Learning to Learn - Teacher Manual (Sample)

TEACHER MANUAL

Written by Feidhlim ร Seasnรกin & Louise Platt

Published by The Super Generation 89F Lagan Road, Dublin Industrial Estate, Glasnevin, Dublin 11

Š 2018 The Super Generation

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Teacher Manual 2

Section 1

Transitioning and Learning 20

Section 2

Goal Setting and Learning

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83

Section 3

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Learning and Assessment Preparation 155

Resources

Resources 198

T N E D U T S D N A G N I N R A E A L PORT PROGRAMME SUP

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Teacher Manual

Introduction The Learning to Learn programme is aimed at embedding a culture of learning and study at Junior Cycle. One of the key objectives of the Junior Cycle is to place the student at the centre of the teaching and learning. Students today are facing the challenge of ongoing changes in the nature of knowledge and the need for the requisite skills to process this increasing amount of information. This programme will assist students in knowing themselves better as learners, being more organised and confident along with having a proven study system and learning approach which will reduce their stress levels and add to their sense of well-being.

This programme is based not only on

training for teachers and accompanying

international best practices in education

teacher manual, is designed as a practical

and learning but also on the years of

resource for teachers. It is aimed at

experience that The Super Generation

supporting them in sharing with students

has in working with thousands of students

the skills that will enable the student to

in hundreds of schools annually. Whilst our

become a more effective learner.

traditional in-school seminars are hugely

Taking into consideration the changes that

impactful, the rolling out of the Learning

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The Learning to Learn programme, with

are occurring at Junior Cycle, the teacher

to Learn programme and integrating it

manual provides teachers with relevant

into student practice on a weekly basis

methodologies that will allow them to

will ensure that the skills learned become

provide a range of learning experiences in

embedded into standard student practice.

line with the identified guiding principles and key skills of the Junior Cycle.

All the lessons are characterised by being learner centred and experiential, with relevant practical exercises from across the range of Junior Cycle subjects, and provide opportunities for individual, paired and group work.

Opportunity is provided at the end of each lesson for students to reflect on their learning and its application in their studies.

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Programme Structure The programme and accompanying student workbook are divided into four key sections, reflecting students’ progress through the Junior Cycle. The first three sections are broken up into constituent lessons and the final section is a practical study journal for students to plan and record their study.

1. Transitioning and Learning Focuses on assisting the student in settling into their learning and study as quickly and efficiently as possible. They explore the key skills and behaviours strategies for managing their learning in

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the various subjects.

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for learning along with learning new

2. Goal Setting and Learning

The focus here is on sharing with students the mindset and skills for achieving their

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goals for the Junior Cycle. The students

are also introduced to our effective study and revision systems of POKER and the 5 x 5 Review.

3. Learning and Assessment Preparation

This section keeps students motivated in

working towards success in their learning.

Along with reviewing their study system, the students learn about effective preassessment and assessment techniques.

Learning is aimed at improving their performance and reducing their stress.

4. Study Journal This is a results-focused time management tool designed to help students increase their productivity, effectiveness and application to their study.

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Learning to Learn, Well-Being, Key Skills and the Junior Cycle Learning to learn and well-being are two of the underpinning principles of the Junior Cycle. Along with being a principle, well-being is also a key skill and an area of learning within the Junior Cycle.

The Department of Education and

their learning. This gives students a greater

Skills states that "students’ well-being is

sense of purpose and belonging within

supported when students realise their

the school community and helps them

abilities, take care of their physical well-

to develop the key skills which give more

being, can cope with the normal stresses

meaning to their learning.

of life and have a sense of purpose and belonging to a wider community."

The six indicators of well-being outlined by the Department identify and describe what is important to young people and their

programme, therefore, is to help students

well-being. These indicators are included

identify their abilities and to develop the

in each lesson to assist with planning and

awareness and skills to cope with the

teaching within the programme and help

normal stresses of school and academic

scaffold conversations with students about

life by providing them with opportunities

their learning and well-being.

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The aim of the Learning to Learn

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to feel more confident and connected in

Active

 Am I a confident and skilled participant in physical activity?  How physically active am I?

Resilient  Do I believe that I have the coping skills to deal with life's challenges?  Do I know where I can go for help?  Do I believe that with effort I can achieve?

Indicators of wellbeing

Responsible

Respected

 Do I take action to protect and promote my wellbeing and that of others?

 Do I feel that I am listened to and valued?

 Do I make healthy eating choices?

 Do I have positive relationships with my friends, my peers and my teachers?

 Do I know where my safety is at risk and do I make right choices?

 Do I show care and respect for others?

Connected  Do I feel connected to my school, my friends, my community and the wider world?  Do I appreciate that my actions and interactions impact on my own wellbeing and that of others, in local and global contexts?

Aware  Am I aware of my thoughts, feelings and behaviours and can I make sense of them?  Am I aware of what my personal values are and do I think through my decisions?  Do I understand what helps me to learn and how I can improve?

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Statements of Learning Along with developing the identified key skills, Learning to Learn as a short course reflects four of the 24 Statements of Learning for the Junior Cycle.

Learning to Learn incorporates the following learning statements:

Examples of Learning

1.

Communicates

Students are engaged in a variety

effectively using a

of learning activities where they

variety of means in a

are required to work individually,

range of contexts in L1

in pairs and as part of a group.

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Learning Statement

Opportunities are provided for

students to present on their work

Creates, appreciates

As part of the course students

and critically interprets

will explore a variety of texts from

a wide range of texts

subjects on their courses and

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3.

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to their peers and teachers.

apply the knowledge and skills from this course to those texts.

5.

Has an awareness of

Through the variety of reflection

personal values and

exercises students are

an understanding of

encouraged to reflect on their

the process of moral

own learning and have a better

decision making

understanding of themselves as learners, along with making better personal decisions about their own learning.

11. Takes action to

By having a greater awareness

safeguard and promote

of themselves and growing in

her/his well-being and

confidence as learners students

that of others

are developing resilience to aid their own well-being and better cope with stress associated with formal assessments.

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Reflection 'Managing self' is one of the key skills for Junior Cycle and is focused on helping the student to better understand themselves as learners and individuals along with aiding them in planning and making good decisions in relation to their own learning. Reflection creates these opportunities for students along with promoting a growth mindset, where they can identify their own strengths and abilities to develop them further.

As formative assessment is an integral part of the Junior Cycle, with ongoing opportunities for feedback for the student, it is important that students are provided with the language, knowledge and skills to make the most of any feedback given. Opportunities for reflection

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allow this and give the student more control over managing and making use of any feedback and developing a more positive attitude

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to their own learning.

Within the Learning to Learn programme, space and activities are provided for the students to reflect on their learning and act

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accordingly in their planning, goal setting and actions.

 Each lesson concludes with a Pause and Reflect section, where teachers are encouraged to give time at the end of the lesson for the student to complete. The teacher may also wish to ask students to complete this at home as part of their homework along with feeding back to the teacher and class at the beginning of the next lesson.

 At the end of each section there is an inbuilt review template for students to reflect on and evaluate what they have covered in that particular section along with an opportunity to reflect on how they can further embed what they have learned into their wider studies.

At the beginning of Section 2 there is a chapter on ‘Reflection’ which focuses the students more on taking advantage of any feedback given, especially in terms of their formative assessment assignments.

This lesson also contains an exercise focusing students on their readiness to learn.

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Format of Lessons Each lesson follows an identified structure of:

Learning Intention / Aim Which outlines the particular learning objective for the lesson or what knowledge or skills are being explored or developed. In line with the Junior Cycle, teachers should spend some time sharing with their students at the beginning of the class what the associated success criteria might be for this learning intention. Depending on the ability level of the group, these success criteria might need

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to be adapted from class to class.

Learning Point This is a brief explanation or introduction to what the student is going to learn through the following exercises. Some lessons may have one or more learning points, depending on the topic.

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Exercises Each learning point is followed by a practical, relevant exercise to be undertaken by the students. These exercises may be completed individually, in pairs, in groups or as a class. A variety of methodologies are included in this manual. Suggestions are given as to what might work best with each exercise, however, as each class and group varies, teachers might wish to familiarise themselves with the variety of methodologies given and choose an alternative one to work with their class group. As far as was practical, the exercises have been based on the variety of subjects which students may be studying for the Junior Cycle,

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so that the learning here becomes applicable across the whole Junior Cycle.

Pause and Reflect As the student is now at the centre of their own learning, it is important that they begin to reflect on what they learned from each lesson, how they learned it and how this new learning can be used again in the future. The Pause and Reflect section at the end of each lesson encourages a growing awareness by the student of themselves as learners, giving them more ownership of their learning.

Mental Note Some lessons conclude with a short inspirational quote which can simply be a piece for them to reflect on or even a point of discussion for the class.

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Methodologies for Teaching Within education and the Junior Cycle there is a move towards promoting more active and collaborative learning opportunities for students that create a balance between the development of subject knowledge, thinking abilities and the development of key life skills.

The methodologies included here are ideas which teachers may wish to introduce or include in their own teaching, not just in the Learning to Learn programme but also in their other subject areas. Each lesson has suggested methodologies, however teachers should feel free to adapt or change these to reflect the needs of the learners in their own classroom.

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Communication is one of the identified key skills of the Junior

Cycle. Through working collaboratively with their peers in pairs or in

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group work, students are provided with opportunities for building their confidence to express themselves in front of others along with building their vocabulary in the various topics and subjects covered.

In the resource section at the end of the manual, there are some templates which can be photocopied by the teacher as aids for

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some of the methodologies. In the lesson outlines just the title of the methodology is given rather than repeating it each time it is suggested for use.

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Creating Discussion

Pose, pause, pounce, bounce

This is a useful strategy to engage students to discuss certain topics or ideas.

What happens: Pose

The teacher poses a difficult question to the class, not just an individual.

Pause The teacher then waits, giving students thinking time.

10 seconds is enough. Be brave and wait longer if you can!

Pounce The teacher then insists on no hands up and pounces on a student for a response.

Bounce The teacher or student then bounces the ideas to another student in the class. There is no need for teacher evaluation.

The Bounce student should respond to what the previous student has said.

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Agreements An interesting way of extending an idea and developing further with the whole class.

The idea is to keep each question going longer by engaging more students in the discussion. When the first student answers a question, ask another student if he or she agrees or disagrees with that answer, asking them why they would agree or not. Then ask another student, and keep going until at least five students have participated in each question.

Talking Stick / Ball This is a good activity to encourage quieter students to speak up and also promote a culture in the classroom where students listen to each other.

The teacher or even the class can decide to choose an object, sometimes

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it can be a stick or small bean bag ball. Whoever has the object in their

hand is the only person who can speak at this point, all others must listen from one student to another.

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Agree / Disagree

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and are not allowed to interrupt or disagree. The object can then move

This is a good activity to get students actively moving and to begin to critically think and reflect on their exercises.

The teacher places two signs at either end of the room, one is Agree and the other is Disagree. The teacher reads out a statement or question and the students must place themselves in the room in relation to whether they agree or disagree. When everybody is in place the teacher then goes around the group to ask them to give reasons why they positioned themselves where they are standing.

Temperature scale This is somewhat similar to Agree / Disagree in that students are encouraged to physically place themselves in the room in accordance with their decision.

A series of numbers from 1 to 10 are placed in a line either on the floor of the classroom or preferably on the wall of the classroom, where they can be left up for repeated use. The teacher poses a question or statement and the students rate themselves on the scale by standing beside the appropriate number. When everybody has placed themselves the teacher may then ask some students why they placed themselves where they have. As an extension the teacher may encourage the students to think and share with others what would need to happen or they would need to do to either move up or down the scale.

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Pair and Group Work Before beginning to introduce group work into a classroom you might want to read these top tips for effective group work to remind yourself of what aids good group work. Remember that one of the skills to be developed in Junior Cycle is group work, for as Ken Richardson states, “Students may work in groups in classrooms but they very seldom work as groups.”

Top tips  Assign students to various groups

 Structure group work in such a way that students need each other in

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yourself, ensuring a mix of ability, gender etc. Try and avoid friends

order to complete the task. This can

distracted.

be achieved in a number of ways:

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working together as they may become

 Set a shared task or goal (e.g.

size of the group but try not to go

problem and make sure all group

over 4 or 5 to ensure everybody is

members can explain how it was arrived at).

participating and feeling included.

 Have agreed roles for group work

 Force students to share

which rotate each time the group

resources within the group (e.g.

forms. If using the role of Reporter,

one copybook or worksheet

remind all the students that you may

between each pair/small group).

still ask questions of others in the

group, this will ensure all students remain alert to what is going on.

 Make sure all students are clear about what outcomes are expected from the common task and what behaviours are expected from group work.  Empower the students to participate fully by sharing with them the required group work skills such as listening, leadership, conflict resolution, how to give feedback, how to encourage each other, etc.

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all must agree a solution to a

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 The time allotted should reflect the

 Request one end product and give a shared reward or shared grade to the group.

 Your role is to set the task, observe and monitor students working, to keep students focused on the task, and give positive feedback.  Finally, allow time for group debriefing or reflection on what was learned, how the group performed and, finally, on their participation.

Learning Partner We know that real learning has occurred when students are able to explain or teach what they have learned to others.

Here the students are paired off with a peer for a period of time, normally a month. The students are made aware that the purpose of their working together is to aid one another to improve their learning by giving each other the opportunity to share and teach and by providing feedback. When students receive feedback they can then go off and implement the recommendations from their Learning Partner into their work.

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Think, Pair and Share

Having posed a question the teacher allows a brief amount of time for

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the student to reflect on their answer. Then the student turns to their partner and they share their answers with each other. Having listened to each other they then try to create a new, better answer / solution,

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developing on their own answer. These can then be shared back to the group or go on to be part of a learning square.

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Learning Square

Having completed a think, pair and share, students can then move and join another pair to form a square and repeat the process of trying to develop a better idea/answer from their two previous ones. These then also can be shared back to the class.

Teach – Okay!

This is a pair/peer teaching strategy that begins with the teacher spending a few minutes introducing a concept to the class. Next, the teacher says

Teach!, the class responds with Okay!, and pairs of students take turns re-teaching the concept to each other. It’s a bit like think-pair-share, but it’s faster paced, it focuses more on re-teaching than general sharing, and students are encouraged to use gestures to animate their discussion.

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Stump your Partner Students take a minute to create a challenging question based on the class content up to that point. Students pose the question to their partner.

To take this activity a step further, ask students to write down their questions and hand them in. These questions can be used to review or gauge student understanding.

Maths Pairs Working in pairs, students work on a maths problem or set maths questions. Person A reads the problem and explains step-by-step the steps and strategies required to solve it. Person B watches as A solves the problem and checks the accuracy of the solution and provides help

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if it is needed. Then the roles reverse.

When two problems are completed, the pair check their answers with there is consensus.

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another pair. If they do not agree, they must solve the problem until

Gallery Walks

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Students either in pairs or in small groups create a collective piece of work, which can be an answer to a task or simply creating a visual aid for what they have learned. These are then hung on the wall or placed on the tables and the students travel around the classroom looking at the answers or visual aids that the other students created. Students are encouraged to give positive feedback to others on the piece of work they have created.

Transformation Students in a group are given text in one format and are asked to present it in another. For example, a health leaflet could be turned into a newspaper report, or a set of instructions could be turned into a statement about how the device works and when it would be useful.

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Jigsaw Learning Jigsaw groups are a very effective way of organising group work. Students are arranged into groups and each group is given a different subtopic related to the one topic. They must become ‘expert’ on their subtopic and agree how they are going to teach / share it to their classmates.

When they are ready, the groups are mixed up so that there is now one expert on each subtopic in each group. They now take turns ‘teaching/ sharing’ their subtopic to each person in the group.

Step 2:

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Placemats

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Step 1:

This methodology involves both writing and dialogue to ensure involvement of all students. In groups, students initially work on their own before working collaboratively, working together as a group around a single sheet of paper to simultaneously come up with a range of answer options.

Templates for photocopying are included in the resource section, which may be photocopied and blown up to A3 for use. What to do?

 Decide on your task or

 Initially students work on their

question to be answered.

own, filling in their answer/ideas in

 Assign students into groups

their own section of the paper.

of 3 or 4 .  A placemat is given to each group to be placed in the centre of the table.  The question can be put up on the board or if there are separate questions for each group these can be handed out with the placemats.

 The students then share their answers with the other students in the group and these are all written in the centre section of the placemat.  Finally, each group shares what they have written down with the other groups.  You may wish to use the Gallery Walk as a means of sharing the work with other groups.

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Assessment “Assessment at Junior Cycle places the student at the centre of the learning process and allows for new ways of learning and a broader range of skills to be assessed.” www.juniorcycle.ie Within the Junior Cycle there are a range of opportunities for assessment. The purpose of assessment is to support the student in their learning by providing appropriate feedback to the student, enabling them to understand how they may wish to improve.

Assessment at the Junior Cycle is both:  Formative (ongoing) assessment – where students and teachers reflect on the student’s learning and plan the next steps. As part of this process students are encouraged

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to complete the end of section reflections, which provide opportunities for discussion with the teacher on how the to date.

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student feels they are progressing with their own learning  Summative (classroom based) assessment – where the teacher assesses the students in a specific assessment

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associated with the content of the course. Students are expected to prepare for summative assessments. The teacher’s judgement, which is in line with set out criteria, is used as part of the school reporting to parents and students and is recorded.

Each school should develop Features of Quality as part of their work to support teachers’ judgements.

Schools and teachers have the flexibility to adapt this short course to suit their particular needs and context and design a Classroom Based Assessment which is reflective of the learning which the students undertook.

In line with the Junior Cycle Profile of Achievement (JCPA), the assessment of short courses will:  Be carried out in the school by the teacher  Be based on work undertaken by students in second and/ or third year.

Also in line with guidelines set down by the NCCA and Department of Education and Skills, there should be one Classroom Based Assessment, which can be undertaken in second or third year. A recommended form of assessment for this course may be Project and reflection.

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Project The project can be based upon any topic related to this course and should reflect at least two key elements / strands of the programme. Students should be encouraged to choose a suitable format for presenting their project e.g. written, digital, visual or audio formats. Students can complete the projects individually or in small groups (no more than three per group).

However, the students must clearly identify their own role or contribution to the work submitted for assessment. Teachers may decide on the whole class group undertaking the same project or allowing individuals or groups to choose a theme or topic for their projects.

Reflection Having completed the project, each student is expected to complete their own individual reflection containing the following: completed the project.

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 A description and explanation of how they individually and/ or collectively

 A commentary about their own learning from the project, what they learned along

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with how they will use this learning into the future.

Level of Achievement

The Features of Quality are the criteria used to assess the student work and assist the

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teacher in making their judgement. In assessing the students' work the teacher assesses the work as fitting one of the following criteria descriptors:  Exceptional – reflects a very high standard. Whilst not necessarily perfect, the strength of the work far outstrips its flaws, which are minor. Suggestions for improvements are easily addressable by the student.

 Above expectations – the students’ work shows a clear understanding of how to complete each area of the task. Feedback from the teacher might point to the necessity to address some aspect of the work in need of further attention or polishing, but on the whole work is of a very high standard.  In line with expectation – the student’s work shows a good understanding of the task in hand and is free from significant error. Feedback might point to areas needing further attention or correction, but the work is generally competent and accurate.  Yet to meet expectation – describes a piece of work that falls somewhat short.

A good attempt may have been made, however the outlined task has not been grasped clearly or is marred by significant lapses. Feedback will draw attention to fundamental errors that need to be addressed.

Further information on types of assessment for Junior Cycle short courses which schools and teachers may wish to use with this programme may be found at http://www. juniorcycle.ie/Assessment 21

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Section 1

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Transitioning and Learning

Introduction The focus for this section is to assist

II. Managing Information: Reading

students in settling into their new school and

Now that the students have begun

to provide them with practical techniques that will help them learn better. This section is broken up into three key areas:

to understand how information is organised they can begin to engage more with the various pieces of text they come across in their text books

1. Transitioning and settling in Chapters 1 and 2 will help the students settle more quickly into their new school and routine by exploring

and other places. They will learn here how to read with purpose, being able to identify the information they need from a piece of text.

their new subjects with them and

III. Managing Information: Thinking

how to become more organised in

In this chapter students begin to think

their learning at school and at home.

about and understand more how information is arranged, how each

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2. What learning is all about

subject can be broken down into topics and even further into keywords that

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The next two chapters will help

students understand better how they actually learn. They will explore how

their brain works along with the skills and behaviours they can develop,

they need to remember.

IV. Managing Information: Note taking and answering Here students will look at how to break down the information they have read

better learners.

by creating their own notes and graphic

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which assists them in becoming

3. Managing information

In secondary school students

organisers. They will also look at some simple tools called writing frames that will help them be more efficient in

are presented with lots of new

answering questions on various types

information in their various subjects.

of text.

The key to being successful in their learning is to practise simple techniques that will help them manage all this information. This last section is divided into four chapters, which are:

Finally, there is an end of section reflection for students to reflect on what it is they have personally learned from this section, not just in the workbook but also in their engagement with other students when they were

I. Managing Information: Listening

undertaking some of the various

Students take in a lot of information by

exercises. This reflection can help

listening to the teacher and others in

improve their learning and study going

their class. Listening is a skill which they forward. can develop and practise. This chapter will help them do just that so that they

Students are given the opportunity to

are paying attention to what they need

practise all these new skills with some

to learn.

of the subjects they are studying for the Junior Cycle.

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Section 1

Transitioning and Learning

Chapter 1

Settling In LESSON 1: My Timetable ............................................................................................................... 24 LESSON 2: Being Organised ....................................................................................................... 28

Chapter 2

Subjects and Homework

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LESSON 3: Filling in my Homework Journal .............................................................................. 32

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LESSON 4: What are my Subjects? ............................................................................................. 34 LESSON 5: The Purpose of Homework ..................................................................................... 36 LESSON 6: Types of Homework .................................................................................................. 38

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LESSON 7: Completing Homework Assignments ................................................................... 40

Chapter 3

My Brain and Learning

LESSON 8: Growing your Brain and Learning ......................................................................... 43 LESSON 9: Improving your Learning .......................................................................................... 47 LESSON 10: Paired and Group Learning .................................................................................. 49

Chapter 4

Behaviours for Learning LESSON 11: Behaviours for Learning ........................................................................................ 54 LESSON 12: Skills and Attitudes ................................................................................................. 57 LESSON 13: Key Skills for Junior Cycle ....................................................................................... 59

Chapter 5

Managing Information: Listening LESSON 14: Skills for Learning – Listening 1 ........................................................................... 62 LESSON 15: Skills for Learning – Listening 2 ........................................................................... 64

Chapter 6

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Managing Information: Reading LESSON 16: Active Reading 1 – Reading with Purpose ........................................................... 66

Chapter 7

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LESSON 17: Active Reading 2 ....................................................................................................... 69

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Managing Information: Thinking

LESSON 18: Command Words .................................................................................................... 71 LESSON 19: Curiosity ...................................................................................................................... 74

Chapter 8

Managing Information: Note taking and writing LESSON 20: Graphic Organisers ................................................................................................. 76 LESSON 21: Writing Frames ......................................................................................................... 79

End of Section Reflection

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Chapter 1

Settling In Lesson 1

MY TIMETABLE Aim Aim

To assist students with creating and effectively using their class timetable

Learning Point 1

Sci

Abbreviations

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The school day can appear quite busy and confusing initially for the student, trying to figure out where they are supposed to be and when. With a plethora of new subjects,

Art

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in different classrooms with different teachers, confusion and anxiety can ensue.

Most schools hand out timetables to students with abbreviations of the subject and teachers’ initials simply to fit everything in. Students may need assistance in trying to decipher these new codes and make sense of their timetable.

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This lesson provides the opportunity to decipher some of the codes used in the school in relation to subjects, teachers and classrooms and to reduce some of the associated stress.

EXE

ISE RC

1

This activity familiarises pupils with possible abbreviations that may appear on post-primary timetables.

The exercise may be

completed in pairs. As this is the first paired work for the class here is an

Subject

Room

Teacher

Teacher Initials Initials

english

opportunity to introduce the Learning

Maths

Partner. Each student can fill in the

History

template in their own workbook.

Geography

French

Subject

Business Studies

Technical Graphics Social Personal and Health education

The teacher can then go through the

Abbreviations

Gaeilge (Irish)

Religion

Gaeilge (Irish)

Civic, Social and Political education

results with the class group when all the

Science

students have filled in the exercise.

Spanish

Metalwork

english

Home economics Technology Physical education

Maths French

7

History 26

Business Studies

Abbreviations

R

2

Deciphering your Timetable The purpose of this exercise is to allow students the opportunity to develop their deciphering and timetable reading skills. They are asked to decode the information given in the timetable.

completed as a short quiz to increase the

ISE rC

ExE

This exercise may be

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Understanding your Timetable This is a sample timetable with the subjects, locations and times of each class. Study this timetable and see if you can answer the questions that follow.

sense of fun for the students, with them

School timetable

working in either pairs or threes.

This is a sample timetable with the subjects, locations and times of each class. Working with their Learning

Partner or individually, ask the students to study the timetable and see if they can

Time

mon

9.00-9.40 9.40-10.20 10.20-10.55 10.55-11.10 11.10-11.50 11.50-12.25 12.25-13.05 13.05-13.45 13.45-14.25 14.25-15.05 15.05-15.45

Eng Sci His

tue R1 Gae Lab3 RE R6 Mat

Gae R14 En Mus Music R Fren SPHE R20 PE Mat Fren Geo

wed R14 Hi R11 Sci R3 Mat

Break

R1 Bus R7 Eng Gym CSPE

Lunch

R3 Bus R5 Fren R7 Art Art R. Gae R10 His R3 RE

thu

fri

R3 Metal MR PE Gym Lab3 Metal MR Art Art R. R3 Geo R10 Mat R3 R5 Gae R1 Eng R2 Mat

R14 RE R1 His R3 Fren

R7 Art Art R. Eng R14 Bus R5 Geo R11 Sci Lab3 Gae

R11 R3 R7 R1 R10 R14

a. How often does this student have Religion in the week?

answer the questions that follow.

E

b. In what room is the Science class held?

c. How many periods of English does this student have?

d. What class has this student got at 12.25 on Friday?

PL

e. Where is this student supposed to be on Wednesday at 14.25?

8

Questions and answers

SA M

EXE

ISE RC

 How often does this student have religion in the week?  In what room is the science class held?

3

Laboratory 3

 How many periods of English does this student have?  What class has this student got at 12.25 on Friday?

5

French

 Where is this student supposed to be on Wednesday at 14.25?

Learning Point 2

Room 14 for Gaeilge

My Own Timetable

Now that the student has a better understanding of how a timetable works they can apply this learning to their own timetable. This exercise will check with students how familiar they are already with their own timetable. It is not expected that they would know their timetable yet so do not expect students to answer all the questions correctly, rather this is simply an exercise to draw students’ attention to their own timetable and familiarise them with their new routine.

27

EXE

ISE RC

2

What’s Your Opinion?

The aim of this exercise is to get students to identify for themselves what a good b. How many differences did you notice? homework environment might look like.

ISE rC

ExE

The teacher

2

can ask students to work in small

What’s Your Opinion?

Now that you have examined the pictures and spotted the differenc write down your observations. Use the headings given to help you:

groups to complete the exercise

Item

or alternatively the teacher can use

Phone

Agreements to stimulate a class

Tidiness

What are your thoughts?

earphones

discussion on the various elements. b. How many differences did you notice?

ExE

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2

What’s Your Opinion?

Now that you have examined the pictures and spotted the differences, write down your observations. Use the headings given to help you: Item

What are your thoughts?

Phone Tidiness earphones Window Curtains

Window Curtains Fresh Air Desk Schoolbag The Bedroom

Fresh Air

E

Desk Schoolbag

The Bedroom

PL

3

My Space

This exercise asks students to now reflect on their own homework space, applying what they would have learned in the previous exercises.

SA M

EXE

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35

Each student completes the exercise themselves and can then

share with their Learning Partner and/or in smaller groups.

Brief summary: We have looked at the purpose of homework and discussed what homework means. The various types of homework were introduced, with a focus on helping the student develop some sense of self-awareness around homework, looking at what they like or dislike or whether they prefer working alone or in groups. Time management is important to consider next, with students encouraged to begin managing their time after school from early on. Students have also have encouraged to problem solve and tailor their own space if required.

Finally, we will look at organising and managing a homework task.

Learning Point 2 The next step for students is to be organised and structured in their approach to their tasks. Habits should be formed early on in school. Students often do not take the time to think about the resources they might need or the time and effort required. They may underestimate or overestimate these variables, postpone tasks without considering them properly – or simply not complete tasks or rush them without any real learning or gain. It is important to engage students on homework tasks from the outset, convincing them of its importance and manageability.

43

4

Task Timeline!

START

This exercise will help students begin to break down homework tasks into

01

several components and to begin to

02

think about the sequence of doing

03

their homework and looking at what is

04

important.

05

06

This short exercise

07

may be completed with their Learning

08

Partner or in small groups followed by

09

a short class discussion to see what the

10

various groups got for their timelines.

END

E

37

Learning Point 3

PL

Here the students are given five simple tips to assist them in being more effective in doing their homework.

SA M

EXE

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ORK

HOMEW

1.

Establish a routine and commit to doing up to 2 hours’ homework and revision each night in 1st year.

2.

3.

4.

Always do your homework first and then do your revision.

Do your homework in a quiet place, no distractions, no social media. Homework takes much longer to do when you are distracted.

Always attempt your homework. The correct answer is not the important thing, it is important that you attempt things and learn from your mistakes.

PAUSE AND REFLECT Finish by asking students to reflect individually on their learning

44

5.

It can help to have the telephone number of others in your class.

If you missed something you can always contact them.

Chapter 3

My Brain and Learning Lesson 8

GROWING YOUR BRAIN AND LEARNING Aim Aim

To help students understand that your brain can change and grow

Chapter 3

Learning Point 1

My brain and Learning

E

Our brains remodel or remake themselves on an ongoing basis right throughout our lives in response to our experiences and what we learn. Scientists now know that

Lesson 8

grOwing yOur brain and learning

PL

learning is biological, just like weightlifting. Just like when we lift weights we exercise

certain muscles which grow, in the same way when we learn new things and have new experiences we remake or remodel parts of our brain and if we repeat these activities

those parts of our brain become stronger. Learning is the process where we gain new Aim Aim information and skills and memory is the process where we retain that information

To help you understand that your brain can change and grow

1

The Brain and its Functions

The aim of this exercise is to draw students’ attention to the fact that an effort they can change and improve.

As this is a self-

Chapter 3

Your brain remodels or remakes itself on an ongoing basis right throughout your life in response to your experiences and what you lea Scientists now know that learning is biological, just like weightlifting. Wh you lift weights you exercise certain muscles, which grow. In the same way when you learn new things and have new experiences you remake remodel parts of your brain and if you repeat these activities those par by making of your brain become stronger. Learning is the process where we gain new information and skills and memory is the process where we retain that information over time. The more we practise, the stronger we are making those connections in our brains.

My brain and Learning

reflection encourage students to

Lesson 8

grOwing yOur brain and learning

complete the exercise by themselves and then they can discuss their

Aim Aim

answers either with the Learning

ISE rC

ExE

EXE

ISE RC

Learning Point 1

1

To help you understand that your brain can change and grow

Learning Point 1

Partner or in small group.

Your brain remodels or remakes itself on an ongoing basis right throughout your life in response to your experiences and what you learn.

Scientists now know that learning is biological, just like weightlifting. When you lift weights you exercise certain muscles, which grow. In the same way when you learn new things and have new experiences you remake or remodel parts of your brain and if you repeat these activities those parts of your brain become stronger. Learning is the process where we gain new information and skills and memory is the process where we retain that information over time. The more we practise, the stronger we are making those connections in our brains.

ISE rC

ExE

brains.

SA M

over time. The more we practise the stronger we are making those connections in our

1

The Brain and its Functions What you do affects the growth of your brain. Struggling with certain skills helps your brain change and grow. If you stick at only what is easy your brain won’t grow. Try answering these questions:

The Brain and its Functions What you do affects the growth of your brain. Struggling with cer skills helps your brain change and grow. If you stick at only what easy your brain won’t grow. Try answering these questions: a. What things are you really good at doing?

b. What things do you want to be better at doing?

c. Who do you know that is good at something social or

emotional (like helping others or being kind)?

a. What things are you really good at doing?

b. What things do you want to be better at doing?

c. Who do you know that is good at something social or

emotional (like helping others or being kind)?

39

45

Learning Point 2 New information entering the brain must be assimilated by the brain; it has to link it to things it already knows to start making sense of it.

Therefore it is very common for confusion to set in with regard to this new information. Now in fact confusion is good because confusion is an indication that your brain is sorting this new information. The ideal scenario is that when the confusion happens this leads to questions. Ideally those questions help you clarify the new information so that your brain can file it away accurately. Then your confidence builds, you understand what you have learned and you begin to apply it.

There are four stages to learning:

Stage 1: Unconscious incompetence – you simply do not know what you do not know – a blissful ignorance.

E

Stage 2: Conscious incompetence – your mind is full of new things you need to understand and you have to place them in some type of order, where you

PL

understandably experience confusion. Again, confusion is good because it is the indication to you that your brain has begun to sort and make sense of this new information.

Sometimes at this second stage some people become frustrated. Frustration is

SA M

where you have become emotionally thrown as well as mentally thrown, your thinking brain can shut off.

When you ask enough questions you eventually get to the point where you have figured out the steps and have slowly pieced them together in some kind of order.

You then move on to the next stage of learning.

Stage 3: Conscious competence – this is where you are becoming competent with the information you are processing but you still need to really concentrate to get it right – so you are consciously competent.

Stage 4: Unconscious competence – Eventually through practice you will get to the fourth stage of learning and this is the stage where all the new information has fully integrated into your brain; your ability is now natural and unconscious.

Students expect to jump from stage 1 to stage 4 and give themselves a hard time when they can’t. Confusion is a natural stage in learning. When confusion hits it is your signal to ask more questions. When confusion hits it is great news – it means that your brain has begun the sorting and filing process and with a little time and a bit more practice and a few more questions answered you will move easily through stage 2 and 3 to get to 4.

It is very important to give your students permission to progress through these stages in every new thing they learn.

46

Chapter 8

Managing Information: Note taking and writing Lesson 21

WRITING FRAMES Aim Aim

To build students’ confidence in structuring their writing

Learning Point 1

E

As teachers, we know an important skill for students to develop is learning how

to structure their writing, especially in answering questions in assessments. The

students previously looked at the variety of command words and this lesson will build

PL

Question: explain why historians study the past?

upon this by sharing with them three examples of writing frames that will help them

Explanation writing frame

manage the information they have in their texts.

Subject: History

Topic: Investigating

SA M

The purpose of the following texts is to give the students the opportunity to begin to Date: xx / xx / xx cognitively manage the information they have acquired.

I want to explain why historians study the past.

Learning Point 2

the past

The main reason is

because history is the story of our past, tell us about things that happened, why they happened and why they ar important to us.

Students use this frame when they are trying to discuss and explain something that has happened in the text. An example is given from their History course.

Explanation

Use Think, Pair

ISE rC

ExE

1

1

Question: explain why historians study the past?

and Share along with moving into

Explanation writing frame Subject: History

Learning Squares.

Date: xx

Topic: Investigating

•

Choose a piece of text from either english, Geography or Business Studies

•

Choose a question from the chapter on this text.

•

Then answer the question using the explanation writing fram help you.

the past

historians study the past.

The main reason is

they search for evidence or clues to that past

Explanation Working with a learning partner:

/ xx / xx

I want to explain why

because history is the story of our past, telling us about things that happened, why they happened and why they are important to us.

Another reason is

ISE rC

ExE

EXE

ISE RC

Another reason is

1

they search for evidence or clues to that past.

Explanation Working with a learning partner:

Subject:

•

Choose a piece of text from either english, Geography or Business Studies

•

Choose a question from the chapter on this text.

•

Then answer the question using the explanation writing frame to help you.

Subject:

Topic:

Topic:

Date:

I want to explain why

Date: I want to explain why

The main reason is

Another reason is

The main reason is

104

Another reason is

81

Learning Point 3 This writing frame is used when you would like to give information on how something should be done, the correct sequence that should be followed when undertaking a task or experiment. An example is given from Science on examining an onion cell under a microscope.

2

Instruction Use Think, Pair

and Share along with moving into

ISE rC

ExE

EXE

ISE RC

2

Learning Squares.

Instruction Working with a learning partner: •

Choose a piece of text which is giving instructions to follow from either Science, Technical Graphics or Home economics.

•

Choose a question from the chapter on this text.

•

Then answer the question using the instruction writing frame to help you.

Subject:

Date:

Topic:

ISE rC

ExE

When we

2

First we

Instruction Working with a learning partner: •

Choose a piece of text which is giving instructions to follow fro either Science, Technical Graphics or Home economics.

•

Choose a question from the chapter on this text.

•

Then answer the question using the instruction writing frame t help you.

Then we

PL

E

Finally we

Subject:

Date:

When we

SA M

106

Learning Point 4

First we

This writing frame is used when students are expected to give reasons for their opinion on a piece of text or trying to persuade someone else to agree with them.Then An we example is given from poetry on the English course.

EXE

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3

Persuasion

Finally we

Use Think, Pair and Share along with moving into

Learning Squares.

PAUSE AND REFLECT Finish by asking students to reflect individually on their learning.

MENTAL NOTE

“It's not a silly question if you can’t answer it.”

– Jostein Gaarder, Sophie’s World106

82

Topic:

END OF SECTION REFLECTION

E

Now that the students have completed the first section of this programme,

this section gives them the chance to pause and reflect on all that they have

In this part students will look at:

PL

learned.

 Reflecting on the Junior Cycle key skills which they developed

SA M

 Exploring what they enjoyed most or least and why

 Identifying how they used what they learned in other areas of their studies

 Identifying possible areas they would like to focus on in the future.

This section may be of aid to class tutors or form teachers in relation to the formative assessment of the students’ progress.

Encourage students to complete this section individually

and create an opportunity where you can give feedback to the student on their responses.

BEING LITERATE COMMUNICATING

WORKING WITH OTHERS

MANAGING MYSELF

KEY SKILLS

BEING CREATIVE

STAYING WELL

MANAGING INFORMATION & THINKING BEING NUMERATE

83

E

Section 2

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PL

Learning and Study

Introduction This section is ideally aimed at second year students as they engage more fully

2. Goals and Motivation for Learning

in studying throughout the Junior Cycle.

These lessons will look at how

During the first section students learned

students can use their learning

about how they learn and the skills for

strengths to set and achieve their

learning, along with exploring various

own goals for learning by using the

strategies which they can use to help them

SUPER system. They will also explore

in their learning. This new section will build

their motivations for achieving their

on what students have already covered

learning goals.

by looking more closely at the student as a learner, how they should set goals for their Junior Cycle and, finally, provide

The final section is where students learn all about how memory works

E

students with a simple study system that

3. Memory and Study

will support them throughout the Junior

some simple strategies to aid their memory. As study is key to helping

PL

Cycle and beyond.

and here they are provided with

students recall and apply what they

learning to studying, where the skills and

need for assessments, they will also

motivation for study are explored.

look at what is involved in study

A lot of the time students do not engage

and be introduced to an effective

SA M

This section looks at moving from

effectively with study for various reasons,

study system where they will learn

such as:

all about planning, doing, and

 Lack of motivation

 Unsure of how to study

 Not having a study system.

Section 2 is broken into three components:

1. The Student as a Learner Here students will build on the skills and behaviours for learning by developing their own intelligence profile, which will identify their strengths as a learner.

reviewing what they have studied.

As part of this section students will learn about and practise POKER, an effective and proven study system.

Section 2

Learning and Study

Chapter 9

You as a Learner LESSON 22: Characteristics of a Learner ................................................................................ 86 LESSON 23: Reflection in Action ........................................................................................... 88 LESSON 24: Intelligence Profiles 1 ............................................................................................ 90 LESSON 25: Intelligence Profiles 2 ........................................................................................... 92

Chapter 10

PL

Setting your Goals

E

LESSON 26: Working to my Strengths ..................................................................................... 96

LESSON 27: Creating Goals to Succeed .................................................................................... 98

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LESSON 28: The Super System 1 ............................................................................................. 101 LESSON 29: The Super System 2 ......................................................................................... 104

Chapter 11

Motivation

LESSON 30: Exploring Motivation .......................................................................................... 108 LESSON 31: Believing in Yourself ............................................................................................ 112 LESSON 32: Changing Beliefs .................................................................................................... 114

Chapter 12

Memory

LESSON 33: Memory and the Forgetting Curve .............................................................. 117 LESSON 34: Memory Techniques 1 .......................................................................................... 120 LESSON 35: Memory Techniques 2 ......................................................................................... 122

Chapter 13

Plan it!

LESSON 36: Barriers to Study .................................................................................................. 125 LESSON 37: Planning your Study ............................................................................................. 127

Chapter 14

E

Do it!

LESSON 38: Introducing POKER ............................................................................................. 131

PL

LESSON 39: POKER 2 .................................................................................................................. 134 LESSON 40: Mind Mapping ...................................................................................................... 136

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LESSON 41: POKER 3 ............................................................................................................... 139

Chapter 15

POKER Practice

LESSON 42: Studying Languages .............................................................................................. 141 LESSON 43: Studying English ................................................................................................... 143 LESSON 44: POKER Practice (Other Subjects 1) ..................................................................... 145 LESSON 45: POKER Practice (Other Subjects 2) .................................................................. 146

Chapter 16

Review It! LESSON 46: Planning and Executing Revision .......................................................................147 LESSON 47: The Student’s Approach to Revision ................................................................ 150

End of Section Reflection

152

Chapter 9

You as a Learner Lesson 22

CHARACTERISTICS OF A LEARNER To explore the qualities of an effective learner with the students

Aim Aim

Learning Point 1

E

In the last section students explored both the rules for learning in class and the

behaviours for learning. Hopefully they have begun to implement them in their learning.

PL

This section begins by looking at how the students have been doing on their journey to becoming a more effective learner by reviewing how well they have done on implementing these behaviours so far.

8 Skills and Behaviours of an Effective Learner

SA M

1

The aim of this exercise is for students to identify for themselves how well they have been implementing the skills and behaviours for learning. This hopefully will create an opportunity for the students to reflect and re-engage with their learning if needed.

As this is a reflective exercise, ask students to complete the

short questionnaire themselves. Teachers may then decide to allow students to share their results with their Learning Partner.

Chapter 9

You as a Learner Lesson 25

CharaCteristiCs of a Learner Aim Aim

Organised:

Hardworking:

I have the right books and equipment for each class.

I stick at an exercise even when I find it difficult.

Punctual:

Persistent:

I am on time for each class and hand up my homework on time.

To help you identify qualities of an effective learner

Co-operative:

Learning Point 1 In the last section you explored both the rules for learning in class and the behaviours for learning.

Do you remember what they are? Hopefully you have begun to implement them in your learning.

This section begins by looking at how you have been doing on your journey to becoming a more effective learner by reviewing how well you have done on implementing these behaviours so far in your learning.

I do my best in my work.

Thoughtful:

I work well with other students in my class.

I think of others and their feelings

Attentive:

Optimistic:

I pay attention to what the teachers say.

I try to find the best in every situation.

Where you score between 1 and 3 you are less likely to have developed this quality. Where you score 4 to 5 these are your strengths and they will assist you in becoming a good student and effective learner.

ExE

ISE RC

2

Reflecting on your score Here are a few simple questions which will help you think about your answers in the previous exercise and possibly think about how you could improve your score for some of the behaviours. a. What skills and behaviours did you score highest on?

ISE RC

ExE

EXE

ISE RC

8 Skills and Behaviours of an effective learner

1

In this exercise you will rate yourself on how well you have been doing in practising the skills and behaviours as shown on the next page.

b. Can you give examples of when you did these things?

Read each statement and score yourself in relation to whether you feel this reflects you or not. The key is as follows.

1

2

3

I feel this is almost never true for me.

I feel this is not often true for me.

I feel this is sometimes true for me.

122

88

4 I feel this is usually true for me.

5 I feel this is always true for me.

c. Did you score low on any behaviour?

Yes

No

d. If yes, which ones?

123

Organised:

Hardworking:

I have the right books and equipment for each class.

I stick at an exercise even when I find it difficult.

Punctual:

Persistent:

I am on time for each class and hand up my homework on time.

Thoughtful:

I work well with other students in my class.

I think of others and their feelings

I pay attention to what the teachers say.

I try to find the best in every situation.

PL

E

Optimistic:

Reflecting on your Score

Organised:

Hardwork

I have the right books and equipment for each class.

I stick at an e when I find it

Punctual:

Persistent

I am on time for each class and hand up my homework on time.

Attentive:

I do my best my work.

Co-operative:

Thoughtfu

I work well with other students in my class.

I think of othe their feelings

Attentive:

Optimistic

I pay attention to what the teachers say.

I try to find th in every situa

This exercise will draw the students’ attention to their results and to thinking about how they could improve their score in moving forward.

Students initially

answer the questions individually and

Organised:

2

I work well with other students in my class.

I think of others and their feelings

Attentive:

Optimistic:

I pay attention to what the teachers say.

I try to find the best in every situation.

I am on time for each class and hand up my homework on time.

Stick/Ball to generate a class

Reflecting on your score

Hardworking:

Co-operative:

Punctual:

go around the room using the Talking

ISE RC

2

Where you score between 1 and 3 you are less likely to have this quality. Where you score 4 to 5 these are your strength will assist you in becoming a good student and effective lear

Here are a few simple questions which will help you think abo answers in the previous exercise and possibly think about how could improve your score for some of the behaviours.

Thoughtful:

I have the right books and equipment for each class.

Partner, or the teacher may wish to

discussion on the responses.

ExE

ISE RC

then discuss with their Learning

ExE

2

Co-operative:

SA M

EXE

ISE RC

I do my best in my work.

I stick at an exercise even when I find it difficult.

Persistent:

I do my best in my work.

a. What skills and behaviours did you score highest on?

Where you score between 1 and 3 you are less likely to have developed this quality. Where you score 4 to 5 these are your strengths and they will assist you in becoming a good student and effective learner.

Reflecting on your score

b. Can you give examples of when you did these things?

Here are a few simple questions which will help you think about your answers in the previous exercise and possibly think about how you could improve your score for some of the behaviours. a. What skills and behaviours did you score highest on?

b. Can you give examples of when you did these things?

c. Did you score low on any behaviour?

c. Did you score low on any behaviour?

Yes

No

d. If yes, which ones?

d. If yes, which ones?

123

PAUSE AND REFLECT Finish by asking students to reflect individually on their learning.

MENTAL NOTE

“The knowledge of all things is possible.”

– Leonardo Da Vinci

89

Yes

Chapter 11

Motivation Lesson 31

BELIEVING IN YOURSELF Aim Aim

To help students to begin to develop a sense of self-belief

Learning Point 1

E

To be successful in life, students must believe in themselves. Self-belief is linked directly to confidence. Confidence is all about believing in themselves. They have been

PL

introduced to the practical tools needed for success, including behaviours for success, developing good routines to improve motivation and working on resilience as a key tool.

Without self-belief, however, students may never realise their goals or begin to put the behaviours required into place. Self-belief is something that you should try to instil in

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all students, even the most difficult. As educators, we have to believe that all students have the potential to do well in life. It may take some longer than others, but lessons like these can impact students for a lifetime as they work through these formative years.

EXE

ISE RC

1

What Does Confidence Look and Sound Like?

This exercise brings students’ awareness to how confident students appear

Plan A

to others.

Plan B

Plan A

Plan A

Using Jigsaw, give each initial group a different scenario

to work with, then when they merge into the new groups students can

Plan Plan A B

Plan B

collectively discuss each scenario. This can be followed up with a short class discussion about what was noticed byPlan the students during the lesson.

B

114

Learning Point 2 Self-belief relies on others as much as ourselves. In the last lesson students looked at who was available to them in their Resilience Parachute. These same people impact self-belief.

It is therefore important to work on filling the parachute with worthy people. Another way of doing this is to form a ‘Believer Network’. This network of people may cross over with the Parachute, but its function is different and the numbers are limited. The network’s job is to provide wisdom, advice and affirmation. The Believers can come from anywhere the

Learning student chooses and they should be people the student respects and admires, people

Point 2

whose advice they can trust. People on the ‘Believer Network’ can be famous or not, living

Did you know that self-belief relies on others too? You messages others give you and turn those messages in others in their network, a ‘Believer Network’. By having people who believe in them and negative ones! To help you work on self-belief you nee provide good counsel to them, students begin to become believers in themselves. yourself with people who will build you up with positiv boost your confidence and self-belief.

ISE or past. The point of this exercise is to work on creating a sense of self-belief through

2

Believer Network

Some people create an imaginary believer network fo The network’s job is to provide wisdom, advice and affi

This exercise will help students to begin to think about who they would like in

E

EXE

RC

their own believer network, who they would choose to sit down with and seek

The believer should be people you respect, admire an should also know you. The point of this exercise is to m ‘Believer Network’. By having people who believe in yo believer in ourself.

PL

advice from.

As this is a personal can take time to complete their own

Some people create an imaginary believer network for themselves.

The network’s job is to provide wisdom, advice and affirmation to you.

SA M

believer network, which they can then

Learning Point 2

Did you know that self-belief relies on others too? You can take in the messages others give you and turn those messages into beliefs, particularly negative ones! To help you work on self-belief you need to surround yourself with people who will build you up with positive messages. These will boost your confidence and self-belief.

as part of a class discussion.

ISE RC

ExE

share with their Learning Partner or

The believer should be people you respect, admire and trust. Your believers should also know you. The point of this exercise is to make your own ‘Believer Network’. By having people who believe in you, you become a believer in ourself.

ISE RC

ExE

and reflective exercise, students

Believer network Name five people you have in your believer net why you are choosing each person.

2

Believer network Name five people you have in your believer network and give a reason why you are choosing each person.

2

1

2

3

4

5

Name: Reason:

Name: Reason:

Name: Reason:

Name:

1

Reason:

Name: Reason:

Name: Reason:

160

EXE

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3

The Beliefs

2

Name:

Reason: As this is a personal exercise students can simply write in

the bubbles the affirming comments that people on the Believer Network would share with them.

3

Name: Reason:

PAUSE AND REFLECT Finish by asking students to reflect individually on their learning.

4

Name: Reason:

115

Chapter 11

Motivation Lesson 32

CHANGING BELIEFS Aim Aim

To challenge belief systems

Learning Point 1

E

There is something self-fulfilling in the way we speak to ourselves

internally, teachers, students, all of us. Beliefs can become so engrained

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that they define everything we do and everything we don’t! Students have the capacity to adapt, change and expand their belief systems throughout their lives. Beliefs are based on interpretations of the past, therefore

1

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their validity or whether they are

Thoughts define feelings

helping or hindering progress in life may rarely be questioned. Students need to acquire an understanding

of how to challenge beliefs. Students can begin by reflecting on the beliefs

2

Emotions determine actions

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they may have about themselves.

“If you think you can or you think you can’t, you are right.” Henry Ford.

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4

Results reinforce thinking

What Do I Believe About Myself?

This exercise will challenge students to begin to think positively about themselves and challenge some of the negative thinking that might be going on.

As this is a personal reflective exercise, students should complete individually.

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3 Actions govern results

END OF SECTION REFLECTION

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Now that the students have completed the second section of this programme, this section gives them the chance to pause and reflect on all that they have

In Section 2 students will have:

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learned.

 Explored their intelligence profile and identified their learning strengths

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 Set goals for themselves and actions to achieve these goals  Looked at their motivation and mindset for success  Learned how to study and revise effectively.

This section may aid class tutors or form teachers in relation to the formative assessment of the students’ progress.

Encourage students to complete this section individually

and create an opportunity where you can give feedback to the students on their responses.

BEING LITERATE COMMUNICATING

WORKING WITH OTHERS

MANAGING MYSELF

KEY SKILLS

BEING CREATIVE

MANAGING INFORMATION & THINKING BEING NUMERATE

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STAYING WELL

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NOTES

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Section 3

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Learning and Assessment

Introduction Assessment Preparation

2. Chapters 18 and 19

In this last section of the programme

look at how students can develop

students will explore some of the

resilience as a learner, becoming

strategies that will enable them to achieve

more confident along with exploring

and succeed. Hopefully at this stage in

some simple strategies to help them

the programme they will have realised

cope with the stress of learning and

that the road to success is based upon

assessments.

being prepared and having a structured approach to whatever it is they are doing.

This section focuses on preparing

3. Finally, Chapter 20 looks at how students can prepare themselves properly for any exam,

students for assessments. They will explore the purpose and different types

revision practices and sharing with

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of assessments. Some people find that

by taking another look at their

simply being assessed and having to do

days before, the day of and in the examination.

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assessments can be quite stressful and

them tips that will help them the

even upsetting. In this section students

will explore simple strategies that will help them cope with this pressure and, finally,

look at some other simple tips which they

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can use to help them prepare for any assessment or exam.

This section may be broken down into three key areas:

1. Chapter 17

Along with looking at the variety of assessments students will come across in the Junior Cycle, this chapter also explores the purpose of assessments, their benefit and how they can use feedback to assist them in their learning.

To conclude the section and the course there is an end of section reflection for the students to reflect on what key skills they developed throughout the course and look at how these can be introduced into their learning going forward.

2

How are you Feeling?

This exercise is an extension of the previous one, where students are encouraged to identify the feelings they might have around assessments.

Working in the Learning Squares, ask the groups to complete the exercise. Ask each group to consider why they chose a particular picture for each feeling; encourage them to think about how we recognise how people are feeling by their expressions. Encourage groups in their feedback to describe the expression you would expect to see for each feeling.

Peaceful

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Unhappy

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Worried

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Confused

Happy

Scared

Confident

Excited

Learning Point 2 Two of the most common emotions students have around failure are being scared and worried. One of the reasons students might be scared or worried is because they are afraid of failure. Nobody likes to fail at anything, it’s not a nice feeling, but this is because most people don’t look at failure properly. People tend to see failure as an end point, that once they fail at something that’s it, nothing more can be done. But remember this is not a reality, instead:

Failure is not an end point but rather an event on the road to success – It is only a temporary state.

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In life, everybody fails at things in many ways. Failure must be seen as an opportunity for growth. Just think of some of these famous failures: 

JK Rowling’s manuscript for Harry 

Thomas Edison’s teacher told him

Potter was turned down by 30

he was too stupid to learn anything

different publishers.

at school.



Bill Gates was a Harvard dropout.



Walt Disney was fired from a newspaper for having no





Dr Seuss was rejected by 27 publishers.



Michael Jordan was cut from

imagination and no original ideas.

his high school team and went

Steve Jobs, at age 30, was sacked

home to his room to cry.

from the company he founded.

Failure is not ideal; it is not what the students might have strived for but it happens and they need to learn how to deal with it. The most important part of a conversation around failure is what they DID about it. What did they learn from

What is Failure?

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This exercise is a reflection on what was covered in Learning Point 2. It is vitally important for students to begin to think differently about what failure means and to adopt a different perspective from the norm on failure.

Discussion is important here to illicit how

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the situation and how could they avoid it happening again?

the students might perceive failure. Teachers could use the

Agreements method here to begin the class discussion, or if the teacher wished to have some movement they could use the Agree/Disagree method, where they might use the following statements or something similar:   

You should give up once you fail.

Nobody of any significance ever failed.

Failure is only a stepping stone to achieving something better. Etc.

Learning Point 3 One of the key skills that is really important to learn in today’s world is the ability to keep going, to try again, to bounce back after failure. This is what is called resilience and students will learn all about it in the coming lessons.

PAUSE AND REFLECT Finish by asking students to reflect individually on their learning.

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Chapter 18

Resilience Lesson 51

EMOTIONS AND RESILIENCE Aim Aim

To explore the concept of resilience

Learning Point 1

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In the last lesson students learned that failure is an important step on the road to success. Unfortunately a lot of people give up on the first hurdle or obstacle they

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meet. This may be because they haven’t developed resilience. If students wish to be successful in their learning journey then they too need to learn to develop resilience.

It is also something that will be really important for them throughout life.

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Learning Point 2

Resilience is simply their ability to bounce back and continue after they have met an obstacle or setback, like a failure in a test or low score on an essay. It is having the ability of not giving up but continuing on their journey to reach their goals that counts.

BOUNCE is a simple acronym that might help students remember the key elements of what resilience is about.

B O U N C E

Bad things and times happen but things do get better.

Others are there to help you but you need to let them know.

Unhelpful thoughts don’t make things better.

Nobody is perfect.

Concentrate on the good things in your life, it’s not all bad.

Everybody has setbacks or struggles. You are not on your own here.

During this lesson students will explore five simple things that they can include in their life to help them build their resilience. These are:

Express yourself 168

Nourish yourself

Sunny side up

Identifyrengths your St

Relax

Learning Point 3 Express yourself: Don’t bottle things up, express your emotions. Remind students about when they previously explored how powerful their emotions are.

Along with having people who they can talk things through with, students could also express their emotions by keeping a diary, by painting, or even music.

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Everybody Needs Somebody This exercise looks at the support structures that each student has around themselves that they can turn to when in need. Sometimes students might not be as aware as they could be of the various people who are available to them simply to talk things through with or for more formal support if needed.

Students initially work individually to complete their own turn to their Learning Partner to share with them what they wrote down.

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Teachers may wish to have a short class

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template and if they wish they can then

discussion on this exercise using the

Talking Stick/Ball activity and asking some simple questions like: 

ME

Was anybody surprised by the

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number of people around them to support them?



Did anybody include somebody

that they might not necessarily have thought about before?

Learning Point 4 Nourish yourself: The Romans used to have a saying about a healthy mind in a healthy body. To be effective in their learning and to feel positive means living a healthy, balanced life, getting the required amount of sleep, eating properly and exercising. There is a lesson further on which will look at all of these.

Learning Point 5 Sunny side up: In lesson 34 students looked at beliefs and self-beliefs. When people meet obstacles on their journey, negative thinking can creep in. It is important for students, especially around times that they might be stressed, to check their thinking. Are they thinking negative or positive thoughts? Positive thinking will give them the motivation to keep

going so they need to be aware of some simple strategies that can refocus their thinking and perspective to being more balanced and positive, like having an attitude of gratitude.

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means living a healthy, balanced life, getting the requir eating properly and exercising. There is a further lesso

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Learning Point 5

Attitude of Gratitude

Sunny side up: In lesson 34 you looked at beliefs and sel One key easy way of changing negative thinking into positive thinking is by meet obstacles on their journey, negative thinking can cre developing what is called an attitude of gratitude. This exercise simply means It is important to check your thinking to see whether you ar reminding yourself of the good things in your life. What’s going well for you? positive thoughts. Positive thinking will give you the motiva What should you be grateful for?

Give the students five that they should be grateful for. Time them

Learning Point 5 Sunny side up: In lesson 34 you looked at beliefs and self-beliefs. When people meet obstacles on their journey, negative thinking can creep in.

It is important to check your thinking to see whether you are thinking negative or positive thoughts. Positive thinking will give you the motivation to keep going.

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answers with their Learning Partner

2

Nourish yourself: The Romans used to have a saying about a healthy mind in a healthy body. To be effective in your learning and to feel positive means living a healthy, balanced life, getting the required amount of sleep, eating properly and exercising. There is a further lesson to look at these.

closely and make them stop when five minutes are up. Students can share their

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minutes to think of 20 things in their lives

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Learning Point 4

2

Attitude of Gratitude

to see what the other wrote. Using the

one easy way of changing your negative thinking into positive thinking is by developing what is called an attitude of gratitude.

This simply means reminding yourself of the good things in your life.

What’s going well for you? What are you grateful for?

Talking Stick/Ball method the teacher

Check in with yourself to see how positive you are about your life. In the box that follows write in 20 things that you are grateful for here and now.

they wrote. Gauge from the students how many were able to think of 20 things, how

(xi)

(ii)

(xii)

(iii)

(xiii)

(iv)

(xiv)

(v) (vi)

difficult or easy the task was, why it might

(vii) (viii) (ix)

(xv)

(xvi)

(xvii)

(xviii) (xix)

(x)

(x

a. Did (ii)you find it easy to write in 20 things?

Yes No (iii)

(xx)

Draw the students’ attention to the fact

that people have a tendency to focus on the negative and it’s important to keep

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things in perspective.

Check in with yourself to see how positive you a the box that follows write in 20 things that you a and now. (i)

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be difficult to think of 20 things.

(i)

Healthy

mind one in Aeasy way of changing your negative thinkin healthy thinking is by developing what is called an attitu body This simply means reminding yourself of the go What’s going well for you? What are you gratefu

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can encourage students to share what

Attitude of Gratitude

Learning Point 6

Explain:

(x

(x

(iv)

(x

(v)

(x

(vi)

(x

(vii)

(x

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(viii) Learning Point 6

(x

Identify your strengths: The students learned previously on the course that (ix)strengths: everybody has their own particu (x Identify your everybody has their own particular set of strengths. By working to their learning strengths. By working to your strengths you will experience strengths students will experience success. By experiencing success, when things go (x) x build your confidence by experiencing success so when (th wrong students will have the confidence to pick themselves up and try again. you will have the confidence to pick up and try again.

Your Strengths This quick exercise is aimed at reminding

a. Did you find it easy to write in 20 things?

Yes No

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the students of their strengths, which

Explain:

they identified earlier in the course.

Students quickly fill in their identified learning strengths and if they wish can share some of these either

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3

Your Strengths Can you remember your learning strengths, which you section 2? Fill in your top 3 below.

Learning Point 6

1.

Identify your strengths: everybody has their own particular set of strengths. By working to your strengths you will experience success. You build your confidence by experiencing success so when things go wrong you will have the confidence to pick up and try again.

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with their Learning Partner or class.

Your Strengths

2.

Can you remember your learning strengths, which you identified in section 2? Fill in your top 3 below.

1.

2.

3.

3.

Learning Point 7 Relax: It is important to take time out, to relax and unwind.

Focusing all the time on your learning and studying is not good for you. It is important that you take regular breaks from your study and you have a variety of ways of switching off or winding down, which is what relaxing is about. one powerful relaxation tool is mindfulness. This is a technique of bringing your attention to the present by focusing on what is around you and not letting it wander off worrying about other things. It might be something that you could investigate further and learn more about. In today’s hectic world more and more people are turning to mindfulness exercises.

Learning Point 7

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Relax: It is important to take time out, to relax and unwind Focusing all the time on your learning and studying is not good for you. It is important that you take regular brea your study and you have a variety of ways of switching off o

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Section 4

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Worksheet Templates and Resources.

Video resources The following short videos may be used as a aid for engaging the students and reinforcing some of what is covered in the programme.

Emotions and the Brain http://bit.ly/1qXoes5

Learning Styles Auditory Learner http://bit.ly/2vPhF6c

2:02 This short animation explains what our emotions are and how they can affect the thinking in our brain.

Goals

1:04 Visual Leaner http://bit.ly/2xdezZY 1:03 Kinaesthetic learner http://bit.ly/2gKf9DZ

0:55

0:50

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http://bit.ly/1MmBxhp

http://bit.ly/1Bq6lnv 7:34

We all learn differently and there are many different types of learning preferences. Understanding how we learn best and accessing content that best suits us, is a powerful way to learn and retain information.

These three short videos explains the VAK learners.

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This short animation may be used as an opening for a class on goal setting.

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A goal is a desired result a person or a system envisions, plans and commits to achieve a personal or organizational desired end-point.

This film explains the difference between having dreams and setting goals along with what is involved.

Growth and Fixed Mindset http://bit.ly/1BF5ktW

Listening Skills http://bit.ly/2wLfFJr 7:48 Tips to help students Improve their listening skills. Learn why listening is important, the 3 steps to listening, how to become a better listener, what defines good listening, and more.

3:50 A Short animation explaining the theory of growth and fixed mindsets. This is a tested and effective way of teaching young people what a fixed mindset is and how we can change that. Many of the messages in this video have been taken from the theorist Carol Dweck.

Memory Techniques http://bit.ly/2j7N6D2 7:20 This short video looks at importance of memory techniques along with explaining some the simple mnemonics and the roman room method.

Mindmap

Reflection

http://bit.ly/1jzaP95

http://bit.ly/2eJL5Ig

2:51

1:37

This clip, provided by MacGrercy Consultants (www.macgrercy.com) shows you the basics of how to make a mind map. The intention is to show you the main points to get you started. http://bit.ly/2wKdO9n 3:17 This is a 7 step guide to making a mind map. Mind mapping is an excellent way to organise revision notes.

Short animation explains the importance of reflection as part of the learning process.

Teamwork http://bit.ly/2xdBh4l 4:52 Shows the synergy that is developed by working in teams/ groups.

4:28

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Your Brain and Learning

http://bit.ly/2xRlhCh

http://bit.ly/1dofEAK

7:01

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A short video tutorial on how to use A MindMap that will improve your exams skills.

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Multiple Intelligences http://bit.ly/2cQas9J

4:15

In his theory of multiple intelligences, Dr. Howard Gardner describes how humans can be intellectually smart in a variety of different ways. http://bit.ly/2j96srx

3:32 In this animated video, students learn how to improve their strengths in all eight of Dr. Howard Gardner's proposed intelligences.

Students can get smarter and increase their creativity by making daily improvements in each of these fields. Gain wisdom, knowledge, and improve their total intellectual skills by performing the tasks and habits mentioned in this video.

An excellent introduction about how the brain runs various functions of the body and mind. Not only does this video touch on why poor nutrition and hydration negatively impact brain functioning, it also explains how and why stress and anxiety reduce cognitive abilities.

Also covered are various ways to keep the brain operating in tip top condition in order to be more emotionally stable and to maximize learning potential.

Schools should provide a space for “learning opportunities designed to develop self-management and personal organisation skills including goal setting, study skills, coping skills and reflection skills.”

- NCCA guidelines on Well-Being for the Junior Cycle

The Learning to Learn workbook provides a structured course for Junior Cycle students, equipping them with the essential skills to be successful in their academic life. The programme assists students in understanding themselves better, being more organised and confident as learners along with having a proven study system and assessment approach which will reduce their stress level and add to their sense of well-being.

There is a key focus for each section accompanying students through the Junior Cycle:  Section 1 – Transition and Study, supports students to quickly adapt to the new expectations placed upon them in their learning.  Section 2 – Goal Setting and Study, provides students with the motivation and skills to become effective at learning and studying.  Section 3 – Study, Assessment Preparation and Developing Resilience, which supports students working towards success in their learning.  Section 4 – Resources for teachers to photocopy along with some ideas for videos to use in class.

Each chapter has key learning points with practical exercises taken from a variety of Junior Cycle subjects, along with a reflective opportunity at the end of the lesson where the students reflect on and record where they intend to implement what they learned into their regular study.

”It is full of ideas, methods and techniques that will help busy teachers planning their course work if they wish to launch a short course in ‘How We Learn’. It’s a practical book and in my view an essential workbook for all students and an ideal book for teaching learning for their teacher, tutor and year head.“ - Patricia Atkins, Former Principal

T: 01 808 1494 - F: 01 836 2739 - E: info@thesupergeneration.com