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UFA Fellowship Training Manjit Shellis

Super Learning Days Welcome Please make a UFA T-shirt


Imagine a day‌. That’s all about learning to learn Where staff try out new things Where students realise they are intelligent Where there is a tangible sense of fun That has an impact a week, a month, a year down the line

Imagine a Super Learning Day!


Super Lear ning Days: What t he st udent s say………. "Can we have a day like this everyday?" "Our class doesn't usually get on with the other class, and today we have!" "Everyone was talking about it and it was nice" "I couldn't sleep because I was excited - it was better than I thought." "I thought it was going to be boring but it wasn't" "This morning I felt funny….now I feel great!" "This is the best day ever!" "I didn't know I brainy" "Mind mapping is really going to help me" "Why can't school be like this?"


Today we will…  Be introduced to the UFA Super Learning day model  Explore how we might plan and evaluate a SLD  Think about the curriculum of a “Learning to Learn” SLD.  Share some case studies of SLDs  Have some individual thinking and planning time


Raccoon Circles • • • •

Page 7-9 What is a Raccoon Circle? Why use Raccoon circles? What can I do with a Raccoon Circle?


Raccoon Circles • Pass the knot • Truth or knot • Step outside – going underneath- without using arms, shoulders or hands. Plan action, then try it out. • Photo finish • Throw in the air


Why Super Learning Days?  Give students an intensive learning experience   Develop UFA activity in the school / partnership area.  Opportunity for staff development School improvement Why do you want one?

Pair and share

What are the benefits ?


Super Learning Days are most effective when‌ closely matched to the needs of the school/students part of an ongoing process of change embedded in the life of the school involve diverse, trained learning teams as active as possible


A day full of learning opportunities! Adults • Receive training • Experiment • Explore • Re-examine expectations • Take part in something different • Have fun! • Find out about the UFA

Young people • New skills • I am intelligent! • More effective learners • Take part in something different • Become more empowered as learners • Find out about the UFA


'Educational change depends on what teachers do and think- it's as simple and as complex as that."

Michael Fullen The New Meaning of Educational Change,1991


Your learning team…..

Staffing: A

B

C

Year Team

Volunteers teachers

Fellows

Extending Learning Team • Sixth Form peer tutors • Parents • Support assistants


What might the day look like? Plan for the day: • • • • • •

Plenary Workshop 1and 2 Lunch Workshop 3 Closing address Staff review session

• • • • • • • • •

Breakfast Plenary Team building Workshop 1, 2 and 3 Lunch Workshop 4 Review session Closing address Staff review session

• • • • • • • •

Breakfast Plenary Workshop1,2 and 3 Lunch Whole group brain gym Small group presentation preparation Presentations assembly Staff review session


Think about………………… How can the structure of the day minimise the 'afternoon dip'? What issues would a whole school SLD raise?  What are the issues around vertical grouping?


Rena’s story

Page 23- 26


What other people have done‌ Case studies Each table to read a case study and report back to the rest of the group. Write any questions that still need answering.


Thinking about the workshops


Hallmark of UFA activity Environment •

Emotional - safe yet challenging

Physical - enriched with music, colour and language

Positive talk

Belief in potential

Content

Process

Enabling

Accelerated learning

Enriching

Multi-sensory

Extending

Enjoyable

Challenging

Thinking time

Open ended

Movement


Possible workshops for a “Learning to Learn” Super Learning Day: My Amazing Brain My Amazing Intelligence My Amazing Memory Mindmapping Physical Learning


The Brain Friendly Revision Book Core workshops

Background Activities Resources

My amazing brain My amazing intelligence Getting ready to revise  

  Extension workshops

Mindmapping My amazing memory Learning styles – using them Visualisation Preparing for exams


For key stages 2 and 3 Workshops in 2 parts for: 1. My amazing brain 2. The power of positive thinking 3. Learning in different ways 4. My mega memory 5. Mind mapping magic!

Plus family challenges to do at home!


Accelerated Learning Cycle

create the supportive learning environment

demonstrate the new knowledge

activity via the Multiple Intelligences

Alistair Smith: Accelerated Learning in the Classroom


An update…


ACCELERATING THE LEARNING

Connecting the learning • • •

Make links to previous learning and future learning Describe what is going to happen and the processes to be used Goal set

VAK input •

Input is fast and multi-sensory.

Spend no more than of the session time On inputting new information

20-30%

Making meaning through Multiple Intelligences • • •

Learner explores the input through multiple intelligence activity Learner demonstrates their understanding in a variety of ways

60-70 % of the session time is spent on developing and showing new understanding

Reviewing and Reflecting • • • •

Review and reflect on the learning and the processes used Use memory aids Make explicit links to knowledge transfer Reflect on achievement of goals/learning outcomes


Have a think……

The Accelerated Learning Cycle has six stages and a pre-stage. • How does the ALC compare to what you currently do in your classroom? • What stages do you follow? • What stages may be missing? How useful is this model for planning brain friendly learning experiences?


Opening up success Giving students the chance to show what they know in a range of ways: Production Performance Presentation Outcome specification •Include ….. •Show you know the difference between ………… •Use at least ………


Thinking about my workshop……………… The Environment Physical Emotional Movement Brain Gym Music Variety of learning styles  Reviewing the learning


'A traditional teacher hopes that students come to them motivated and ready to learn. An accelerated learning teacher assumes that students come with many barriers to learning and artfully plans an assault on those barriers.'

(Jensen, Super Teaching,1995: p85)


One way to start the day.. The learning rucksack


Planning our SLD


SLD Essentials Activity Sort the statements into two piles: 1. SLD essentials 2. SLD desirables


Extending the impact of the day How can we do this?


A really important question‌ How will we know the day has been a success?


Planning a Super Learning day Useful questions:  What are the specific needs of the target group?

 What would we like the focus of the day to be?  How many staff do we need?  Where will the venue be?  How will we “sell” the day to the students and other staff?  How else could the profile of the day be raised?  How will we organise the time in the day?  How are going to make the day different?  In what ways will the day be followed up? How will we know the day has been a success?

What other questions need addressing next time?


Next steps? • Sort term • Medium term • Long term


Some examples How does this inform your thinking? Some other ideas: •

A Family SLD at a community venue?

A whole school SLD

Involving other partners to facilitate activities

Linking to OOHL activities


Homework! o Go and talk to your SMT/line manager – and any other relevant groups (HODs, Governors etc) o Where does the UFA fit for you and your organisation? o How will it contribute to your development plan?


Let’s Review: News at 10 Work on your own or in pairs.

You have 2 minutes to: News at 10 Format: •Preview •Chunked •Consolidation •Review

•present the headlines of the day for you •give a very small amount of information about each •say something about what next? •summarise


UFA Super learning day


Colour Madness Say the colour NOT the word!


Level 1


blue


green


red


black


purple


orange


pink


brown


yellow


grey


Level 2


pink


green


blue


red


orange


purple


brown


yellow


black


grey


Level 3


pink


green


blue


red


orange


purple


brown


yellow


black


grey


Alphabet Madness


Alphabet edit • Your brain can process 7 + or – 2 items of information at the same time. • Theory behind alphabet edit- it consumes all of your conscious processing facilities, thus enabling your unconscious mind to get on with solving any issues. • Good to use at the start of a lesson to clear away any other issues e.g. playtime etc.


Alphabet Edit • Speak aloud the blue letters on the chart, and at the same time perform the following actions: • RH: Lift your right arm • LH: Raise your left arm • Clap: clap • Space: no action • Jump: jump • Hop: hop


Level 4: LH

RH

A

B

Clap LH

C

RH

LH

R

J S

D

RH

E

LH Clap

F

G

H

Clap RH Clap

K

L

M

RH Clap RH

T

U

V

N

RH

O W

I

P

Q

LH Clap

X

Y

Z


Level 5: LH

RH Jump Clap LH

A

B

C

D

RH

E

LH Clap

F

G

RH Jum Clap RH Clap p

J

K

L

M

LH Jump RH Clap RH

R

S

T

U

V

N

O W

H

Jum p

RH

P

Q

I

LH Clap Jump

X

Y

Z


Level 6: Hop RH Jump Clap LH

A

B

C

D

RH Hop

LH

R

J

K

Hop RH

S

T

L

Hop

E

F

G

H

LH Clap Hop LH

RH

M

Q

N

O

Hop

U

LH Clap

V

W

P

I

LH Clap Jump

X

Y

Z


Have a safe journey home


super learning day