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14


Section 1:

Section 1 : Introduction

Transitioning and Settling into Study We know that the sooner you can settle into your learning and study, the sooner you begin to make progress in your studies and achieve the grades you wish for. The focus for this section is to assist you the student in settling into your learning and study as quickly and efficiently as possible. This section may be broken up into the following areas:  Chapters 1 and 2 look at the key skills that will help you settle in and adjust to your new learning environment and also introduce you to the key skills you will be developing for the Junior Cycle.  Chapters 3 and 4 explore your new subjects bothfor class and for doing homework.

 Finally, Chapter 10 will introduce you to some simple memory techniques which you can use in your study and revision.  There is an End of section reflection for you to reflect on what it is you have personally learned from this section and how it can improve your learning and study going forward. You will be given the opportunity to practise all these new skills with some of the subjects you will be doing for the Junior Cycle.

 Chapter 5 looks at how your brain works and how you can improve your learning.  Chapters 6 to 9 share with you strategies for managing all the new information you will be engaging with. You will explore strategies to aid you in your thinking, note taking, reading and writing.

15


Cha

Section 1: er pt

1

Settling into Secondary school Lesson 1: My Timetable Lesson 2: Being Organised

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Lesson 3: Filling in my Homework Journal er pt

2

Behaviours for Learning Lesson 4: Behaviours for Learning 1 Lesson 5: Skills and Attitudes Lesson 6: Behaviour for Learning 2

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Lesson 7: Key Skills for Junior Cycle er pt

3

My Subjects Lesson 8: What are my Subjects? Lesson 9: Subjects and Topics

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Lesson 10: Topics and Keywords er pt

4

What is Homework? Lesson 11: The Purpose of Homework Lesson 12: Types of Homework

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Lesson 13: Completing Homework Assignments er pt

5

My Brain and Learning Lesson 14: Growing my Brain Lesson 15: Improving our Learning Lesson 16: Paired and Group Learning


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Section 1:

er pt

6

Managing Information and Thinking Lesson 17: Developing Curiosity Lesson 18: Command Words 1

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Lesson 19: Command Words 2 er pt

7

Managing Information and Note Taking Lesson 20: Writing Frames

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Lesson 21: Visual Notes er pt

8

Managing Information and Reading Lesson 22: Active Reading 1 Lesson 23: Active Reading 2 – T2M2C Model

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Lesson 24: Active Reading 3 – T2M2C Model er pt

9

Managing Information and Listening Lesson 25: Skills for Learning – Listening 1

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Lesson 26: Skills for Learning – Listening 2 er pt

10

Memory Techniques Lesson 27: Memory Techniques 1 Lesson 28: Memory Techniques 2


Chapter 1 Lesson 1

My Timetable Aim

To learn how to effectively use my school timetable

Learning Point 1

My own timetable

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The school day can appear quite busy and confusing initially, trying to figure out where you are supposed to be and when. With all these new subjects, in different classrooms with different teachers, it can be quite confusing. Most schools hand out timetables to students with abbreviations of the subject and teachers’ initials simply to fit everything in; maybe you might need help in decoding all these new abbreviations.

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The words in the first column are the subjects you might be studying. Do you know what the initials are for all your subjects?

Subject Metalwork Science French History Business Studies German

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Initials

Try and fill in the following grid with the initials of each subject, the room number /name and the teacher’s name/ abbreviation. There are spaces at the end to add any subject which might not be included here. Room

Teacher


Subject

Initials

Room

Teacher

Geography Technical Drawing Social Personal and Health Education Religion Civic, Social and Political Education Maths Metalwork Gaeilge (Irish) Spanish Home Economics Technology Physical Education

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Deciphering 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.

School timetable 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

thu

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

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

1. How often does this student have religion in the week?

2. In what room is the science class held?

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

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

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

24

fri

R3 Metal MR PE Gym Lab3 Metal MR Art Art R. R3 Geo R10 Mat R3 R11 R3 R7 R1 R10 R14


Subject

Initials

Room

Geography

Learning Point 2

My own timetable

How familiar are you already with your own timetable?

Technical Drawing social Personal and Health education Religion

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Cover your timetable and do not look at it for the answers. Try and answer as many of the following questions as possible, how many did you get right? 1.

School begins at what time?

Civic, social and Political education Maths Metalwork Gaeilge (Irish) spanish Home economics

2.

How many classes do you have each day?

Technology Physical education

3.

How long is each class?

4.

How many times a week do you have English?

5.

How many classes are there between the break time and lunchtime?

6.

Lunchtime begins at what time and finishes at what time?

7.

How many classes of SPHE do you have each week?

8.

What classroom do you have geography in?

9.

How many classes a week do you have?

10.

School finishes at what time?

11.

What class do you have after lunch on a Wednesday?

12.

What is your last class of the week?

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As a quick recap and summary of the lesson, fill in the following summary table of the timetable and subjects.

Subject What is the Subject? Ir Eng Maths Sci Bus Hist Geog Wk Met RE CSPE SPHE TG Music Art

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Number of Classes

Who is my Teacher?


Do you have a favourite subject yet? Why?

What new subject are you looking forward to finding out more about?

Why?

Pause and Reflect 1.

What have you learned in this lesson?

2.

How did you learn this?

3.

How can you use what you learned in your schoolwork/study?

Mental Note

“Develop a passion for learning. If you do you will never cease to grow. – Anthony D. J’Angelo ” 27


Chapter 1 Lesson 2

Being Organised Aim

To help you organise yourself both in school and at home

Learning Point 1 Sometimes you have so many different places to be at different times it can all get confusing and you can either forget something or end up somewhere at the wrong time. As a result you might end up missing part of a class or end up having the wrong books and materials with you. exe

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This exercise helps you look at how much of your day is spent doing what. Please fill in the following blanks in the diagram.

I get up at I go to bed at

My Day

I study from to

I excercise from to

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I go to school at

I’m on my phone

I watch

from

TV from

to

to

I come home at

I have my dinner at


Weekend - As everybody’s weekend tends to be slightly different there are more blanks here for you to fill in what you are doing.

I get up at I go to bed at

My Day

I study from to

I excercise from to

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I go to school at

I’m on my phone

I come home at

I have my dinner at

I watch

from

TV from

to

to

Now fill in the 24-hr clock, highlight anything that is compulsory in red and anything that is optional in yellow. 24-hour

Weekdays

Weekends

00.00 01.00 02.00 03.00 04.00 05.00 06.00 07.00

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24-hour

Weekdays

Weekends

08.00 09.00 10.00 11.00 12.00 13.00 14.00 15.00 16.00 17.00 18.00 19.00 20.00 21.00 22.00 23.00 24.00

When completed did you notice anything?

Are you surprised by the amount of free time you have?

What does this tell you?

30


tue

Time wed Time thu Time

fri

Now develop a timetable for your normal week, ensuring that you have enough time for both study and recreation.

Time mon Time

1

normal week timetable

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Being on time Questionnaire Time management and punctuality are really important skills that you need to develop. Here is a simple checklist for you to reflect on how good you are at being on time. Are you the type of person that is good at being on time? Let us see! Answer the following questions as honestly as possible. 1.

Are you usually on time for things, like meeting friends, going to training, catching the bus for school?

2.

Out of a scale of 1 -10 how would you rate yourself for being on time?

2

3

4

5

6

7

8

9

10

3.

Can you remember a time that you had to wait for someone or something that was late? How did you feel and what happened?

4.

Do you find it hard to get up in the morning?

5.

How do you wake up in the mornings?

6.

Out of 10, how would you rate yourself for being on time for school?

1

2

3

4

5

6

7

8

9

10

7.

What happens when other students are late for school?

8.

Out of 10, how would you rate yourself for being on time for class?

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1

1

2

3

4

5

6

7

8

9

10


9.

What do you do when you have to go into one of your classes and you are late?

10.

What excuses are given when people are late for classes? Write down as many as you can think of.

11.

How many of these excuses have you used and how often?

12.

What would help you to be better at being on time for school or class?

Having answered these questions do you think you are a good time keeper or time manager? Yes No Give reasons for your answer.

If you are not good at managing time, write down three things you think you can do in the future to improve. 1. 2. 2.

33


Learning Point 2

Equipment

Being organised is a key skill that leads to effective study behaviour and the sooner you take responsibility for organising yourself the better the outcomes for your time spent learning both in school and at home.

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34

My school locker, My school bag, My desk at home This exercise will help you to think In each of the diagrams write in the equipment you think you should about what various pieces of equipment you need each day and have in each place, and when. where you should store them.


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Checklist Sometimes it can help you to be more organised if you have a checklist to remind you of what to bring with you in case you forget something, just like some people bring a shopping list with them when they go shopping. Once you start doing this every day it will become habit and you will not need the checklist. Use the templates below to

Morning checklist

Full uniform, tie, school jacket, shoes?

design your own checklist which you can then cut out and stick somewhere you can see it. Morning checklist

Evening checkl ist

Full uniform, tie, scho ol jacket, shoes?

Do I have my locker key and swipe card? Do I have all my books/zip files for class? Do I need my PE gear, ingre dients, Art pack?

Is my scho ol bag packed and ready, lunch….?

Full unifor m, tie, school jacket, shoes? Do I have my loc ker key and swipe car d?

Have I done all my homework for tomorrow’s cla ss?

Do I nee d my PE gear, ingredients, Art pac k?

Evening checklist

Do I have my locker key and swipe card?

Do I have all my books/zip files for class? Do I need my PE gear, ingredients, Art pack?

Is my school bag packed and ready, lunch….?

Full uniform, tie, school jacket, shoes? Do I have my locker key and swipe card?

Have I done all my homework for tomorrow’s class? Do I need my PE gear, ingredients, Art pack?

Pause and Reflect 1.

What have you learned in this lesson?

2.

How did you learn this?

3.

How can you use what you learned in your schoolwork/study?

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Chapter 1 Lesson 3

Filling in my Homework Journal

Aim

To help you make effective use of your homework journal as a resource for organising your school life and study

Learning Point 1 The homework journal tends to be the main means of communication between your school and home but also has many other important jobs like helping you organise yourself and providing important information about the school. It is good to take time to explore your homework journal, understand what it contains, and be able to use it effectively.

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My homework Journal Contents? Look at the content page of you school journal. Do you know what each section is about? Try and fill in the following information using the template below. 

The name of each section

A short description of what it contains

A short description of how this can help you

My homework Journal – Table of Contents Section 1: Contains: Useful because... Section 2: Contains: Useful because...

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Section 3: Contains: Useful because... Section 4: Contains: Useful because... Section 5: Contains: Useful because... Section 6: Contains: Useful because... Section 7: Contains: Useful because... Section 8: Contains: Useful because... Section 9: Contains: Useful because...

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Subject

Learning Point 2

Good Homework Journal Usage

Sometimes at the end of class you can end up quickly scribbling down some rough notes about what homework you have and then end up at night scratching your head trying to remember exactly what it was you were trying to record. It is good to write down as much detail as possible in your journal in clear handwriting to make sure you don’t forget anything. Below is a checklist of the key elements of effective use of your homework journal.

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Good journal entries A good journal diary has the following:  Details of what was covered in class that day 

Details of what homework was given, if any

Details of when homework is due to be handed up

Clear handwriting

Parent’s signature if expected.

Subject

Homework/ learning outcomes

English

Comprehension on Leonardo Di Caprio Q. 1 – 6

Maths

Fractions Q. 11, 12, 14 p. 49

French

Ma Famile, Learn vocabulary at end

Tech Graph.

Elevation plan drawing Q. 3 p. 18

History

The work of an archaeologist

To remember

PE kit for tomorrow

Due Tues

Due Tues.

of chapter p. 27 Due Fri

– No homework

Teacher’s comment:

Parent’s Signature:

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Homework/ learning outcomes

English

Comprehension on Leonardo Di Caprio Q. 1 – 6

Maths

Fractions Q. 11, 12, 14 p. 49

French

Due Tues

Due Tues.

Ma Famile, Learn vocabulary at end of chapter p. 27

Tech Graph.

Elevation plan drawing Q. 3 p. 18

History

The work of an archaeologist

To remember

PE kit for tomorrow

Due Fri

– No homework

Teacher’s comment:

Parent’s Signature:


Now over to you: Create a good journal entry for your previous day in your journal. Subject

Homework/ learning outcomes

Teacher’s comment:

Parent’s Signature: Does your journal entry look different now? Explain the difference

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Yes

No

What do I need? You can also use your homework journal to make notes to help you remember what equipment or books you need to bring with you to various classes. Do you know all the various books and equipment you need to bring to each class? Here’s a quick checklist that you can fill in to help you identify what you need for each subject. Subject

Book / Workbook

Other things I need for this class

Irish English Maths Science

39


t

Hom Com ew Du preh or k/ en eT ou tcom lear ues sion Fr on ac es ning ch Le tion Du on s ardo eT ues Q. 11, Di Te Ma 12, . ch Cap Fa 14 Gra rio of m p. ile ph Q. 49 ch , Le . 1– ap His arn ter 6 Elev to vo atio p. ry ca Du 27 bu e Fr n pl lary an i To draw at The rem en ing d em – N wor Q. Teac k of be o 3 p. r ho he mew an r’s PE 18 arch co kit or mm k aeol fo en Pa r to t: og rent ist mor ’s Si ro gn w atur e:

bjec Su

glis h En

hs

Fren

Mat

Subject

Book / Workbook

Other things I need for this class

Religion Geography History CSPE SPHE

Pause and Reflect 1.

What have you learned in this lesson?

2.

How did you learn this?

3.

How can you use what you learned in your schoolwork/study?

Mental Note

“Education is the most powerful weapon which you can use to change the world. – Nelson Mandela ” 40


Chapter 2 Lesson 4

Behaviours for Learning 1

Aim

To explore how rules can help you be better at learning

Learning Point 1 Whatever you call them, rules are simply guidelines to help you feel safe and secure. Rules promote respect and allow you to be part of the school community. You should contribute to making your class safe and secure for everybody to be able to enjoy learning. exe

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Proper Behaviour! Here is a list of different types of behaviours. Read through each one and answer whether you think it would help you learn better or not in the classroom. Give a reason for each of your answers. 

Everybody talking at the same time? Yes No

Students getting up and walking around the classroom when you are trying to work? Yes No

 Other students jumping in with their answers all the time? Yes No

Nobody listening to the teacher or each other? Yes No

41


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Behaviours for learning – Rate yourself! As you have seen from the previous exercise there are some very simple things that you can do in class which can help you learn, these can be called behaviours for learning, which are One Voice, Hands Up and Wait, Listen Out of ten, how would you rate yourself for using each of these behaviours for learning? Can you explain why for each score you give? One Voice -

/ 10

Explain:

Hands Up and Wait -

/ 10

Taking turns to ask questions, talk or get the teacher’s attention Explain:

Listening -

/ 10

Being a good listener, to other students and to teachers Explain:

My Total -

/ 30

Name one major thing you could do to improve your score

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wa i t


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Benefits of Good Behaviour!

3

What images BEST describe the benefits of good behaviour? Tick as many as you wish.

Pause and Reflect 1.

What have you learned in this lesson?

2.

How did you learn this?

3.

How can you use what you learned in your schoolwork/study?

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Chapter 2 Lesson 5

Skills and Attitudes

Thoughtful

Organised

Optimistic

Hardworking

Aim

To introduce you to some of the skills and attitudes for successful students

Work

Co-operative

Persistent

Best

Punctual Skills

Learning Point 1 Let’s look at some of the activities and attitudes that can help you become a more effective learner.

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Understanding Behaviours for Learning! Here is a list of definitions for each key behaviour for learning; can you write the behaviour beside its correct definition? Organised, Punctual, Co-operative, Attentive, Hardworking, Persistent, Thoughtful, Optimistic Thinking of others and their feelings Doing my best work Having all I need for class Finding the best in every situation Concentrating on my learning Being on time for all classes Helping others in a positive way Working hard even when the going gets though

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Attentive


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Can you write each of the key behaviours for learning with the correct image?

2

ercis

3

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ď ? When Do I Display These Behaviours? Having looked at some of the skills and attitudes of effective learners, can you think of situations or examples of where they might be used or be important? Write as many as you can for each skill/attitude. Attentive:

Co-operative:

Determined:

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Hardworking:

Punctual:

Organised:

Persistent:

Optimistic:

Thoughtful:

Pause and Reflect

46

1.

What have you learned in this lesson?

2.

How did you learn this?

3.

How can you use what you learned in your schoolwork/study?


62


Section 2:

Section 2 : Introduction

Learning to Learn Programme During the first section you explored the behaviours and skills for effective learning. This section is aimed at now helping you move from learning to studying. Section 2 is broken into two key component areas: 1. Motivation for Studying 2. Skills for Studying.  Motivation for Studying In these lessons you will explore your own motivation along with setting your own goals for what you want to achieve. You will also look at what are called your multiple intelligences which will help you identify what your strengths are and work towards developing these further.  Skills for Studying During these lessons you will be introduced to what study is and given a proven and effective study system practical for all subjects. You will learn how to:

 Plan your Study  Do your Study using our effective POKER study system.  Review your Study using our 5 X 5 review and other revision techniques. You will be brought through practical examples and exercises of applying these study techniques to your own Junior Cycle subjects.

Finally, you will be introduced to the various elements of the Study Journal, which is a key resource for assisting you in organising and mapping the progress of your study right up until your final assessments.

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Cha

Section 1: er pt

10

Me as A Learner Lesson 29: Qualities of a learner Lesson 30: Intelligence Profiles 1 Lesson 31: Intelligence Profiles 2 Lesson 32: Working to my Strengths

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Lesson 33: Reflection in Action er pt

11

Setting my Goals Lesson 34: Creating Goals to Succeed

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Lesson 35: Actions to Succeed er pt

12

Motivation and Mindset Lesson 36: Exploring Motivation Lesson 37: Introducing Resilience Lesson 38: Believing in Myself

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Lesson 39: Changing Beliefs er pt

13

Planning Study Lesson 40: The 4T’s – Targets and Topics Lesson 41: The 4T’s – Time and Temptations Lesson 42: Study Barriers


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Section 2:

er pt

14

Study System Lesson 43: Introducing POKER Lesson 44: POKER 2 Lesson 45: Mind Mapping

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Lesson 46: POKER 3 er pt

15

Poker Practice Lesson 47: Studying Languages Lesson 48: Studying English Lesson 49: Study Practice (Other Subjects 1)

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Lesson 50: Study Practice (Other Subjects 2) er pt

16

Revision Lesson 51: The Forgetting Curve and Reviewing Lesson 52: Preparation for Revision

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Lesson 53: Planning and Executing Revision er pt

17

End of Section reflection


Chapter 10 Lesson 29

Qualities of a Learner

Aim

To help you identify qualities of an effective learner

Learning Point 1

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In the last section you explored various behaviours for learning and looked at how you learn. However, there are certain characteristics or qualities which help you become an even more effective learner. These are called the 10 Qualities of a Good Student. ise rc

1

10 Qualities of a Good Student In this exercise you will explore the 10 Qualities of a Good Student along with reflecting on how you would rate yourself on these qualities. Read each of the statements and score yourself in relation to whether you feel this reflects you or not where:

66

1

I feel this is almost never true for me.

2

I feel this is not often true for me.

3

I feel this is sometimes true for me.

4

I feel this is usually true for me.

5

I feel this is almost always true for me.


Curious: I love to learn new things so I can grow or change.

Imaginative: I like using my imagination to look at things in a different way, to solve a problem.

Organised: I am a very organised person & know what I’m supposed to be doing and when.

Explorative: I like finding things by seeking and finding information about things.

Motivated: I have clear goals and a vision for what I want to achieve.

Experimentation: I like to try things out to see if they work or simply to see what happens.

Self-discipline: I don’t allow myself to get distracted easily when studying or doing a task.

Self-confident: I believe I can achieve whatever I set my mind to.

Persistent: I’m willing to keep practising at something until I get it right.

Goal Orientated: I set myself goals for what I wish to achieve.

When 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.

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Reflecting on these qualities 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 begin to develop these qualities further in yourself. 1.

Did any of the qualities of a good learner surprise you by being on the list? Yes No If yes, which ones?

2.

What qualities did you score highest on?

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2

3.

Give an example of why you gave yourself a high score for each of these qualities.

4.

What would help you to be better at being on time for school or class?

5.

Think of one thing you could do to improve the score you gave yourself.

Pause and Reflect 1.

What have you learned in this lesson?

2.

How did you learn this?

3.

How can you use what you learned in your schoolwork/study?

Mental Note

“The knowledge of all things is possible.” – Leonardo da Vinci

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1

3


Chapter 10 Lesson 30

Intelligence Profiles 1

Aim

To help you identify your strengths when it comes to learning.

Learning Point 1

Multiple Intelligences

Mus ica l

The ability to understand yourself, to be reflective, know what you can or can’t do and where to get help.

The ability to think musically and to hear, recognise and remember patterns.

Spat ial The ability to interpret space and to navigate.

al son per ter In

The ability to understand and relate to others.

The ability to

The ability to understand cause and effect; to manipulate numbers. The ability to control body movement and the capacity to handle objects skillfully.

discriminate between living things and be sensitive to the natural world.

The ability to use language. Being able to express what’s on your mind and to understand others.

Na t u r ali st

Here is a diagram with your 8 intelligences; take some time and read through them. Write down any of the intelligences that you might not understand. You can ask your teacher to help explain these to you.

al rson e p ra Int

atical them a M al/ c i g Lo

1

Kine s t h eti c

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Why do you think you do better at one subject more than another or you prefer one subject over another? You probably think you only have one intelligence, when in fact you probably have at least 8 and you probably use 3 to 4 of them continually. Professor Howard Gardiner referred to these as your Multiple Intelligences. This explains why you find some subjects easier than others or enjoy some subjects more than others.

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What intelligences did you not understand?

Learning Point 2 The next five exercises will help you identify which intelligence you use most and help you create your own intelligence profile. There are many advantages to building your own profile, one of which is identifying your strengths. By knowing where your strengths lie you can work towards these. Nobody is good at everything but it’s important to know what you are good at and use this to your advantage. Sometimes you might not realise that you are good at lots of things.

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By working to your strengths you become a more confident learner, building on past successes and possibly willing to take on new challenges which you might not have had the confidence to do in the past. ise rc

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Characteristics of the Intelligences Try to match the characteristics with the correct intelligence.

1

2

3

4

Tends to hum/

In touch with one’s Perceives the

Sensitive to the

burst into song

own feelings

visual world

feelings and moods

Responds to

Knows weaknesses

accurately

of others

rhythm

and strengths

Displays aptitude

Energised when

Remembers

Self-reflective/

for drawing,

working with

melodies and song aware and mindful lyrics Notices background sounds Sensitive to sound patterns

Comfortable alone

painting, sculpture people and enjoys Sensitive to colour, pattern, texture

Tends to daydream Displays mind Seeks personal meaning and sets personal goals

co-operative games Knows how to win over others

mapping capacities Able to negotiate Thinks in 3D terms

effectively

and reads maps

Perceives the

and plans easily

intentions and desires of others

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5 Sensitive to the natural world

6 Enjoys language Likes word games,

Ability to recognise good at spelling pattern or species in the natural and

Has a feel for

built environment

sentence structure

Capacity to

A good story teller

see things in relationship to one another Ability to classify and categorise types and models of species

Enjoys puns and riddles Likes the sound and rhythm of

7

8

Needs to be active, Sees connections plays sports or enjoys activities Likes to make or build things

Analyses/ categorises Spots flaws in arguments

Uses hands when talking

Enjoys numbers

Well co-ordinated

Abstract thinker

Uses tactile sense

Systematic

to communicate

approach

words Enjoys reading

Try to match the characteristics with the correct intelligence. Musical

Spatial

Kinesthetic

Linguistic

Intrapersonal

Logical / Mathematical

Naturalist

Interpersonal

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c

Identify your Intelligence 1 Tick the intelligences which you believe you use the most, you can choose between 2 and 5. This is an intuitive response. If you enjoy singing you might tick musical, good at languages you might tick linguistics, enjoy being around people you might tick interpersonal. Most people have 2-5 areas that they are relatively comfortable with. nal erso p a r Int

Spat ial

N a t u ral ist

atical them a l/M ica g Lo

Mus ica l

al son per ter In

stic gui Lin

Kin e s t het ic

exe

ise rc

Pause and Reflect

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1.

What have you learned in this lesson?

2.

How did you learn this?

3.

How can you use what you learned in your schoolwork/study?


Chapter 10 Lesson 31

Intelligence Profiles 2

Aim

To help you identify your strengths when it comes to learning.

Learning Point 1

exe

This is a follow-on exercise from the previous lesson so you might want to briefly read over what you covered previously. ise rc

1

Identify Your Intelligence 2 LET’S TAKE A CLOSER LOOK … Below is an activity list associated with each intelligence. Place a tick in the box of each activity that you see yourself good at, or that you imagine you could be good at if you tried.

Musical

Interpersonal

Spatial

Intrapersonal

Writing music

Planning your own time

Drawing diagrams

Good friend

Playing an instrument

Understanding your feelings and moods

Understanding plans of a house

Listening carefully

Working on your own

DIY furniture assembly

Managing/Supervising others

Moving in time to music

Keeping a diary/journal

Art/Drawing

Member of a club

Good sense of rhythm

Recognising who you’re like/unlike in your personality

Visualising images in 3-D

Teaching/Training others

Reading maps for a journey

Parenting

Repeating lyrics of songs with ease

Clapping or beating time with music Remembering slogans, raps, verses

Achieving personal goals Striving for constant improvement

Drawing Driving, parking

Committee work Leadership skills

Selecting appropriate music for an event

Self-motivation

Crafts

Helping others with personal problems

Humming while working

Finding time to be on your own

Jigsaws

Any group work

Selecting background music

Total ticks:

Predicting what you will be able to do well or have difficulty with before you begin

Total ticks:

Total ticks:

Total ticks:

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Naturalist Enjoys gardening and working with plants

Linguistic

Logical/Mathematical

Giving verbal instructions

Sports

Mathematics

Giving written instructions

Dancing/Physical movement with good coordination

Science

Enjoys being outdoors Likes to hike, walk or climb

Filling in forms

Car maintenance

Keeps pets

Writing letters

DIY jobs

Explaining something clearly

Cooking, baking

Recognises different types of birds, animals and plants Campaigns on environmental issues Watches natural science programmes

Crosswords, word search puzzles Verbal arguments Creative writing or writing in general Reading literature Reading or writing poetry

Total ticks:

ise rc

exe

Kinesthetic

2

Total ticks:

Hand-held puzzles (Rubik’s Cube, etc.) Juggling Keeping children actively occupied Anything active Hobbies that require specific hands-on skills (model building, knitting or others)

Total ticks:

Making lists Accounts Budgeting Planning time Calculating scores in games/sports Working out timetables Managing money Calculating scores on bets

Total ticks:

Identify Your Intelligence 3 NOW LET’S TAKE ANOTHER LOOK … Here are some descriptions of the various attributes associated with each intelligence. Place a tick beside the ones that you think best describe you.

Musical Enjoy sound in nature Interested in music Enjoy hearing and/or making music Good sense of rhythm and/or melody Easily learn and retain music.

Interpersonal Like to daydream and imagine Enjoy doing things independently of others Appreciate privacy and quiet for working and thinking Understand your own feelings and thoughts and why you do things

Spatial Good sense of direction Observant, see things others do not notice See things clearly in your mind’s eye, e.g., a familiar room

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Total ticks:

Can help with difficulties between people Sensitive to others’ moods and reactions Interested in how others think and feel

Films, slides, videos help learning

Involved in clubs or other types of group activity

Use charts, diagrams, maps easily.

Enjoy teamwork, discussing and cooperating with others.

Think about the relevance of what you are doing and learning.

Total ticks:

Intrapersonal

Total ticks:

Total ticks:


Naturalist

Linguistic

Gets angry about pollution and destruction of nature

Like books, plays, poetry, radio, conversations. Enjoy language

Appreciates scenic places

Learn well from books, tapes, lectures, listening to others

Feels alive when in nature Conscious of changes in the weather

Fluent, expressive talker with a well-developed vocabulary

Notices nature above other things

Good at explaining things

Yearns to be outside as much as possible

Like to write things down.

exe

ise rc

3

Logical/Mathematical

Like to deal with problems physically, get directly involved, get ‘hands on’

Like to solve puzzles and problems

Skillful when working with things

Arrange tasks in a sensible, orderly sequence

Enjoy sports, games, physical exercise Like to be moving, doing or touching something you are learning about Remember best what you have done (as compared to seen/heard).

Is sensitive to birds, animals and plants.

Total ticks:

Kinesthetic

Total ticks:

Total ticks:

Like logical explanations

Look for patterns and relationships between things Approach tasks in a logical, step-by-step manner.

Total ticks:

Now Complete Your Own Profile On the chart below you can fill in your results for each exercise. Step 1: On the innermost circle shade in what you said were

your top intelligences, up to five, from Lesson 30, Exercise 3 (Identify your intelligence 1). Step 2: Now go back to Identify your Intelligence 2. Count up the

ticks you had in each column and shade in the next circle your 3 top scoring intelligences. Step 3: Go to Identify your Intelligence 3. Do the exact same

thing, add up your ticks in each column. Then shade in the outer circle your 3 top scoring intelligences. See example on next page.

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Here is a sample one already worked out. al rson e p ra Int

1

Spat ial

2

al son per ter In Na t u r ali st

atical them a l/M ica g Lo

Mus ica l

3

stic gui Lin

Kine s t h eti c

In this example the student identified these intelligences in each exploration: 1

Exploration 1: Identify your intelligence 1

2

Exploration 2: Identify your intelligence 2

3

Exploration 3: Identify your intelligence 3

Now create your own.

nal erso p a r Int

1

Spat ial

2

al son per ter In Na t u r ali st

atical them a l/M ica g Lo

Mus ica l

3

stic gui Lin

Kin e s t het ic

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Learning Point 1

exe

Here is what your results mean: 1.

The intelligences where you shaded in all three circles are your strongest intelligences. These are the ones you use all the time naturally and serve you the best, the ones you are most comfortable with.

2.

The intelligences shaded in two circles are still strengths for you but they are not as natural. As a result you can and will do them with ease when asked but you will have to be asked.

3.

The intelligence where you have only one circle shaded, you can use now and again, when the need arises. I call them the ‘I will if I have to’ intelligences! They are there for you but you may not see them as your greatest strengths.

4.

And finally ... the intelligences you left completely blank, these are your ‘No way, no how, not me! Ask someone else’ intelligences. You may feel like you are not strong in that area or maybe it is something you feel you have not been able to grasp. Either way it is an intelligence that you actually have but you are not, for whatever reason, using it enough to benefit you.

ise rc

4

So What Does This Tell Me? Having completed this exercise you may wish to reflect on what you have learned about yourself. Ask yourself the following: 1.

Are the answers what you expected?

2.

For Yes or No, explain why.

Yes

No.

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exe

ise rc

4

3.

What were your top three intelligences?

1 2 3

4.

It is good to build on your strengths and know your main intelligences, so what does this tell you about what type of learner you are?

Pause and Reflect 1.

What have you learned in this lesson?

2.

How did you learn this?

3.

How can you use what you learned in your schoolwork/study?

Mental Note

“It’s not how smart you are, it’s how you are smart.” – Howard Gardne

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Chapter 10 Lesson 32

Working To My Strengths

Aim

To learn to work to your strengths

Learning Point 1

exe

Working to your strengths is an empowering experience. Your multiple intelligences profile will have highlighted some areas for you to focus on. Yes, there will be areas for development, however too much time can be spent trying to make a weakness less of a weakness. Today you will focus on the opportunity to develop strengths properly. Working to your strengths will help you now and in the future. ise rc

1

Your Strengths! 1.

Use your MI (multiple intelligence) profile to help you make a list of strengths. Try to have 3 in your list.

2.

For each strength, write down WHY it is valuable.

3.

For each strength, write down how you can use it every day.

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4.

For each strength, write down how it might help you in the future.

Learning Point 2

exe

Being part of a strong group can be very encouraging and supportive. If you can recognise strengths in others, you can begin to recognise strengths in yourself. Of course, there will be students who you do not see eye to eye with. Seeing a positive in somebody does not mean you must be their best friend. This is down to personality. You can have a healthy respect for a person, however, from a distance. Step back from personal feelings and focus on the positives in others for this exercise. You can work to encourage the strengths of everybody in your group as well as yourself. ise rc

2

My Gift To You! This is an opportunity for you as an individual and as a class to share some positive affirmations with each other. It is nice to both give and receive positive affirmations. Share your book around so others can write one POSITIVE thing about you and identify one STRENGTH you have. Positive Attributes

80

Personal Strengths


exe

ise rc

2

Positive Attributes

Personal Strengths

Pause and Reflect 1.

What have you learned in this lesson?

2.

How did you learn this?

3.

How can you use what you learned in your schoolwork/study?

81


Chapter 10 Lesson 33

Reflection in Action

Aim

To help you understand how important reflection is to learning

Learning Point 1

exe

A key element of learning is the ability to reflect on what and how you learn. You will already have been doing this all along at the end of each lesson and at the end of section one. But do you know why reflection is important? ise rc

1

Why Reflect? Here is a list of reasons why you might reflect on your learning. For each one give an example for when you have actually done this, then rank them in order from 1 to 10, where 1 is very important and 10 is not really important at all. Reflection is important because: 1.

I can identify what I have learned? 1

2

3

4

5

6

7

8

9

10

9

10

Example: 2.

I can understand how I learned something. 1

2

3

4

5

6

7

8

Example: 3.

I am more aware of learning activities that I enjoy? 1

Example:

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2

3

4

5

6

7

8

9

10


4.

I am able to identify challenges I might have in my learning. 1

2

3

4

5

6

7

8

9

10

Example: 5.

I am able to propose possible solutions to these challenges? 1

2

3

4

5

6

7

8

9

10

Example: 6.

I have opportunities to discuss my learning with others.? 1

2

3

4

5

6

7

8

9

10

Example:

Learning Point 2 Did you notice that all of the reasons are equally important and all help you improve and grow as a learner. Reflection is a tool for you to extract the personal learning from your experience so that you can use what you have learned again at some point in the future. But what makes a good reflection? Whilst you may write reflections on many things, there are common features of a good reflection, known as IDHR. These are:

exe

I = You relate it back to what you learned i.e. I learned. Detail = You write a clear account of what you learned, giving as much detail as possible. How = You explain how you learned something. Relate = How will you use what you have learned again in the future? ise rc

2

ď ?

Features of a Good Reflection Here are two examples of student reflections on a project they completed for CSPE. Read through each one and decide whether you think this reflection is either Above Expectation or Below Expectation. Give as much detail in your reason for your grading as possible. Remember even if it is Below Expectation there are still some positive aspects to the reflection, be sure to include these in your answer.

83


ld Our Wor xx xx /xx/

one: Example

Title of

project:

Date of

Project

h did you How muc ect? this proj

with working great fun class. It was in my people our other about a film s made in. The clas d we live the worl lives and

enjoy

Why?

Example one:

What did

you do?

k

g you rtant thin t impo The mos was? learned Why?

Title of project:

Our World

Date of Project

xx /xx/xx

t? the mos

you lenged e this overcom d you How coul future? e in the n? challeng you lear skills did What new

What chal

what you you use How can future? in the learned ion Expectat Above

Teamwor

e to agre times ggled at We stru other. with each others. e with to agre Having rs. with othe Agree IT ed new I learn ing. filmmak sure. I’m not

/

in

skills

ion Expectat Below

How much did you enjoy this project? Why?

It was great fun working with other

What did you do?

The class made a film about our lives and

The most important thing you learned was?

Teamwork

Why? What challenged you the most?

people in my class. the world we live in.

We struggled at times to agree with each other.

Having to agree with others.

Agree with others. How could you overcome this challenge in the future? What new skills did you learn?

I learned new IT skills in filmmaking.

How could you overcome I’m not sure. this challenge in the future? Above Expectation

Reasons for answer:

84

d Our Worl xx xx /xx/

one: Example

/

Below Expectation

Title of

project:

Date of

Project

did you How much ct? this proje

with working great fun class. It was in my people t our other film abou made a in. The class we live the world lives and

enjoy

Why? What did

you do?

thing important The most was? learned

Teamwork

you

Why? d you

enge What chall

?

the most

ome this you overc How could the future? in ? challenge you learn skills did What new what you you use How can future? in the learned Above

n Expectatio

to agree times ggled at We stru other. rs. with each with othe to agree Having rs. with othe Agree IT skills ed new I learn . filmmaking sure. I’m not

/

Below

n Expectatio

in


Example two:

Why?

Example two:

Title of project:

Our World

Date of Project

xx /xx/xx

I learn ed so much what was about involved in team like confl work, ict reso lution, when for we didn ’t all agre things e abou and the t various and resp roles What chal onsibilit ies peop lenged when you the le have working most? in a team Working . as part of a grou we didn p, ’t alwa ys agre things e on and had How coul to figu d you how to re out overcom challeng do it toge e this e in the ther. future? I deve loped skills like liste to othe What new rs and ning comprom skills did which ising, I will you lear use in n? future. Along with the teamwor skills, k I also develope IT skill d new s in film mak These ing. skills included and usin filming g IT soft Above ware like PowerPo Expectat int and ion Movie Maker. / Belo w Expe ctation

How much did you enjoy this project? Why?

I really enjoyed this project because I

got to learn exciting new skills involved in

filmmaking. I had never made a film before and didn’t know what was involved. We

had great fun trying to decide what we were going to make the film about. What did you do?

I did a filmmaking project where a group of us from the class made a 4- minute film giving an insight into our lives as

teenagers and our outlook and the world

around us. We had to decide on what we would make the film about, how we were going to make the film and who was doing what job. We showed the film to our

whole school at assembly one morning. The most important thing Learning how to work together as a team you learned was? to achieve something. Why?

I learned so much about what was involved in teamwork, like conflict

resolution, for when we didn’t all agree about things and the various roles

and responsibilities people have when working in a team.

What challenged you the Working as part of a group, we didn’t most? always agree on things and had to figure out how to do it together.

How could you overcome I developed skills like listening to others and this challenge in the future? compromising, which I will use in future. What new skills did you learn?

Along with the teamwork skills, I also developed new IT skills in filmmaking.

These skills included filming and using IT

software like PowerPoint and Movie Maker.

85


about much ed so work, I learn in team involved for what was lution, t ict reso e abou like confl ’t all agre we didn roles when various have and the people things bilities onsi . and resp in a team working p, when grou a of as part e on Working ys agre most? ’t alwa re out you the we didn to figu lenged and had What chal things ther. do it toge ning how to like liste skills loped ising, I deve comprom rs and e this othe com future. to over use in d you I will How coul future? which work in the team e challeng with the new Along loped n? also deve I lear s, you skill making. skills did s in film filming What new IT skill included skills These ware like g IT soft Maker. and usin Movie int and PowerPo

two: Example

Why?

What new skills did you learn?

How can you use what you learned in the future?

Along with the teamwork skills, I also le one: Examp developed new IT skills in filmmaking. : project Title of ject ro P f o These skills included filming andDateusing IT joy you en uch did How m ct? software like PowerPoint and Movie jeMaker. this pro

/

Below Expectation

ation Expect Above

Reasons for answer:

Pause and Reflect

86

/

ion Expectat Below

ith rking w un wo great f . as s w s cla It in my r people out ou other film ab a e ad m s . s in la Why? c ve e li e Th orld w d the w lives an ? you do id d t ork Wha Teamw e g you to agre ant thin rt o times p st im led at The mo strugg e W er. d was? ch oth learne s. with ea h other ree wit ag y? h to W Having st? thers. the mo with o ed you Agree alleng is th What ch ome s in u overc T skill uld yo new I ? How co learned e future I th in e g rn? ing. challen ou lea filmmak ls did y . ew skil t sure What n no I’m u o y t a use wh n you tion re? How ca xpecta the futu elow E in d e learn / B

I will be able to use my teamwork skills in other classes when we are asked to do group work and also when I’m with my friends. I can use my IT skills for other projects in other subjects, like using PowerPoint to make presentations in class.

Above Expectation

orld Our W /xx x x xx /

1.

What have you learned in this lesson?

2.

How did you learn this?

3.

How can you use what you learned in your schoolwork/study?

ion Expectat Above


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

Learning to Learn

Schools should provide a space for “learning opportunities designed to

The Learning to Learn workbook provides a structured course for Junior 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.

Cycle students, equipping them with the essential skills to be successful in their

 Section 3 - Study and assessment preparation, aids students in working  Section 4 - Study Journal assist students in planning and recording their study and revision. Each Chapter has key learning points with practical exercises taken from a variety of subjects being studied by students during the Junior Cycle, 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

towards success in their learning.

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.“ - Patrica Atkins, Former Principal

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Learning to Learn - Student Workbook - Chapter 1  

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