Accompanying slide to the Hand on Training pack for Learning from objects and paintings training course.

1. These slides are for use with
the ‘Learning with Objects and
Paintings’ training pack.
The training session supports
the use of Hands On: Learning
from objects and paintings.
A Teacher’s Guide: Early Years
and Primary.
(Published by Museums Galleries Scotland
in partnership with Glasgow Museums)

3. You become familiar with, and confident
to use, the Hands On guide.
You take part in practical activities that can be
used in classrooms or museum workshops.
You become more familiar with the Active
Learning approach promoted in A Curriculum
for Excellence.
You learn with, and, from each other.
You have fun.
Outcomes for the session

4. For Early Years and Primary educators
A tailored resource
For use in the classroom as well as
to support museum visits
User friendly and fun - activities tested
in classrooms
Text light with strong images
Explores objects and paintings separately
About Hands On

5. What do objects mean to you?

6. What is the value of using
a real object or painting?

7. What skills does
learning with objects
develop in children?

9. Learning to see

10. Children need a framework to
help them develop thinking skills.
They also need the vocabulary.
Learning with objects helps
develop Thinking Skills

11. Why is it made of this
material?
Why does/doesn’t it
have laces?
Why is the heel
flat/high?
Why is it this colour?
What can/can’t you do
wearing this shoe?
Does it have a special
use?
Is it old or new and how
can you tell?
Who wears this shoe?
Where do you think the
wearer has been/does?
Who made it?
Can we find out where
it was made?
If it has a number on it
what is it for?
What is the same
about this shoe and
the one you are
wearing?
Parts of the shoe:
sole, heel, uppers,
laces.
Hands On Framework
What does it look like?
What colour?
Has it got a pattern?
What does it feel like?
How heavy?
What smell?
What is it made of?
Interpret Deduce
Describe
Classify Vocabulary

12. Object Question Framework

13. I see, I think, I wonder Framework
(David Perkins Make Thinking Visible)
I think
Old or new?
What is it used for?
How does it work?
Does this link
to something you
already know?
Does this remind you of
something else?
What strikes you as
unusual?
sad? out of place?
I see
Who?
What?
Where?
Size?
Shape?
Colour?
Pattern?
Material?
Feel?
Smell?
Sound?
I wonder
Who used this?
Who made it?
How does it work?
Are they still available?
Poses questions
where learning will
take place

14. Learning to see and
investigate using objects

15. Input data
Observation using all senses
Process data
Thinking using variety
of strategies
Applying what we have learned
Explaining
Making
Writing.....
Three stages of learning

16. Writing about objects
© Culture and Sport Glasgow (Museums)

17. Make our own museum
Curators consider the following when describing objects:
What is it? What is it made of?
Who uses it? What is its significance?
Who made it? What can it do?
Does it have a special meaning?
What can you do with it? Where do you use it?
Why is it like this? Who found it or invented it?
Using one of the thinking frameworks take a close
look at the gloves in front of you. Choose one or two
for the museum. Write a label for your object/s. You can
use up to 30 words.

18. Learning from paintings

19. © Culture and Sport Glasgow (Museums)

20. Paintings Question Framework

21. The Scotsman © Ron O’Donnell

22. We come from different work environments.
Take time to consider how you could use and
adapt the materials and strategies you used
today to your own set of circumstances.
Discuss with your partner something you will try.
Take the opportunity to share expertise
and experience.
Back in the classroom

23. You become familiar with, and confident to use,
the Hands On guide.
You take part in practical activities that can be
used in classrooms or museum workshops.
You become more familiar with the Active
Learning approach promoted in A Curriculum
for Excellence.
You learn with and from each other.
You have fun.
Outcomes for the session