the Teep Spiders • Remembering- brain- I know I remember when I can repeat, share my ideas, name and/or describe • Understanding becomes knowing-cogs-I know I understand when I can tell someone, reword, explain and/or decide what to do • Applying becomes doing- hammer- I know I am doing it when I can make a plan, I can do it on my own, I can show someone and/or I can find the problem • Analysing becomes exploring- magnifying glass- I know I have explored my when I can find mistakes, I can use my plan, I can find key points and/or I can solve any problems. • Creating- hands- I know I can create when I can use lots of ideas, I can use m imagination, I can design and/or I can change my plan. • Evaluating becomes checking- scales- I know I have checked when I can correct mistakes, improve my work, pick out the best bits and/or be proud of my work.
- 6. Over to You! • The images will be provided for you with animated robots and a common screen to display at the start of every lesson • Your planning needs to make clear to the student what skill or skills they are using at any given time using the agreed vocabulary, images and success criteria. • In school groups please discuss the agreed vocab, images and success criteria – if we want to change anything it needs to be now • How are we going to launch this with the students?