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Maths & Memory - for Years 6-8
- establishing the patterning base of maths and memory
Learning About Learning for Years 7-10
- noticing and improving learning strategies and
techniques, developing personal learning style for success at
school
Exam Confidence for Years 10-13
- practical study and self-motivation skills for high
achievement in all tests and exams
Learning Resilience for Years 12 & 13 & GATE
- developing flexible thinking, understanding intelligence,
becoming a resilient learner
For
the money?
the status?
the power?
the admin work?
the meetings?
To Teach?
-to make a difference?
-to open up young
minds, develop
understanding, impart
wisdom and knowledge
- to help children to
succeed?
Teaching is the canny art of
intellectual temptation
- Jerome Bruner
Teaching involves putting children into
difficult situations out of which they can
only get by thinking
John Heron
To help students:
self-motivated
gain good qualifications?
get into a good university?
get a good job?
autonomous
prepare for life?
independent
develop into brilliant learners?
lifelong learners?
self-directed
self-regulated
and if so, how do we measure our success?
Could part of the problem be a lack
of the right skills to be able to learn
successfully in a self-regulated
learning environment?
up to 73% of university students report difficulties preparing
for an exam
most tertiary students have been found to have weak or
ineffective strategies for processing information both in the
classroom and in their own study
when making notes from lectures or from text most students
miss 60 - 70% of the key points
-
good note making is positively correlated with
academic achievement
material omitted from notes has only a 5 - 15%
chance of being recalled
Even when they have good notes many students
still have great difficulty organising the
information they have collected.
52% admit that their notes are disorganised
61% report having trouble sequencing the ideas to
make coherent sense
At the secondary level, even given well organised, well
structured notes with summaries provided:
two thirds of students study for tests purely by
rereading their notes
more than half of them do that reading the day before
the test or exam
around 12% of students do nothing more than recopy
their notes verbatim
50% use passive repetition of key points as their single
study technique.
setting learning goals
planning out study, managing time well
asking good questions
generating self-motivation and perseverance
processing information effectively skimming, sifting,
sorting, comparing, verifying, paraphrasing, recording
overcoming procrastination, working to deadlines
reflecting on learning progress process and content
learning from every mistake and bouncing back
making changes to learning processes where necessary
and trying again
Do your students have all these skills?
How do you know?
What is your evidence?
Achieving good grades and passing exams is
not necessarily evidence of the use of the
most efficient and effective learning skills,
techniques and strategies
400 USA top corporate recruiters look for:
1) Oral and written communication skills
2) Critical thinking and problem solving skills
3) Professionalism and work ethic
4) Collaboration across networks
5) Ability to work in diverse teams
6) Fluency with information technology
7) Leadership and project management skills
Knowledge of mathematics came 14th on the list just ahead of science
knowledge and foreign language comprehension
(Wagner, 2010; Trilling & Fadel, 2009)
Ways of Thinking
Creativity and innovation
Critical thinking, problem solving, decision making
Learning to learn, metacognition
Ways of Working
Communication
Collaboration & teamwork
Tools for Working
Information literacy
ICT literacy
Living in the World
Citizenship local and global
Life and career
Personal & social responsibility including cultural awareness and competence
(Binkley, Erstad, Herman, Raizen, Ripley & Rumble, 2010)
2008 QCA - A Framework of personal, learning and
thinking skills that are essential to success in learning,
life and work:
Independent inquirers
Creative thinkers
Reflective learners
Team workers
Self-managers
Effective participators
CCSS Common Core State Standards adopted by 47 states
Critical Thinking:
Analyze, Evaluate, Problem Solve
Creative Thinking:
Generate, Associate, Hypothesize
Complex Thinking:
Clarify, Interpret, Determine
Comprehensive Thinking:
Understand, Infer, Compare
Collaborative Thinking:
Explain, Develop, Decide
Communicative Thinking:
Reason, Connect, Represent
Cognitive Transfer of Thinking:
Synthesize, Generalize, Apply
Learning Skills and Work Habits:
Responsibility
Organization
Independent Work
Collaboration
Initiative
Self-Regulation
Poland
Belgium
Italy
Korea
Singapore
Mexico
New Zealand
The Slovak Republic
Spain
and Turkey
have all developed (or are currently
developing) curricula of essential learning
skills for students
Communication
Skills
Selfmanagement
Skills
Communication
Organization
Information
literacy
Creative
Thinking
Affective Skills
Media literacy
Transfer
Reflection
Thinking Skills
Critical Thinking
Social Skills
Collaboration
Research Skills
Communication
Interactive - the skills of effectively exchanging thoughts, messages
and information through interaction
Language - the skills of reading, writing and using language to
communicate information
Collaboration
Organization
The skills of working cooperatively with others
The skills of effectively managing time and tasks
Affective skills
The skills of managing state of mind
Reflection
The metacognitive skills of re-considering what has been taught
and learned by reflection on content, ATL skill proficiency and
learning strategy use
Information
literacy
The skills of finding, interpreting, judging and creating information
Media literacy
The skills of interacting with different media to compare and
contrast different representations of information
Critical thinking
The skills of critique of text, media, ideas and issues
Creative thinking
The skills of invention developing things and ideas that never
existed before
Transfer
Utilising skills and knowledge in multiple contexts
Only 20% of teachers believe that teaching students
how to learn is a priority
Only 17% of students report that teachers actively
help them learn or improve their study skills
ATL is not a subject in itself, it is a collection of
the processes - skills, techniques and strategies
- needed to learn any and every subject.
ATL is not more content to be learned it is
process to be experienced.
Metacognition thinking about thinking - helping students
to notice their own learning and thinking processes:
Metacognitive Knowledge students gaining awareness
of the thinking and learning strategies, techniques and
skills they use at present
Metacognitive Performance students using that
knowledge to improve their performance, to change
ineffective strategies, try new techniques, learn new skills
The Student tries to solve the problem and describe their own problem
solving process - out loud
I see ......
I imagine ....
I think .......
I notice ........
I know ......
I am trying to ........
The Teacher keeps the student talking by only asking questions:
focus on the process not the solution
draw out learning and thinking strategies from the student
ask process focused questions
DO NOT HELP THE STUDENT FIND THE ANSWER
The aim of the exercise is for the student to use
the Tengram puzzle to investigate their own
problem solving strategies for visual puzzles
The teacher is trying to help them get clear
about their thinking and learning strategies
The observer is trying to keep them both on
task
Process focused teaching:
- does that mean Learning Styles??
learn by:
thinking in:
sensory
mode:
looking
pictures
Visual
listening and
talking
sounds
Auditory
doing
feelings
Kinesthetic
Visual
Auditory
Kinesthetic
- using video, film,
photographs
- pictures, posters, diagrams
and graphs
- creating flowcharts of
processes
- using mind maps and
THOrTmaps
- using colour on the board
- highlighting key words in text
- using gestures, facial
expressions
- being aware of non-verbal
(body) language
- using visualisation,
imagination
- accessing video based
websites
- talking, describing, dictation
- asking and answering
questions
- playing recordings
- playing quiet instrumental
music
- reading out loud
- creating discussions or
debates
- having students teach each
other
- inviting in guest speakers
- using word games, puns,
jokes
- formal and impromptu
speeches
- telling stories, myths,
legends, parables, metaphors
- accessing websites with
podcasts, audio
- using real life examples
- making mindmaps of key
points
- field trips, workshop and
laboratory sessions
- visiting museums, exhibitions
- using interactive dvds
- providing things to touch, to
pull apart and put together
- allowing for physical
comfort, thirst, hunger
- using role play, drama
- allowing standing,
movement, stretch breaks
- creating question and answer
games
- accessing websites with
games, interactive
One new thing
that I learned
today/yesterday
was
Where was I?
What time of
day was it?
How was I
taught pictures,
diagrams,
listening,
discussing,
hands-on,
activity?
Who helped me
to understand
and learn?
I learnt well
because?
what an isosceles
triangle is
in maths class
11am
reading, drawing
looking at a model
my friend
I could see what
was needed and
talk it over with
someone else
One time I noticed I
wasnt learning well
was was
Where was I?
What time of day
was it?
in Geography on
Tuesday
in class
2.30pm
How was I taught - I found it difficult to
pictures, diagrams,
learn because
listening, discussing,
hands-on,
activity?
watching a video
I got distracted and
sleepy
Process Focused Teaching brains, patterns,
Maths and Art
Look at these numbers on the chart, work out what the pattern
is and then add some more numbers to the series:
a) 11, 13, 17
h) whats special about:
b) 22, 26, 34
60?
c) 33, 39, 51
72?
d) 25, 55
e) 16, 20, 28
f) 12, 18, 30
g) 24, 36, 48
How do you feel about learning your times-tables?
X
10
10
10
12
14
16
18
20
12
15
18
21
24
27
30
12
16
20
24
28
32
36
40
10
15
20
25
30
35
40
45
50
12
18
24
30
36
42
48
54
60
14
21
28
35
42
49
56
63
70
16
24
32
40
48
56
64
72
80
18
27
36
45
54
63
72
81
90
10
10
20
30
40
50
60
70
80
90
100
10
10
12
14
16
18
20
12
15
18
21
24
27
30
12
16
20
24
28
32
36
40
10
15
20
25
30
35
40
45
50
12
18
24
30
36
42
48
54
60
14
21
28
35
42
49
56
63
70
16
24
32
40
48
56
64
72
80
18
27
36
45
54
63
72
81
90
10
20
30
40
50
60
70
80
90
100
10
12
15
18
21
24
27
30
12
16
20
24
28
32
36
40
15
20
25
30
35
40
45
50
18
24
30
36
42
48
54
60
21
28
35
42
49
56
63
70
24
32
40
48
56
64
72
80
27
36
45
54
63
72
81
90
10
30
40
50
60
70
80
90
100
1
2
10
12
18
21
24
27
30
12
16
24
28
32
36
40
18
24
36
42
48
54
60
21
28
42
49
56
63
70
24
32
48
56
64
72
80
27
36
54
63
72
81
90
10
30
40
60
70
80
90
100
1
2
12
18
21
24
27
12
16
24
28
32
36
18
24
36
42
48
54
21
28
42
49
56
63
24
32
48
56
64
72
27
36
54
63
72
81
1
2
10
10
12
18
21
24
27
16
24
28
32
36
36
42
48
54
49
56
63
64
72
1
2
3
4
5
6
7
8
9
10
Only 21 combinations to learn!
Who said learning times tables was difficult?
81
10
How do you feel about learning to draw?
Is that about recognising patterns too?
The brain is looking for patterns, what is the
simplest pattern at the heart of every subject?
Biology
Biology
Biotechnology
Cells
Biology
Micro-org
Human
Plants
Biotechnology
Protozoa
Bacteria
Cells
Biology
Yeast and
mould
Micro-org
Viruses
Human
Procaryote &
Eucaryote
Pathogens
Plants
Think about the last lesson you taught before today
Put yourself in the position of a child in your class
List all the thinking and learning processes that child
went through during that lesson
Have you taught that child the most efficient and
effective ways to process the learning happening in
your classroom?
ATL skills are the learning skills students need
to succeed at school
ATL skills are a combination of:
Cognitive and
Affective
- processes, skills, techniques and strategies
Organising and transforming information
Asking good questions
Taking good classroom notes
Using memory techniques
Goal setting
Reviewing information regularly
Time management
Organising the study environment
Persistence and perseverance
Focus and concentration, overcoming distractions
Self-motivation
Mindfulness
Reducing anxiety
Delaying gratification
Managing impulsiveness and anger
Developing resilience
universal
essential to the learning process
not age specific
they persist throughout the life of the learner as
the most fundamental skills
they do not change in nature but may well
increase in complexity with the age of the
learner
To turn up, get to school on time, get to class on time
To bring the correct books, instruments, homework
To be able to listen, follow instructions, ask questions
To be able to record information accurately
To be able to stay on task, focus and concentrate
To work effectively in a team or group situation
To set short and long term goals, manage time well
To research well, skim read, paraphrase accurately
To organise own study at home for homework and assessments
To reflect on processes used and understandings gained
At the entry into junior school?
At the entry into the MYP?
At the entry to the Diploma?
At the completion of the Diploma?
Do students need to be taught those skills before they
make the step-up or will they learn them after they do?
1.
Form 4 interdisciplinary groups each group to take
responsibility for one key step up point
2. Consider - what are the ATL Core Generic skills all students
need to be successful at school in all subjects at this point
specify both the skill and the level of complexity
3.
Include any that occur already in your completed Unit Plans
4. Use Appendix 1 & 2 as the reference documents for ATL
Skills practices to keep a uniform coding system
5. Post all the charts on the wall grouped in the sequence of key
step-ups
6. Take a gallery walk around all the charts and highlight the
progression of each Core Generic skill in a different colour
7. Consider the development of each CGS
8. Discuss which disciplinary/subject/other group will take
responsibility for overseeing the consistency of
development of each one
Explicit Teaching means teaching a learning skill
outside the subject based lessons teaching a lesson
on Time Management, Note Making, Concentration
etc. focused on strategies, practices, techniques.
Implicit Teaching means embedding the learning skill
development and practice within the subject focused
lesson.
1) How to use phone calendars, diaries, year
planners, to-do lists
2) How to break down assignments into
manageable steps
3) How to create an exam/test/assessment study
timetable
1) Buy or make a full year planner, put on it
- whole school year with exam dates
- semesters/terms with all test dates
- all assignment due dates
2) Doing assignments break each one down into steps:
a) as soon as you get an assignment mark the due date in your
phone calendar and later transfer that date to your year
planner
b) timeline every assignment
What are the stages of completing an assignment?
i. Research - finding the information
25% of the time?
ii. Processing the information reading
25%?
iii. Planning the piece of work sequencing ideas
5%?
iv. Doing the writing
40%
v. Proof reading, making corrections and handing it in?
5%
c) Mark on your year planner when you need to
have each stage of each assignment completed
3) Overcome procrastination by treating each stage as a
deadline due in the next day
4) Create To Do lists each week
5) Update your To Do lists regularly cross off everything
done as soon as it is done
6) Make your year planner a living document
1) Mark in all the important dates
1)
Mark in all the important dates
2)
Decide how many hours you will commit to study on each
available day
1)
Mark in all the important dates
2)
Decide how many hours you will commit to study on each
available day
3)
Add up total study hours -
118 hours
4)
List exam subjects from
needs most time
to ...
needs least time
5) Divide total study hours up between subjects
Maths
34
English Lit
28
History
20
Biology
14
Spanish
12
Theatre
10
total
118 hours
1) Mark in all the important dates
2) Decide how many hours you will commit to study on each
available day
3) Add up total study hours -
118 hours
4) List exam subjects from
needs most time
to ...
needs least time
5) Divide total study hours up between subjects
6) Decide which subjects to study each day in 1-2 hour chunks
Monday
March 17
1
Sp
24
2
Mat
31
2
Eng
7
2
Bio
14
6
Mat/Eng/His
21
Break ends
5 Mat/Eng/Sp
28
2
His
5
DP Exams
Start
Tuesday
18
2
Mat
25
2
Eng
Apr 1
2
Mat
8
2
His
15
6
Mat/Bio/The
22
2
The
29
2
Eng
6
Wednesday
19
1
The
26
2
Mat
2
2
His
9
2
Mat
16
6
Eng/His/Sp
23
2
Mat
30
2
Mat
7
Thursday
20
2
His
27
2
Sp
3
2
Mat
10
2
Eng
17
6
Mat/Eng/Bio
24
2
His
May 1
2
The
8
Friday
21
28
11
18
25
Saturday
22
3
Mat/Sp
29
4
His/Bio
5
4
Mat/His
12
Spring Break
starts
19
Sunday
23
3
Eng/The
30
4
Mat/Eng
6
4
Eng/Bio
13
26
5
Mat/Eng/The
3
6
Eng/His/Bio
10
27
5
Bio/Sp/The
4
6
Mat/Eng/Sp
11
20
The solution to
procrastination is
organisation
eg. Time Management
Could you reach agreement on a consistent
model of time management for classes,
assignments, tests and exams? Across the
whole school?
How could you get every teacher to reinforce
the same model of time management?
Are there such things as memory skills,
techniques, strategies?
Can you teach them?
Use Systematic Review to move information into
long term memory - Ebinghaus
Forgetting Curve
Review Curve
Start every lesson with a closed book preview of the
previous lesson what did we do last time?
Finish every lesson with a closed book review of that
lesson what did we just do?
At the end of each week have students create a
summary of the content covered in that week open
book
At the end of each month have them put their weekly
summaries together into a one month summary
Define the parameters of the skill - characteristics,
examples of high and low proficiency
Remember a time when you were exhibiting this
skill
Describe your experience in detail focusing on
strategies and techniques
Practice using those techniques deliberately when
next you need to exercise that skill
What does courage mean?
.. doing something that you know is going to be hard
What is the hardest thing you have ever got
yourself to do?
How did you get yourself to do it?
That is your courage strategy write it out
Practice it
Then when you need it, do it on purpose
How, when, where and by whom could these
skills be taught at your school?
Is it possible to allocate a regular timetable slot
to a CGS lesson?
Could you reach agreement on a consistent
model of how each CGS will be taught?
Could you get every teacher to reinforce the
same model of each CGS in their classroom?
The skills of:
-
Scientific literacy?
Mathematical literacy?
Creative literacy?
Artistic literacy?
Language literacy?
Technological literacy?
Physical literacy?
Do they occur at the same points as the Core
Generic ATL skill step-ups?
1.
Form disciplinary/subject groups
2. Within those groups form sub-groups to take responsibility
for one key step up point
3.
Consider - what are the ATL skills students need to be
successful in your subject at this point outside of the Core
Generics skills
4. Add in the SSS from all your completed Unit Plans
5.
Use the MYP Subject Specific Skills (App. 3) document as
the reference document for ATL Skills practices to keep a
uniform coding system
6. Post all your charts on the wall grouped in a sequence of
key step-ups
5. Take a gallery walk around all your charts and pick out
any ATL skills that appear more than once
6. Highlight these
7. Looking at these overlapping ATL skills discuss which
disciplinary/subject group will take responsibility for
overseeing the consistency of development of each one
Should I give students ATL grades? No.
Does the MYP require schools to report on students ATL skills development? No
Do schools have to develop a detailed scope and sequence, or formal curriculum map
for teaching ATL skills? No
Is it necessary to plan for teaching, assessing and reporting on all 5 IB ATL skill
categories, all 10 MYP ATL skill clusters or all ~150 skills practices listed in the MYP
ATL framework? No
Do schools have to provide documentary evidence of horizontal articulation of ATL
skills? No, but schools must be able to identify resources for and commitment to
collaborative planning that includes opportunities for both horizontal and vertical
articulation of the curriculum.
Robust horizontal articulation (year-level planning across subject groups) will include
discussion about ATL skills that cross disciplinary boundaries.
In Languages reading, writing, note making, key
word summarising, paraphrasing .....
In Science creating questions, researching,
developing hypotheses, running experiments,
gathering data, analysing data, drawing conclusions,
reporting findings
In Maths?
In the Arts?
In Technology?
In PE?
Many skills remain the same throughout the IB years but the
complexity of the use of each skill increases
Each skill is manifested through the successful completion of
the summative task
Once the skill is identified in the ATL section of the unit planner
and the complexity of the use of the skill is specified in the
ACTION section of the unit planner, self-assessment can then
be used to measure proficiency
Level 1
Level 2
Level 3
Level 4
Novice
Learner
Practitioner
Expert
- observing
- copying
Observes others Copies others
performing tasks performance of
and using the
the skill
skill
Medium level of
High levels of
scaffolding
scaffolding from needed
teacher needed
- demonstrating - self-regulating
Can demonstrate Can teach others
the skill on
the skill
demand
No teacher
Minimal teacher scaffolding
scaffolding
required
required
SKILLS HEIRARCHY
Level 1
The Novice
Observation
Level 2
The Learner
Emulation
Level 3
The Practitioner
Demonstration
Level 4
The Expert
Self-Regulation
Can perform the skill without
thinking through the process
first
Observes others performing
tasks and using the skill
Copies others performance
of the skill
Can demonstrate the skill on
demand
Gains an understanding of
how the skill
operates and what the
distinguishing characteristics
of the skill are
Works through the skill in a
step by step fashion, seeks
clarification for correctness
of performance
Flexibility of skill use in
different contexts is
developing
Automaticity is established
Automaticity is developing
Consolidation of learning is
occurring through
experience
Gathers procedural
information about the
performance of the skill, asks
questions to clarify
Is very conscious of
procedure
performing the skill and
correcting errors with
Errors are frequent
deliberation
High levels of scaffolding
from teacher needed explanations, training,
structural support
Can teach others the skill
Performs skill only with
known content in known
context
Medium level of scaffolding
Errors are corrected quickly
Can perform skill either with
different content or in
different context
Minimal teacher scaffolding
required setting directions,
goals, assessable outcomes
Can use skill with unfamiliar
content in unfamiliar context
High levels of performance
occur
Any errors are corrected
automatically
No teacher scaffolding
needed
Where would you place yourself for the Core
Generic skills? For your own Subject Specific
skills?
ATL Skills needed by your
students
Novice
Learner
Observing
Copying
Practitioner
Expert
Demonstrating Self-regulating
Potentially, many skills may be developed within the
teaching and learning in a unit, so it is important to be
strategic by considering:
The objective strand(s) that are being taught and
assessed by the subject group criteria
The summative task
The learning experiences that build to the
summative task
Mathematics
Criterion C: Communicating (year 5),
Organize information using a logical structure
In order for a student to (strand) Organize
information using a logical structure , students must
(skill practice) organize and depict information
logically.
ATL Category: Communication, Skill Cluster
Communication Language Skills (1.2.m)
Unit- Chemical
Reactions
Summative task:
scientific
investigation
ATL Category
Social
ATL Cluster
Collaboration:
Skill practice: Give and receive
meaningful feedback (2.m)
Application to the summative
task: Students will practice
giving and receiving feedback
on their chemical reaction
investigation
For learning experiences that you plan to
deliver within the unit, consider which ATL
skills must be practiced in order to
successfully achieve the objective and access
the learning.
decide on the ATL skills to focus on
make the skills clear description, examples
have students self-assess skill proficiency
analyse class results for general skill deficiencies
develop lessons to bring all students up to the same
skill level (explicit)
build skill practice into subject lessons (implicit)
encourage students to regularly self-assess
proficiency up to Mastery level
Assuming- that CGS are taught elsewhere
- that you are familiar with all the CGS and are reinforcing
them where they are relevant
Analyse a lesson for the ATL skills that will be used
Make sure students are clear about the what the skills are that
they will be practicing
Construct subject based exercises for students to use these skills
Ask them to reflect at the end of the lesson about their proficiency
in these skills
Ask them if they have any questions about the most efficient way
to use these skills
Content understanding of subject matter
- what dont I understand yet?
ATL skills proficiency progress towards mastery
- how competent do I now feel in each learning skill?
Learning Strategy Use effectiveness of
learning/teaching strategies I have been exposed to?
Metacognition 1 Reflection on Content
Evaluate understanding of subject matter, identify gaps
What I dont understand is .......................
How do I .................?
What do I have to do to .......................?
What I need to know is .....................?
The thing I just dont get is ....................?
What do you mean when you say ................?
What questions do you have so far?
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Metacognition 2 Reflection on ATL Skills Proficiency
ATL Skills
Novice
observation
Learner
emulation
Practitioner
Expert
demonstration self-regulation
Metacognition 3 Reflection on Learning Strategy
Effectiveness
Topic
Learning/Teaching
Strategy
Students ATL skills
Data presentation
ATL at my school
Group discussion
Challenges/Understand Group discussion
Think Alouds
Tengrams
Maths Patterns
Number Charts
Patterns in Drawing
Upside Down
Subject Patterns
Zoned Analysis
Mapping CGS
Group work
Teaching Time Man.
Presentation
Teaching Memory Skls
Memory Exercise
Teaching Affective Skls
Courage Exercise
Worked well
for me
Worked OK
for me
Did not work
for me
6 billion cell phones in the world
85% of new phones are web enabled
2 billion broadband subscriptions
255 million websites
150 million blogs
8 trillion text messages sent in 2011
107 trillion emails 89% of which were spam
Youtube 72 hours uploaded every minute
3 billion videos viewed every day
every piece of subject matter was available to
your students on the internet, and
they all had access to internet linked tablets,
and
they all had access to high speed broadband
all day....
What could teaching look like then?
A focus on the teaching of learning skills in the national
curricula of 12 countries and across the IB world
The proliferation of high quality school subject based
websites
The ubiquity of internet accessible devices
The availability of high speed broadband
The high level of comfort your students all have with the
digital world
Process Oriented Skills Based Guided Inquiry
Learning
To teach ATL skills, practice inquiry learning
and develop self-regulated learners
Sugata Mitra
curious
interested
adventurous
courageous
good skills
good learners?
self-motivated
self-managed
self-directed
self-regulated
autonomous
independent
lifelong learners?
Why do you think it is that the longer children
stay in school
- the less curious they are?
- the less questions they ask?
..... is always self-regulated
SRL self-regulated learning
Focus on developing the ATL skills needed to learn the subject
matter effectively
Pose questions, outline problems, give clear measurable learning
objectives and time frames
Allow students to work collaboratively in small groups
Assign roles researcher, questioner, recorder, director
Enable students to connect to the best subject based internet
(and other) resources
Facilitate their journey
[Link]/[Link]
- the Art of Learning website with links to many free sites to help you design
lessons and to help your students with their study including:
[Link]/Digital_Resources
[Link]/Image_Libraries
- huge libraries of digital resources for teachers
[Link]
- search engine for many great school subject websites
[Link]
- really clear clips explaining every part of most subjects
[Link]
- great videos and much more in Maths, Science and English (American English
anyway)
[Link]/resources
- all subjects at all levels, students sharing their own resources
[Link]/notes/high-schools/
- all subjects, all levels, flashcards, quizzes and notes, on-line and on phone
[Link] and [Link]
- good sites for history, all countries, all ages
[Link] and [Link]/schools/gcsebitesize/
- good resources for all subjects for GCSE or MYP
[Link]/[Link]
- a collection of free maths sites for GCSE or MYP
[Link]/chemistry_contents.htm#Physical
- great site for Chemistry at all levels
[Link] and [Link]/index
- flash card makers for most subjects, most levels
1)
Work with the person next to you groups of 2-3 people with one
internet connected device per group
2)
Connect to [Link]
3)
Select common interest subject and level click go
Early Years
Key Stage 1
Key Stage 2
Key Stage 3
Key Stage 4
Advanced
Higher Ed
4)
=
=
=
=
=
=
=
< 5 yrs old
57
7 11
11 14
14 16
16 18
> 18
Check out as many websites as you can
Technological limitations number of internet devices,
broadband & wifi availability and reliability?
Financial limitations cost of connectivity?
Lack of good subject based websites in the German language?
Security, difficulty in isolating sites for students to use?
Focus, concentration issues with students on-line?
Lack of awareness in teachers of what is available on-line in their
subjects
Fear of trying something new?
BLOOMS REVISED TAXONOMY
